From Bow to Brain: Reducing Educational Inequalities through Music Education? Evidence from a Quasi-Experiment on a Violin Program for Young, Disadvantaged Children

Abstract

This study evaluates the effects of intensive music education on disadvantaged children in the northern suburbs of Paris, using a quasi-experimental design with entropy balancing. We focus on a four-year compulsory violin program delivered during school hours to children ages four to seven. Data were collected between 2020 and 2024 from academic assessments and national standardized tests across 57 schools. We investigate whether intensive music training improves cognitive and academic outcomes and how these effects vary by socioeconomic background. Preliminary findings reveal short-term gains in writing, numeracy, and syllabic skills—particularly among socially disadvantaged preschoolers—but these benefits diminish over time. By the end of second grade, negative effects appear in language skills, notably for lower socioeconomic status students. These patterns may result from reduced instructional time in core subjects and unequal compensatory support at home. The study underscores the risks of embedding intensive extracurricular programs within school hours and cautions against relying solely on academic outcomes to justify arts education.