2007 Elementary Phase I Field Test Report

Timothy S. Brophy, Ph.D.

Associate Professor of Music Education

University of Florida

James Perry, Executive Director

The Florida Music Educators Association

Tallahassee, Florida

Order of Presentation

The Florida Music Assessment

The Florida Music Assessment

Score Data – All Forms

Amount and Frequency of Music Instruction in the Sample Schools (N = 106)

Note. Times per week = the number of times the students have music per week. Minutes per week = the number of minutes per week of music instruction. These figures are based on the reported frequency of instruction and the amount of instruction in minutes; in cases where instruction occurs at a frequency of once every 6 or more days, these figures were calculated as if instruction occurred on a weekly basis. To provide a more accurate view of the minutes per week and frequency of instruction across the widely variable schedules that were reported, figures are provided for minutes and days of instruction per year, based on a 180 day school year.

(Your Table 2)

Gender/Ethnic Group Score Data

(Your Table 3)

Correlation of School Scores and Frequency of Music Instruction, Amount of Music Instruction, School Community Classification, and Type of Classroom Setup (N = 106)

Note: *p < .05. Frequency of instruction is expressed as the numbers of days per week students have music instruction. Amount of Music Instruction is expressed as the minutes per week students have music instruction. School Community Classifications are Urban, Rural, and Suburban. Types of Classroom Setup are Self-Contained, Traveling on a Cart, Both Self-Contained and Traveling, and none -- no music class.

(Your Table 4)

Correlation of 2007 FMA Raw Scores, FCAT Reading, Math, and Writing School Scores (N = 106)

Note *p < .05. **p < .0001.

(Your Table 5)

Test Evaluation

Item Analysis – Common Items

Note. *rpbs = point-biserial correlation

James Perry
Executive Director, FMEA