Does Attendance Mediate the Effect of Arts Engagement on High School Educational Outcomes?

Joshua Harden-Stein

Advisor: Adam Winsler, PhD, Department of Psychology

Committee Members: Thalia Goldstein, Tim Curby

Johnson Center, #326, Meeting Room B
April 13, 2026, 01:00 PM to 03:00 PM

Abstract:

Many argue that school-based arts classes promote educational excellence, but mechanisms between arts engagement and educational outcomes are still being explored. One potential theory is that arts classes can promote greater attendance and school engagement and thus counteract absenteeism, a common risk factor for academic achievement. Using data from a large, ethnically diverse, low-income sample of students who attended high school from 2012-2020 (51% male, 60% Hispanic, 33% Black, 58% English learners), I tested a hypothesized mediation model wherein high school arts engagement (years of music, visual, and any arts) was expected to promote high school outcomes (higher GPA, fewer suspensions) through a reduction in cumulative absences. Contrary to my hypothesis, no version of the arts linked to significantly reduced absenteeism, and thus none promoted better outcomes through a link to absenteeism. Instead, any arts and visual arts indirectly reduced GPA and increased suspension odds through a link to greater absenteeism. However, all three types of arts engagement directly linked to significantly lower odds of high school suspension on their own. These mixed effects, especially the finding that arts engagement is a risk factor for absenteeism, prompt deeper investigation. It is possible several of these findings are due to unobserved selection effects that arise from the methodology. Future research can expand on these findings by exploring in detail why students take arts courses, what sort of behavioral engagement is promoted, and how school arts classes really impact students.