Abstract
Abstract Previous research has shown that English language learners (ELLs) score lower on the National Assessment of Educational Progress (NAEP) music assessment than native English speakers. This analysis uses the NAEP Arts Assessment 2008 music portion to further explore this relationship, after controlling for associated covariates. Findings indicate that ELL students still score substantially lower on average, even after controlling for music background, music self-concept, economic status, and school membership. In addition, music ensemble participation, positive music self-concept, private music lessons, and higher economic status are all shown to uniquely, positively relate to music achievement, and schools are shown to differ substantially in their average music achievement. Implications of these findings and limitations of the NAEP music assessment are explored.
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