If your child is studying piano seriously, you’ve likely heard of both ABRSM (Associated Board of the Royal Schools of Music) and Certificate of Merit (CM). Both are structured evaluation programs that provide annual benchmarks for progress — but they differ significantly in format, difficulty, recognition, and philosophy.

Here’s a side-by-side comparison to help you decide which program is the right fit for your student.

What Is Certificate of Merit (CM)?

Certificate of Merit is California’s largest music evaluation program, administered by MTAC (Music Teachers’ Association of California). It’s available to students of MTAC member teachers across the state.

Structure:

Levels: Preparatory through Level 10, plus Panel (advanced)
Components: Repertoire (3–4 pieces), technique (scales, arpeggios, cadences), sight-reading, and ear training/theory
Evaluation: Students perform for a panel of adjudicators
Ratings: Pass, Pass with Honors, Pass with High Honors, or Command Performance
Schedule: Once per year, typically in spring

Philosophy:

CM is designed to be a comprehensive evaluation of a student’s overall musicianship, not just their ability to perform pieces. Theory and ear training are tested separately (often as a written exam), and technique requirements are specific and detailed for each level.

What Is ABRSM?

ABRSM is an international examination board established by the Royal Schools of Music in the UK. It operates in over 90 countries and is one of the most widely recognized music examination systems in the world.

Structure:

Grades: Prep Test, then Grade 1 through Grade 8, plus Diploma levels (ARSM, DipABRSM, LRSM, FRSM)
Components: Three pieces (chosen from a published syllabus), scales and arpeggios, sight-reading, and aural tests
Evaluation: One-on-one examination with a single examiner
Scoring: Numerical score out of 150 (Pass: 100+, Merit: 120+, Distinction: 130+)
Schedule: Multiple sessions per year

Philosophy:

ABRSM emphasizes musical quality and stylistic awareness. The syllabus provides a curated list of pieces from different periods, and examiners evaluate not just accuracy but interpretation, tone quality, and musical communication.

Key Differences

Repertoire Requirements

CM requires 3–4 pieces from prescribed lists organized by period (Baroque, Classical, Romantic, Contemporary). Students must cover multiple stylistic periods at each level.

ABRSM requires 3 pieces, each from a different list (List A, B, C), representing contrasting styles and periods. The published syllabus changes every few years.

In practice, the repertoire difficulty is comparable at equivalent levels, though ABRSM tends to introduce certain technical demands slightly earlier.

Theory and Musicianship

CM has a separate written theory exam (or Musicianship evaluation at higher levels). Theory is tested rigorously and independently from the performance evaluation.

ABRSM integrates aural tests into the practical exam — students must clap rhythms, sing intervals, and identify musical features in real time. Written theory exams (Grades 1–5) are required before taking practical exams at Grade 6 and above.

Technique

CM has very specific technique requirements at each level — particular scales in particular configurations, with detailed requirements for speed and articulation.

ABRSM also tests scales and arpeggios but the requirements are generally less extensive at lower levels and ramp up significantly at higher grades.

Recognition

CM is well-known in California and respected by California-based music programs. It’s the standard benchmark for piano students in the state.

ABRSM is internationally recognized. Grades 6–8 and Diploma levels carry weight with conservatories and music programs worldwide, particularly in the UK, Canada, Singapore, and Hong Kong.

Evaluation Style

CM evaluations are conducted by a panel (usually 2–3 adjudicators), which can feel more formal. Feedback is typically written comments on a score sheet.

ABRSM exams are one-on-one with a single examiner in a private room. The experience is more intimate but can feel high-pressure for younger students.

Which Should You Choose?

Choose CM if:

Your student plans to stay in California for their education
You want a comprehensive evaluation that includes written theory
Your student benefits from the structure of annual evaluation with peers
Your teacher is an MTAC member (required for CM participation)

Choose ABRSM if:

Your student may study music internationally or apply to non-US programs
You want an internationally recognized credential
Your student thrives in one-on-one evaluation settings
You want flexibility in scheduling (multiple exam sessions per year)

Consider Both:

Many students — including several at Choupak Piano Studio — participate in both programs. CM provides a California-based benchmark with robust theory requirements, while ABRSM offers international recognition and a different set of repertoire challenges. The two programs complement each other well.

Our Approach

At Choupak Piano Studio, we prepare students for both CM and ABRSM (as well as RCM) based on each student’s goals and timeline. We integrate exam preparation into our regular curriculum so that students are always working toward a benchmark, not cramming at the last minute.

Our students consistently achieve Command Performance in CM and Distinction in ABRSM at the highest levels. We believe that the discipline of exam preparation — learning to perform under pressure, mastering technique requirements, and studying theory systematically — makes students better musicians in every context.

If you’re unsure which program is right for your child, get in touch and we’ll discuss what makes sense for their level and goals.