Three-quarters (75%) of American adults were involved in some type of music program while in school. Half (51%) were involved in chorus while 42 percent had some type of formal instrumental lessons. Just over one-third (35%) were in a school instrumental ensemble, such as an orchestra or band while 14 percent were part of an informal group, such as a garage band and 12 percent had formal vocal lessons.

Music education is associated with those who go on to higher education. In looking at what groups may have participated more in music, education shows the largest differences. Two-thirds (65%) of those with a high school education or less participated in music compared to four in five (81%) with some college education and 86 percent of those with a college education. The largest group to participate in music, however, are those with a post graduate education as almost nine in ten (88%) of this group participated while in school.

Music education is also associated with higher incomes. Three-quarters of people (74%) with household incomes of $34,999 or less and 72 percent of those with incomes of $35,000-$49,999 participated in music, compared to 83 percent of those with incomes of $150,000 or more.

These are some of the findings of a Harris Poll of 2,565 adults surveyed online between October 9 and 15, 2007 by Harris Interactive ®. This survey was conceived and developed by Harris Interactive and was not commissioned by any organization. However, we sought and received valuable input from the National Association for Music Education on this subject.

Certain other groups are more likely than others to have participated in music in school. Women are more likely than men (80% versus 70%) and African Americans are more likely than Whites or Hispanics to have participated in music (80% versus 75% and 73%). Age wise, the younger one is, the more likely they participated in music as 83 percent of Echo Boomers (those aged 18-30) participated compared to 69 percent of Matures (those aged 62 and older). Also, the higher the household income, the more likely they participated in a music program.

Music Education Provides Personal Fulfillment

Seven in ten U.S. adults say that music education had at least some influence on their current level of personal fulfillment, with more than one-third (37%) saying that their music education has been extremely or very influential and one-third (33%) saying it was somewhat influential. Just one-quarter say music education had no influence at all. Those with a post-graduate degree are more likely to say music education was extremely or very important than those with a high school or less education or a college graduate (51% compared to 28% and 38%, respectively).

The type of music program one was involved in and how long that involvement lasted also matters when looking at personal fulfillment. Over half of those who had vocal lessons (52%) or were in a garage band (54%) say music education was extremely or very influential to their current level of personal fulfillment as do 46 percent of those who took instrument lessons. And, while it ’s probably not surprising that over three-quarters (78%) of those who are still involved in music say it was extremely or very influential, three in five (60%) of those with more than five years of involvement also say music education was extremely or very influential to their current level of music fulfillment.

We Can Work It Out: The Skills Music Education Provides

Besides just the music, participating in music programs can also provide people with certain skills that can be utilized in a job and career. Just under half (47%) of those who were in a music program say music education was extremely or very important in giving them the ability to strive for individual excellence in a group setting. A plurality (44%) say music education was extremely or very important in teaching how to work towards common goals and two in five (41%) say it was extremely or very important in providing them with a disciplined approach to solving problems. Just over one-third say music education gave them the skill of creative problem solving (37%) and how to be flexible in work situations (36%).

The more education one has, the more likely one thinks that music education was important in providing each of these five skills. In fact, almost six in ten (58%) post graduates say music education was extremely or very important as they strive for individual excellence in a group setting. Besides post-graduates, African Americans are also more likely to say that music education was important in providing them with each of these skills.

In looking at what the learnings and habits from music education provide, two-thirds of adults (66%), and 72 percent of those who were involved in music, say it equips people to be better team players in their career. Music education also helps one to solve problems – three in five adults (61%) and two-thirds (66%) of those involved in music say music education provides people with a disciplined approach to solving problems. Music also provides a sense of organization. Three in five adults (59%) and almost two-thirds (64%) of those who had music education say that it prepares someone to manage the tasks of their job more successfully.

The Beat Goes On

Even when the lessons could end, those who had music education continued with the program. Just one in six (14%) continued with their program for less than one year, while one-third (33%) continued for 1 to 3 years. Almost one-quarter (22%) participated for three to five years and 19 percent of those who had music participated for over 5 years. One in ten adults are still involved in a music program. Education also plays a role as those with post graduate degrees are more likely to be involved in music longer; three in ten participated for over 5 years and 14 percent are still involved.

Type of music program also impacts how long one participated. One-quarter of those who took instrumental lessons (24%) and orchestra (25%) continued with their programs for more than five years. Also, one in five of those who take vocal lessons (22%) and are in a garage band (20%) are sill involved in a musical program. With these, as opposed to chorus, the knowledge of reading music is necessary and, with that skill, one may want to continue their involvement longer.

So What?

Whether it is singing with a group of other students, playing trumpet in the junior high orchestra or taking years of piano lessons, music education hopefully provides, on its face, an appreciation of music. But it also provides much more than that. Even after the lessons are long gone, the skill set that those years provided lives on for those who had music education. Whether it ’s learning to work in group settings or becoming more disciplined, music education provides certain fundamentals and those with this background now say it was influential in contributing to their current level of personal fulfillment. With all the benefits of music education, its continued importance in education is something that cannot be denied. In fact, in looking at how those with more education are more likely to have been in a music program, we can probably say that music education is a tool to not only get students to stay in school, but to continue to further their education.