Is more time in general music class associated with stronger extra-musical outcomes in kindergarten?

Prior research has suggested an association between increased musical training and extra-musical outcomes, but these studies are primarily correlational, focused on instrumental music, and provide limited information about the type of musical intervention. In the current study, we perform the first randomized controlled study investigating whether more time in general music in kindergarten results in better executive functioning, self-perception, and attitudes towards school. Control students received an average of 45 min of general music class per week while treatment students received 2-7 times more minutes per week. Both control and treatment students had applied to attend a school or program of intensive general music study serving primarily low-income students. Analyses from end-of-kindergarten data revealed no significant group differences on our outcome measures. Results fail to show an association between increased time spent in general music learning and stronger extra-musical outcomes.