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A STUDY OF THE ASSOCIATION BETWEEN HIGH SCHOOL STUDENT

PARTICIPATION IN CO-CURRICULAR ACTIVITIES
AND ACADEMIC ACHIEVEMENT
BY
ARTHUR G. STREB
BSed, University of Missouri, 1983
MA, Maryville University, 1988
EdS, Lindenwood University, 2003

A DISSERTATION
Submitted to the Graduate School of the
UNIVERSITY OF MISSOURI- ST. LOUIS
In partial Fulfillment of the Requirements for the Degree

DOCTOR OF EDUCATION
in

EDUCATIONAL LEADERSHIP
May, 2009
Advisory Committee
Dr. Carole Murphy
Chairperson
Dr. Kathleen Brown
Dr. Brenda Light-Bredemeier
Dr. Mathew Lemberger

Copyright, Arthur G. Streb, 2009

UMI Number: 3367008

Copyright 2009 by
Streb, Arthur G.

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ABSTRACT
A STUDY OF THE ASSOCIATION BETWEEN HIGH SCHOOL STUDENT
PARTICIPATION IN CO-CURRICULAR ACTIVITIES
AND ACADEMIC ACHIEVEMENT
by
Arthur G. Streb
The purpose of this study was to take a look at the academic achievement of
students who are involved in co-curricular when statistically compared to the
performance of their peers who are not involved in co-curricular activities. The scope of
the investigation only includes high school students and the relationship between their
involvement in activities and their academic performance. In addition, it does
differentiate between the types of co-curricular activities a student is involved in, be it
sports or performing groups, or even after-school clubs. Although there are many
instruments used to measure student achievement, this study relied on two commonly
utilized and universally accepted methods; ACT scores and Grade Point Averages.
Much of the research into co-curricular activity participation by High School
students suggests that such pursuits have a positive correlation with improved academic
achievement. The research conducted in this study supports previous studies which
showed that participation in co-curricular activities had a positive association with
students' academic achievement.
In this study, 492 graduating seniors were surveyed regarding their four year
participation in after-school programs. Academic success measure of ACT scores and
GPA were used in the data analysis of these students. This archival data was entered into
SPSS 15.0 for windows and a descriptive statistics analysis was applied.

An analysis of variance (ANOVA) was conducted to see if there were differences

on academic success measures of GPA and ACT scores by participation in co-curricular
activities versus non-participation in co-curricular activities. A second ANOVA was
conducted to determine if there were differences on academic success measures of GPA
and ACT scores by participation in types of co-curricular activities. To examine the
possibility of a significant relationship between the number of co-curricular activities and
student GPA and ACT scores, two Pearson correlations were conducted.
The results of the study support the hypothesis of the researcher that there is a
correlation between student involvement in co-curricular activities and higher levels of
academic success for those students who choose to become involved in co-curricular
activities. Further results indicate that when examined by type of activity, athletics lags
behind other activities in regards to that positive association on student achievement
when compared to the Performing Arts and service/leadership clubs.
A final part of the study set out to examine whether there exists a point of
diminishing returns, to really question if students could participate in an excessive load of
activities and actually experience a decrease in academic achievement. This study did
not offer a clear answer to the question. Student ACT scores did show a significant
negative relationship regarding the number of activities students participated in and the
level of score they achieved. Student GPA did not show a significant linear relationship
at all to the number of activities in which students participated in.

Dedication
To
my family,
Wife Pamela, Sara, Nicholas and Samantha,
who made all of this possible,
with their support and patience.

And also to
My Mother, Beverly and to the memories of Arthur L. Streb; my father and Bernice
Altrogge; my grandmother. Parents and grandparent who were an inspiration through
their lifelong dedication to learning and Education.

4
TABLE OF CONTENTS
Page
LIST OF FIGURES...

vi

LIST OF TABLES...

.......... vii

LIST OF ABBREVIATIONS................................

viii

CHAPTER I, INTRODUCTION
Introduction
Problem Statement
Rational, Purpose, and Significance of the Study
Research Questions
Null Hypotheses.......
..:..................,...........
Research Design
Scope and Limitations of the Study

9
10
11
12
12
14
15

CHAPTER II, REVIEW OF THE LITERATURE

Introduction
Theoretical Framework
Traditional Pursuit Observations
Defining Co-curricular Activities
......'
Categorizing Student Pursuits
Advantages of Co-curricular Activities
...
Disadvantages of Co-curricular Activities
Physical Fitness as a Co-curricular Activity
Discussion of the Three Advantages of Co-curricular Activities
At Risk and Drop-out Students
The Impact of Co-curricular Activities on Improving Student Achievement.....
The Impact of Co-curricular activities on Acquiring Social/Development Skills
Critical Analysis
Conclusion
...;

17
17
19
21
22
23
25
26
27
28
31
. 35
38
40

CHAPTER III, METHODOLOGY

Introduction
Subjects
Subject Pool Demographics
Research Questions
Null hypotheses
'.....'
Methodology
ANOVA....
Sample Size, Power, and Significance

42
42
42
43
44
44
46
47

5
Data Analysis

49

Conclusion

50

CHAPTER IV, RESULTS

Introduction
Results
Summary

51
51

;
,

57

CHAPTER V, DISCUSSION
Introduction ........
Implications of Findings ...................
Implications for Schools Overall
Implications for Student Athletes
Further
Research
REFERENCES

59
60
61
62
62
84

List of Figures
Figure 1
Figure 2
Figure 3
Figure 4
Figure 5
Figure 6
Figure 7
Figure 8

Activity Coding Key

District Demographic Data
District Graduate Analysis
District ACT Analysis
Senior Survey Form
Extracurricular Data Sheet
Sample Results from Data Sheet
Senior Data Spreadsheet

pg. 13, pg. 45

pg. 64
pg. 65
pg. 66
pg. 67
pg. 69
pg. 72
pg. 73

7
List of Tables
Table 1
Table 2
Table3
Table 4

ANOVA on GPA and ACT by Activity

Means and Standard Deviations on GPA and ACT
ANOVA on GPA and ACT by Activity
Means and Standard Deviations on GPA and ACT

p. 53
p. 53
p. 56
p. 56

8
List of Abbreviations
ACT
G.P.A.
SPSS
ANOVA.....

American College Testing

Grade Point Average
Statistical Package for the Social Sciences
Analysis of Variation

Chapter I: Introduction
Introduction
This study was designed to investigate the relationship between secondary school
student participation in co-curricular activities and academic performance. Coaches and
sponsors of these activities routinely make the claim that students involved in cocurricular activities achieve higher grades (O' Reilly, 1992). This claim is based on
personal bias, and an "affective feeling" that involvement in co-curricular activities
increases academic achievement (O'Reilly, 1992).
The study of this topic is necessitated as school district budgets are often stretched
to extreme limits compelling school administrators to seek new ways to more efficiently
utilize fiduciary resources. Consequently, funding for co-curricular activities are usually
the first thing cut from the budget because a direct connection cannot be made to
academic achievement.
In this study, a data sample was taken from 492 graduating high school seniors.
Data

was

divided

into

categories

consisting

of

athletics,

fine

arts,

and

service/academic/leadership type clubs. The data was used to explore the following
questions:
1) Are there differences on academic success measures (GPA and ACT)
by student type (students who participate in co-curricular activities vs. students
who do not participate in co-curricular activities)?
2) Are there differences on academic success measures (GPA and ACT)
by activity type? In this study activities will be categorized as Athletic, Fine Arts,
and Academic, Leadership, or Service

10
3) Is it possible that students can participate in too many co-curricular activities;
are there differences on academic success measures (GPA and ACT) by sheer
number of activities in which students participate?
Problem Statement
School funding is always a major issue for fiscally minded school district
administrators wanting to maximize district financial resources. Because of this, when
considering funding co-curricular activities, administrators ask if the academic
achievements of students who are involved in these co-curricular activities are enhanced
by their participation.

And, if so, are some kinds of activities more conducive to

improving academic achievement than others? And finally, is there a point at which too
much involvement in co-curricular activities can actually have a detrimental affect on
student achievement? These are important questions that need clarification in budgetary
decisions.
The answers to these research questions will give school administrators a better
basis on which to make budgetary decisions. Technology, staffing, program offerings,
curriculum design and staff development are a few of the areas schools examine for
investing tax-payer dollars.
Since improving academic achievement is the law for every school district and
not just a goal, it only makes sense to spend precious dollars on the things that will aid a
school in reaching mandated levels of student achievement. This research seeks to take a
hard look at what may be considered to be an affective, economical way to assist districts
in compliance with the federal "No Child Left Behind" legislation.

11
Rationale, Purpose, and Significance of the Study
In this study the problem investigated was that for students who are involved in
co-curricular activities there is an associated phenomenon of higher academic
achievement, ostensibly derived through the significant benefits those activities offer to
students who choose to be involved in co-curricular activities. This claim is supported by
research that shows participants in co-curricular activities have statistically higher levels
of student achievement (Schreiber, 2000a). A study by O' Reilly (1992) found that
students who participate in co-curricular activities have a measurably lower drop-out rate
than students who do not. A similar study conducted by Winship and Radbill, (1994)
confirms O'Rilely's point of view and supports the claim that co-curricular activities
provide a forum for students to develop social/life skills.
In developing this statement further, the author will examine the various types of
co-curricular activities offered to high school students, and the affect the combination of
differing co-curricular activities have on academic achievement. A positive correlation
obtained through this study would make the argument that co-curricular activities should
not be the first pawn sacrificed in budget reduction and, in fact, school administrators
should increase funding of co-curricular activities in order to positively impact academic
achievement in their schools. In addition, school administrators should educate coaches
and group sponsors in the impact of co-curricular activities on the students' lives, as well
as set performance standards that would assure these high expectations are met by
participating students.
A review of relevant research demonstrates that activities are not solely about the
score, wins or losses, or placing in a competition: athletics and other co-curricular clubs

12
and activities provide and instruct students on lessons that will last a lifetime. This view
of co-curricular activities is based on the idea that these activities provide an experience
that contributes to the overall development of the student (Gerber, 1996). Holland and
Andre (1987) and Marsh (1992) argue that participation in co-curricular activities
increases a student's feelings of inclusion, commitment to school, and self-concept, which
in turn, improves school performance. In their review, Holland and Andre (1987)
observed positive relationships between co-curricular activities and attitude, self-concept,
and achievement.
Research questions
Research question 1
Are there differences on academic success measures (GPA and ACT scores) by
co-curricular activity (those who participate vs. those who do not participate)?
Research question 2
For students engaged in co-curricular activities, are there significant differences
on academic success measures (GPA and ACT scores) by type of activity (Athletics vs.
Fine arts vs. Service/Academic leadership)?
Research question 3
For students engaged in co-curricular activities, is there a significant difference in
achievement by the number of activities in which a student is engaged?
Null hypotheses
Null hypothesis 1
There are no differences on academic success measures (GPA and ACT scores)
by co-curricular activity (those who participate vs. those who do not participate).

13

Null hypothesis 2
For students engaged in co-curricular activities, there are no significant
differences on academic success measures (GPA and ACT scores) by type of activity
(Athletics vs. Fine arts vs. Service/Academic leadership).
Null hypothesis 3
For students engaged in co-curricular activities, there is not a significant
difference in achievement by the number of activities in which a student is engaged
Population and Sample
The sample population will be 492 High School graduates from a large
Midwestern high school. This is a suburban coeducational institution with a 12%
minority population. Nearly 80% of these students indicated that they are planning to
continue their education after graduation. Activities from which data will be collected
include sports, fine arts, service organizations, and academic clubs. A coding system will
be used to classify students in 8 different categories as follows:
Figure 1 .A

i
None

Coding Key for Co-curricular Participation

2
Athletics
Sports
Cheer
Dance Team

3
Fine Arts
Band
Choir
Drama
Debate

4
Serv/AcadLead
Student Council
TREND
Class Exec
Curricular Club
Journalism
Hi-Step

5
1&2

6
2&3

7
1 &3

8
All 3

* Category number 4 is labeled Service/Academic Clubs/Leadership groups. TREND

is a student led service group that pushes students to help make right decisions in
their personal lives and to initiate means at which they positively influence their
friends and colleagues. Class Exec refers to the elected class officers that represent

14
the students within the four classes and plan all the activities in which these classes
participate. Examples of Subject Club would be Spanish Club, German Club, Future
Business Leaders of America (FLBA), etc. Journalism refers to both Yearbook
publication and the school Newspaper publication. Hi-Step is a student organization
that promotes health life-style decisions with middle and elementary students through
presentations directed by the high school students themselves.
Research Design
Archival Data will be entered into SPSS 15.0 for Windows. Descriptive statistics
were gathered on both participants and activities as archived data obtained through the
High School's professional school counselor department. A sample of the instrument
used by the department to obtain that data is shown in figure 1.1
The data was entered into a Microsoft Excel spreadsheet by guidance counseling
staff and a sample of that categorization is shown in figure 1.2. Only the archived
information needed for this study was gleaned from the report. The data is reported from
the following sources: GPA, ACT score, and coding representing the student's record of
co-curricular activities participation. Figure 1.3 is a sample of this data set, with student
names converted to identification numbers in the interest of confidentiality.
To examine research question 1, ANOVAs were conducted on each of the
academic success measures (GPA and ACT scores) by co-curricular activity (yes vs. no).
The assumptions of an ANOVAnormality and homogeneity of variancewas
assessed. Statistical power and effect size will be calculated, and means and standard
deviations on success measures by activity reported.

15
To examine research question 2, for those with co-curricular activities, ANOVAs
on academic success measures (GPA and ACT scores) by type of activity (Athletics vs.
Fine arts vs. Service/Academic leadership) will be conducted.

The assumptions of

ANOVAnormality and homogeneity of variancewas assessed. Scheffe post-hoc tests

will be conducted for significant ANOVAs. Statistical power and effect size will be
calculated, and means and standard deviations on success measures by activity will be
reported.
To examine research question 3, for those with co-curricular activities, Pearson
correlations will be conducted between the two Academic success measures (GPA and
ACT scores) and Number of co-curricular activities.
Scope and Limitations of the Study
The investigation includes high school students and the relationship between their
involvement in activities and their academic performance. Some collegiate level studies
are referred to in the literature review, since the benefits of co-curricular activities in high
school and college are presumed to be the same. This is not a longitudinal study, making
it impossible to know if student's prior experiences and environmental conditions have
had an influence on their level of academic achievement. In addition, the influence of
students' social-economic status as it relates to their ability or desire to participate in cocurricular activities places further limitations on this study.
This study is also limited because only data from one school is being used and
there is no separation of students by gender. Additional limitations would be attributed to
the assumptions that students surveyed are giving complete responses. The accuracy of

16
archival information does place a limitation on this study. Finally, as a long-time coach,
there is the possibility of a bias on the part of the researcher.

17

Chapter II: Review of the Literature

Introduction
This review of literature seeks to examine the perception that co-curricular
activities offer substantial benefits to the high school students who choose to participate
in the various activities available to them. In most American high schools there are
numerous types of activities available to students who want to spend time outside of the
regular school day on pursuits that they find interesting. Options that are available to
students include: athletics, visual and performing arts, special interest, service clubs and
clubs with an academic theme.
Numerous questions on this subject have been studied by researchers.
Researchers have asked:

Are students who are involved in co-curricular activities,

regardless of the type of activity, more likely to be academic successful than students
who are not involved in co-curricular activities?

Are some types of co-curricular

activities, or combinations of activities, further predictors of academic success for high

school students?
Theoretical Framework
The literature regarding co-curricular activities began in the early 1900s when
educators became interested in the overall development children and research into student
achievement began.

During this time, participation in co-curricular activities was

encouraged in high schools. This was not the case before the 20th century (Gholsun &
Buser, 2001), when co-curricular activities were considered an unnecessary extra that
school's offered. Recently, co-curricular activities have been labeled extracurricular
activity (e.g., Holland & Andre, 1987) or leisure-time activity (Williams, E. H. Haertel,

18
G. D. Haertel, & Walberg, 2002). For decades, the manner in which students spent afterschool time, for example watching television, working, or participating in activity clubs,
and the effects these choices had on academic achievement was richly debated in the
literature (Coleman, 2000; Gerber, 1996; Holland & Andre; Marsh, 1992).
Currently, there are two dominant views of the impact of co-curricular activities
on achievement. The first view is based on the zero-sum concept, in which it is
hypothesized that these activities displace academic time needed for learning (Camp,
1990; Marsh, 1992). The supposition being that a greater amount of time spent in
nonacademic centered activities will decrease or subvert academic achievement by
absorbing valuable academic time (Camp, 1990; Marsh, 1992). Similarly, Porter (1991)
argued that heavy nonacademic activity loads interfere with academic work, thereby
decreasing the time allotted to complete homework; hence, the student is less ready to
participate during school. Consequently, nonacademic activities not only affect the
amount of time for academic activities but also they may interfere with the instructional
process. Reports such as "A Nation at Risk: The Imperative Reform" (U.S. Department of
Education, 2001 p. 3) have provided energy to the zero-sum concept. From reports such
as this, educational administrators have called for the restriction of nonacademic
activities.
The second view of co-curricular activities is based on the idea that these
activities provide an experience that contributes to the overall development of the student
(Gerber, 1996). Holland and Andre (1987) and Marsh (1992) have argued that
participation in these pursuits increases a student's feelings of inclusion, commitment to
school, and self-concept, which, in turn, improves school performance. In their review,

19
Holland and Andre (1987) observed positive relationships between co-curricular
activities and attitude* self-concept, and achievement.
Furthermore, in his examination of the sophomore cohort from the "High School
and Beyond Study", Marsh (1992 p. 556) observed a positive relationship between
participation and academic achievement in the form of grades and argued that this
positive relationship is mediated through a commitment to the school. This commitment
drives the student to do well in academics, leading to higher achievement. Likewise,
when Gerber (1996) categorized activities for eighth-grade students as in- and out-ofschool, she observed similar results. She noted a positive relationship between the inschool and out-of-school pursuits and achievement in mathematics, reading, and science.
Traditional Pursuit Observations
Since the turn of the last century, researchers have but forth a great effort to study
the effects that out of school time student pursuits have on academic achievement.
Homework has been one aspect of after-school student pursuits that have shown to have a
positive relationship with academic achievement (Keith & Cool, 1992; Keith, Reimers,
Fehrman, Pottebaum, & Aubey, 1986; Walberg, Paschal, & Weinstein, 2002). Cooper
(2001), in examining 20 studies, conducted a meta-analysis on the affects of homework
on student achievement. His analysis of these 20 studies involving homework versus no
treatment had an effect size of .21, indicating that the assigning of homework was
favorable to not assigning homework on measures of academic achievement. Cooper also
analyzed 27 studies that examined the relationship between time spent on homework and
achievement. The average correlation was .19 and even higher, .21 for mathematics. The
correlation between the amount of homework and achievement for high school students

20

was .25. The largest affect observed by Cooper (2001) was that in which high school
students in classes that had homework outperformed those in classes that did not have
homework on measures of achievement, with an average effect size of .64.
Television traditionally has been assumed to lessen achievement because
television viewing displaces academic activities (Comstock, 1991; Keith et al., 1986).
This displacement reduces the amount of time for completing homework, thereby
reducing achievement. Keith (1986) and colleagues observed a small but negative
relationship between the amount of television watched and achievement. In a review of
research, Williams and colleagues (2002) observed similar negative results. Their review
of 23 studies indicates that the overall correlation of television viewing and achievement
is small, but consistent. In a recent study, Cooper, Valentine, Nye, and Lindsey (1999)
observed a significant negative association between achievement and television viewing
(mean viewing was 1-2 hours per night). In summary, after reviewing the literature it is
assumed that participation in co-curricular activities during after-school hours has more
academic value for students than watching television.
In reviewing the literature on the effects of athletics on achievement, Holland and
Andre's (1987) research demonstrated that male high school athletes received somewhat
higher grade point averages (GPAs) than did non athletes. However, when one considers
standardized achievement or aptitude tests, boys whose only after-school activity was
athletics scored lower than national average on standardized achievement tests. In regards
to female athletes, no significant differences in GPAs or standardized test scores were
observed.

21
Defining Co-Curricular Activities
What then is meant by the term of extra-curricular activity? The Texas Delta
Epsilon Chi web page (2005) offers this definition: ". . .generally, it is an activity that
does not occur in a classroom setting, but reinforces and enhances the skills and
knowledge one has acquired in studies. Some extra-curricular activities include athletics,
student council, drama club, or a specific organization related to your career field such as
Delta Epsilon Chi" (Berkley, 2003, p. 1). While once termed "extra-curricular", meaning
literally outside the curriculum, the idea of using the phrase "co-curricular can be
attributed to the researcher Marano (1998) who argues that athletics and other cocurricular activities are in fact so important in the educational system that we should
"instead call these activities 'co-curricular,' emphasizing that they are integral to the
education system" (p. 21). This means that instead of viewing athletics, clubs, and
activities as simply extra-curricular programs, educators should regard them as
complementing the basic curriculum. The reasoning is that "co-curricular activities help
to develop a whole range of positive characteristics in students" (Marano, 1998, p. 22).
In summation, character traits such as honesty, loyalty, respect, unselfishness and a
commitment to excellence are qualities that are enhanced by co-curricular activities.
According to the literature, sponsors and coaches of these activities often feel
unappreciated by school administrators and community members (Hood, 1992; Stegman,
2000). The reason for this is that few people understand the importance that co-curricular
activities play in the educational process. Part of the problem is semantic because
"extracurricular" over the years has come to mean "added-on", which gives the
impression that these activities are not important. Whereas, co-curricular, as defined by

22
(Marano, 1998) has come to mean a part of the existing curriculum (Camp, 1990 and
Holland, Andre, 1987).
Categorizing Student Pursuits
Some studies (e.g., Gerber, 1996) are problematic because of the way that cocurricular activities are grouped and categorized. Typically, student pursuits are
combined into a total score or are separated into simply in-school or out-of-school
categories (Gerber, 1996; Marsh, 1992). Varsity activities and honor societies, although
both in-school pursuits, are very different types of pursuits and should not be categorized
together because they draw different types of students. Therefore, a more detailed
categorization is needed. Looking at student pursuits from the frame of reference of inschool or out-of-school and as organized or unorganized, as well as academic or
nonacademic could be useful. This framework would create eight categories that could
then be examined in relation to academic achievement (Schreiber, 2000b). In-school
concerns the setting of the activities and the fact that they occur on school property.
Traditionally, activities-related and academic-related pursuits take place on school
property. Pursuits that are organized have a structure and a leader. For example, academic
clubs tend to have a faculty sponsor and elected officers. Academic implies that the
activity is centered on an academic subject area or areas.
In addition to considering multiple categories, one should also examine cocurricular activities by ethnicity. Other researchers have stated the need for this type
examination. For example, Muller, (1999) and Hamrick and Stage (1998) separated their
analysis by ethnic background. Hamrick and Stage (1998) observed that affects such as
socioeconomic status (SES) on participation were not the same when examined by racial

23

group. They found that students from a low socioeconomic status were prone to poor
grades regardless of their race or ethnicity (Hamrick and Stage, 1998) Within the research
and discussion on co-curricular pursuits, there has not been a great deal of discussion
about disaggregating data by ethnicity (e.g., Gerber 1996) or about co-curricular activities
affecting students of different ethnicities, with the exception of no-pass/no-play
legislation for athletic-related activities (Joekel, 2002; O'Reilly, 1992). It appears from
the zero-sum concept and the commitment-to-school hypothesis that co-curricular
activity participation should exhibit a similar effect on the academic achievement of all
students.

However, in the research conducted by Hamrick and Stage (1998), they

assumed that both poor white and poor black students should have the same academic
profiles, but found instead that this was not the case. This pointed out the importance of
using ethnically disaggregated data in order to best examine all the variable contributing
to student achievement.
Advantages of Co-Curricular Activities
Sponsors of co-curricular activities are frustrated even further when education
leaders, who are forced to toil over harsh budgetary constraints, look at what they
consider non academic programs as a place to cut back on expenses and to maximize the
budgetary impact on student achievement. This has become even more prevalent since
"The No Child Left Behind" legislation of 2001, and the drive for academic excellence
mandates have been initiated. According to previous studies done on the topic, student
participation in co-curricular activities primarily offers three measurable advantages:
1. The first advantage is that co-curricular activities positively impact students
considered "at-risk" by educators. Studies conducted by O' Reilly (1992) have found

24
that students who participate in co-curricular activities have a measurably lower dropout rate.
2. The second advantage supported is that participants in co-curricular activities exhibit
higher levels of student achievement (Schreiber, 2000a).
3. The third advantage found in the literature supports the concept that co-curricular
activities provide a forum for students to develop social/life skills (Winship, Radbill,
1994).
Most studies on co-curricular activities have been conducted because coaches and
sponsors frequently complain that their programs are too easily placed on districts'
financial chopping blocks (American School Board Journal, 2002, p. 6). Their fears may
be seen as warranted when one realizes the dismal condition of state budgets, the primary
fiduciary agent for school districts. As an example, the August, 2002 edition of the
American School Boards Journal points out that there were 40 states facing zero-growth
budgets or deficits for 2002. Furthermore, the publication reports that "already, many
school districts are facing tough decisions about whether to cut extracurricular activities"
(p.8). Some districts have made tough budgetary decisions and eliminated non-revenueproducing activities like wrestling and swimming.

Many other districts have began

"instituting fees for athletics, performing groups, and clubs while making across-theboard cuts in all programs, academic and extracurricular alike that cannot support
themselves" (American School Board Journal, 2002, p. 12).
The claim that co-curricular activities offer high school students benefits they
cannot obtain in any classroom is summed up by Coltin (1999), who states that "out-ofschool time programs provide opportunities for young adolescents to learn skills that are

25
not usually acquired in school" (p. 34). Marano (1998) strongly urges schools to support
their students who participate in after-school activities since "co-curricular student
activities programs can make dreams happen" (p. 22). After all, as he points out, "if you
ask adults years after they graduate from high school, many of their fondest memories are
of their participation in student activities" (p 21).
Disadvantages of Co-Gurricular Activities
Some researchers clam that co-curricular activities do not have a positive impact
on student's academic achievement. In Haynes' (1990) study, which does not support cocurricular activities, he examined over 50,000 high school upper classmen and
determined that "athletes were generally better students than non-athletes" (p. 2).
However, he found a noticeable exception with respect to male students who participated
in football and basketball. Male students participating solely in football or basketball did
not outperform their peers who were not involved in any co-curricular activities.
Maloney and McCormick (1993) also maintain the notion that athletes in "revenue
producing activities" do not out-perform their non-athlete classmates. They found in a
sample population of college students that "athletes in football and basketball had no
difference in academic achievement from students who did not participate in any type of
activity at all" (p. 556). Another study by Hood, Craig, and Ferguson (1992) concluded
that students in these two "high-profile" activities focused more on their athletic
endeavors than their academics. Once again, this was an examination of college students
and only looked at the academic achievement of athletes in football and basketball. The
evidence indicates that "college football and basketball players do not do better in school
than their peers" (p. 448).

26
For coaches and sponsors of co-curricular programs, the news is not always
depressing. The truth is that a large number of Americans now agree with the statement
that participation in high school activities is an important part of a student's high school
experience. In September of 1997, the 29th annual Phi Delta Kappa/Gallup Poll of the
"Public's Attitudes toward the Public Schools" indicates a positive change in perception
by the general public about the value of co-curricular activities for high school students.
In looking at nearly 20 years of data, the poll shows that in 1978 45 percent of the public
judged co-curricular activities to be "very important." However, by 1984 that number
had fallen to 31 percent. However, in as early as 1985, the number polled who judged
co-curricular activities as being "very important" had climbed to 39 percent. And by
1997, 63 percent of Americans polled agreed with the assertion that co-curricular
activities were "very important". The 1997 poll also emphasized that society placed a
high value on football and basketball even though they did not contribute to academic
achievement. Fifty-three percent of the people taking the poll believed that society's high
emphasis on these two activities was "about right" (http;//www.nfhs.org, p. 2).

In

analyzing this research there seems to be conflict between what the research shows and
how society views these co-curricular activities. The research indicates that participants
of basketball and football do not derive an academic benefit from participation in these
sports while society highly favors participation in these sports regardless of this fact.
Physical Fitness as a Co-curricular Activity
Another area that is often considered by researchers is that of physical fitness.
There has been much research showing that the simple act of exercise can benefit the
health of high school students, and thereby contribute in some way to increased academic

27
achievement. However, because these types of activities can be considered curricular,
co-curricular or even non-curricular, they are not of interest for this particular study.
Students can be involved in a great number of non-school-related pursuits that provide a
wide range of exercise possibilities. It is prudent, however, to discuss the work by
researchers such as Narayan and Harrison (2003) who examined the relationship of high
school activities to the health benefits obtained by students.
In a statewide student survey Narayan and Harrison (2003) found that after-school
activity participants were "significantly more likely than non participants to consume
nutritious foods" (p. 114) while abstaining from "smoking cigarettes, binge-drinking, or
sexual intercourse" (Narayan and Harrison 2003). For adolescents, these factors alone
can help lead to an increased level of achievement over their non-participating
classmates. Another advantage participants are purported to have, as pointed out by these
two researchers, is that "involvement in physical activity may prevent development of
depression and reduce tension" (Narayan and Harrison, 2003 p. 118). The authors do
strongly avoid a cause-and-effect claim when they point out that "it might be true that
participation has beneficial influences for participants by providing a context for personal
growth, exposure to health related messages and interactions with supportive adults and
peers" (Narayan and Harrison, 2003 p. 118).
Discussion of the Three Advantages to
High School Student Participation in Co-curricular Activities
As mentioned earlier, student participation in co-curricular activities primarily
offers three measurable advantages:

28

First, that co-curricular activity positively impacts students considered "at-risk"

by educators (Holloway, 1999).

Second, participants in co-curricular activities exhibit higher levels of student

achievement (Schreiber, 2000a).

Third, the literature supports the concept that co-curricular activities provide a
forum for students to develop social/life skills (Winship, Radbill, 1994).
At Risk and Drop-Out Students
Holloway (1999) stated that co-curricular activities in addition to being valuable

to regular students, are also beneficial to students who belong to ethnic minorities,
students with disabilities, and other students that educators frequently consider as being
at risk of dropping out of school. Co-curricular activities give every student, especially
those in danger of dropping out, a more attractive reason to go to school than listening to
lectures and doing homework. In addition, "activities reinforce the lessons learned in the
classroom making them more relevant to the less motivated students" (Holloway, 1999 p.
42). Holloway (1999) further states that "participation in school activities, especially
athletics, leads to higher self-esteem and an enhanced status among peers" (p. 43).
Creating a more optimistic outlook towards one's future seems to be a strong deterrent to
engaging in the types of antisocial behavior that often leads to problems for at-risk
students in high school.
Studies conducted by Holloway (1999) and Duncan (2002) show that cocurricular activities are affective in helping to prevent students from dropping out of
school, and even getting more involved in their schools than they may have otherwise
done. It is believed by some researchers that co-curricular activities help students gain

29
the confidence to say no to unproductive decisions. After-school activity programs
frequently meet the basic needs of high school students by providing for a safe and
nurturing environment. This benefit alone can help in improving a students' attitude
toward self and school while minimizing dropout rates and discipline problems (Duncan,
2002).
An examination by Zaugg (1998) reinforces the idea that athletes have fewer
discipline problems.

Zaugg hypothesized that athletic participation would raise

educational aspirations and lead to a decrease in discipline problems for students who do
participate. He made a statistical examination of one high school and compared the
office referrals of both athletes and non-athletes. His findings "supported the hypothesis
that athletes have fewer behavior problems" (Zaugg, 1998 p. 66). The most plausible
reason for this conclusion was probably related to the fact that "students with detentions
miss practice and games until the detention is served" (Zaugg, 1998 p. 66), providing a
very strong motivation for student athletes to stay out of detention.
A question asked by researchers such as Holloway (1999) is "at what age are
extracurricular activities most affective in preventing students from turning off to or
dropping out of school?" (Holloway, 1999, p. 42). Holloway's (1999) study indicates
that the "strongest direct affect that participation has on dropout prevention is during the
high school years" (p. 43). That is not to say that participation in activities during the
middle school years has no positive affect on potential "at-risk" students.

Since

educational neglect laws prohibit students from dropping out before the age of 16, the
attitude that these students develop about school and its importance in middle school is
essential for their future retention. Research by Holoway (1999), Hornaday (2002) and

30
Duncan (2002) indicates that co-curricular activity involvement during the high school
years strengthens the school relationship for students, and it begins to promote those
positive personality traits as early as middle school. This is the connection that often
keeps students in school once they reach the senior high level, and may even affect them
beyond high school.

In fact, researcher O'Brien (1995) concluded that students'

participation in co-curricular activities and the ensuing success they enjoy in school can
lead to "aspirations to higher levels of education" (p. 741). It seems once students are
psychologically connected to school, their desire to continue an education is significantly
increased.
The Houston Independent School District (HISD) provides an excellent case
study of the impact that participation in co-curricular activities has on dropout rates. The
HISD reported to the Texas State Department of Education a dropout rate of 15.3% for
the year 2000. The adjacent school districts reported the following dropout rates: Cy-Fair
Independent School District, 2.2% and Katy Independent School District, 2.4%
Hornaday (2002) states "that one might consider the extracurricular activities a
factor (p. 12)." This statement can be based on the fact that the "Houston Independent
School District has approximately 25% of its student population participating in athletics,
while the Katy Independent School District has approximately 40% of its students
participating in athletics, and the Cy-Fair Independent School District has 30%"
(Hornaday, 2002 p. 12).
One possible factor in the dropout rate discrepancies could be the fact that "Katy
and Cy-Fair do not match the socioeconomic population of the Houston Independent
School District" (Hornaday, 2002 p. 12). However, when looking at three districts that

31
do match the socioeconomic population of the HISD, data still points to co-curricular
activities as helping to keep drop out rates down. Socio-economically similar to the
Houston Independent School District, North Forest Independent School District had a
dropout rate of 7.6% in 2000; the Aldine Independent School District reported 8.9% and
the Pasadena Independent School District had a rate of 8.0 percent. These three districts
each "has about five percent more athletic participation than [does] the Houston
Independent School District" (Hornaday, 2002 p. 12).
Since educators recognize that less affluent schools often include more at-risk
students than affluent schools, it would make sense for educators to provide not just equal
opportunities for after-school activities at these less affluent schools, but even greater
opportunities. O'Brien (1995) looked at this question in her research and found that there
were "no important differences in availability of extracurricular activities in relatively
less affluent and more affluent schools" (p. 741). She continued to disaggregate her data
by looking at schools' proportion of minority populations, overall school size, and
whether the schools were in rural or urban areas. She concluded that, "almost all students
reported that extracurricular activities were available to them" (P 741). She did find that
nearly all schools had football and/or basketball teams but many did not have vocational
and/or profession clubs (O'Brien, 1995).
The Impact of Co-curricular Activities On
Improving Student Achievement
The idea that youth who participate in activities earn higher grades and behave
better in school has been closely examined. One study by Jeziorski (1994) sought input
from social workers, law enforcement officials and educators from throughout the United

32

States on the affects of school activities. This examination found that the "vast majority
of those surveyed felt that participants in activities earn better grades, get into less trouble
in the classroom and outside of the classroom, are less likely to drop out, and have better
attendance at school" (Jeziorski, 1994 p. 35). Attendance and academic achievement are
very closely related as Jeziorski said, "the increase in Grade Point Averages may be
attributed to better attendance by students who participate in extracurricular activities
than by their peers who do not participate in activities (Jeziorski 1994 p. 37)". It stands
to reason that when students are at school more often they would receive better academic
results from increased teacher contact.
The expectations that coaches and sponsors have for the students under their
direction no doubt have some influence on what those students perceive as an acceptable
level of academic performance. Most educators who sponsor activities want to know that
they can count on their students to participate regularly. If a student fails to make the
minimal standards for participation, as imposed by either the district or the state activities
association, that student will become ineligible to participate.

Therefore, activity

participants are often held to higher standards by the faculty members supervising their
activities than they are even by their own parents. Zaugg was keenly aware of this while
conducting his research, concluding that his "findings support the hypothesis that athletes
get better grades than non-athletes" (Zaugg, 1998, p. 64) and he made mention of the
expectation level having some influence on the athletes' superior academic achievement.
The affect of co-curricular activities on the academic success of high school
students may also be profitably viewed through the lerts of multiple intelligences theory.
Studies by Jeziorski (1994), Patten (1999) and Cotlin (1999) all showed how co-

33

curricular activity participation appeals to the different learning styles of students. Since
most classroom lessons are usually less dependent on creative intelligence and more
dependent on the logical/mathematical intelligence, "by tapping into the underutilized
intelligences, such as musical intelligence, extracurricular activities can encourage the
development of skills and interests not fully nurtured during the school day" (Coltin,
1999, p. 35).
While commenting on the positive affect that activity participation has on
students, these researchers referred to a strong body of evidence that shows students
involved with co-curricular activities are more likely to feel confident of their academic
abilities. Apparently, when learning is made more appealing to their individual learning
styles, students did better in school and became more confident of their academic
abilities. This confidence, and the ensuing improvement in self-esteem, leads these same
students to "often be found to be more positively engaged in their schools than their
peers" (Patten, 1999, p. 12). Certainly these more positively engaged students will not
have either a high frequency of behavior problems or the decline in grades that usually
accompanies such problems.
Students who are having fun and are noticed by their peers for doing a good job in
any kind of endeavor can usually be found to have higher levels of academic success.
For many students, the activity that they participate in represents the one thing they do
best, therefore providing them with something to feel good about. By using data to
predict academic success based on participation in activities, Patten's (1999) research
yielded the conclusion that "the perception of [a student's] physical ability can predict
achievement, behavior, motivation, and positive affect in children" (p. 12). The study by

34

Patten (1999) demonstrated clearly that there is a correlation between a student's selfesteem and his or her academic achievement, no matter what that positive self-esteem is
attributed to.
So the argument can be made that students who participate in co-curricular
activities do better in school. But is it the same for all students? A notable study done in
a Nebraska high school by Stegman and Stephens (2000) asked that very question. Few
studies disaggregate data when comparing those participating in activities with their nonparticipating peers. However, this study did so, by dividing athletes into two gender
specific categories and using several factors to determine the level of students' academic
achievement. Their findings shed a different hue of light on others research. The study
was conducted in order to refute the argument that participating in activities has a
negative affect on students' grades. Quantitative analysis of the data found that "while the
high participant males performed higher on all measures; it was not a statistical
difference" (Stegman and Stephens, 2000 p. 37). This result did give the authors the
confidence to support their original claim that competing in athletics was not detrimental
to students' grades at the very least playing a sport did not hurt academic performance.
The significant finding in this study came, however, from the disaggregated data. The
researchers were surprised to learn that not only did "the high participant females
outperform their less active counterparts in all three categories", but also "outperformed
the high participant males" (Stegman and Stephens, 2000 p. 38). One might wonder if
the female participants of other non-disaggregated studies were somehow buoying the
entire data set and producing artificially elevated results for the levels of academic
achievement attained by male students. As the researchers noted, "the high participant

35

females (juniors and seniors) had by far the best average class ranks and grade point
averages" (Stegman and Stephens, 2000 p. 38).
Despite the research findings that co-curricular activities can benefit all students,
even those who struggle academically, there is a growing movement to tie co-curricular
participation to academic performance. Many states have enacted no pass/no play laws
and, where no such state laws exist, school districts often impose similar regulations
themselves. As Holloway (1999) wrote, "Educational decision makers must look at the
consequences of denying students the right to participate in order to get them to work
harder in the classroom, these kinds of exclusionary policies may well damage overall
achievement and work against those students who could benefit most directly from
involvement (p.45)."
The Impact of Co-curricular Activities on
Acquiring Social/Developmental Skills
Research by Coltin (1999) and Patten (1999) shows that co-curricular activities
serve to broaden the education of students and develop life-long skills and interests in
various activities. Furthermore, these studies suggest that the discipline and work ethic
developed through participation in co-curricular activities are tools that also promote the
growth of leadership skills, the development of responsible social behaviors, and for
providing strong and nurturing social bonds.

Furthermore, the personal qualities of

"independence, self-initiative, team-work, planning, compassion, consideration of the

needs of others, perseverance, self esteem and many others are fostered" through the
participation in these types of activities (Patten, 1999 p. 12). These essential skills have

36
been shown to lead to "greater self-esteem and higher aspirations in both current
academic situations and in the pursuit of long-term careers (Coltin, 1999 p. 36)".
Arguably one of the most essential developmental skills that after-school
activities may help foster is leadership. Dobosz and Beaty (1999) used the 50-item
Leadership Ability Evaluation (LAE) to measure the leadership abilities and behaviors of
public high school students in a Chicago suburb. They reported that the "major finding
of this study was that high school athletes did, in fact, outscore their non-athlete peers on
the leadership ability measure" (p. 216). The authors were attempting to develop the
argument that athletic participation is a natural venue from which these important
character traits are affectively developed in adolescents. The two felt that their results
offered "further evidence to the theory that the types of personal and social behavior
associated with athletic training and participation may indeed increase, or at least
strengthen, high school students' leadership potential" (Dobosz and Beaty, 1999 p. 217).
Gender disaggregated data was also considered in the Dobosz and Beaty (1999)
study. While expecting males to have a greater capacity for leadership characteristics,
they actually found that female athletes outscored male athletes.

However, the

"difference was not statistically significant" and they merely wanted to point out that "the
present research tends to contradict the assumption that females do not possess as great a
capacity for leadership as do males" (Dobosz and Beaty, 1999 p. 219).
The extent to which co-curricular activities impart life-enriching lessons has also
been a focus of research. Patten (1999) argues that high school students often view
classroom instruction in ethics or character education as "simply lessons to be memorized
in school" (p. 2). However, these same students are often met with similar examples of

37

honesty and integrity through real-life experiences gained during their participation in eocurricular activities. Co-curricular activities are "another avenue for young people to
gain the self-confidence that they will need throughout their lives" (Patten, 1999 p. 12).
It is this self-confidence that can be integral in giving adolescents a tool to avoid the
poorly made decisions often associated with peer pressure.

Finally, Marano (1998)

addresses the subject of co-curricular activities and the development of social/lifelong

skills by stating that these activities "can under-gird the goal of teaching students to be
responsible and fulfilled human beings, providing them with opportunities that develop
character, critical thinking, sociability, and specific skills" (p. 22).
Some researches have examined the notion that participation in co-curricular
activities is often a precursor to success in college, a career, and becoming a positive
contributing member of society. Studies show that "participants of high school activities
are more likely than non-participants to aspire to higher education" (The National Center
for Education Statistics, 1995 p. 3). These same studies show that in terms of college
graduation rates, "two-thirds of participants in extracurricular activities can be expected
to complete at least a bachelor's degree while about half of non-participants expected to
do so" (p. 3). Undoubtedly, the development of positive behaviors and the reduction of
negative behaviors as a result of co-curricular participation make at least some
contribution to the phenomenon of increased success in later life. Narayan and Harrison
(2003) found in their survey that indeed there is a conspicuous pattern established in
adolescents who participate in after-school activities. Those students are not only found
to exhibit a wide range of positive behaviors but, "students involved in both athletics and

38
other activities have the highest rate of desirable behaviors and the lowest rates of
undesirable behaviors" (p. 117).
Researchers such as Coltin, (1999), Patten (1999) and Sparado (2000) have
provided data concerning the life long affects that can be attributed to co-curricular
activities.

These statistics are important to school officials and parents who are

concerned about giving children what is generally considered to be a well rounded

education. It is believed by researchers that "leadership is a part of social interaction and
something which can be developed in individuals, therefore programs outside of the
classroom often accelerate the process of developing leadership qualities in its students"
(Sparado, 2000 p.508). The research suggests that the type of activity students participate
in (academic, athletic, or civic) is not a determining factor in the development of those
qualities.
Nearly all after-school programs support the growth of a child's' personal
potential. These activities give students the chance to do the best that they can, to excel
or succeed in a variety of pursuits. As one researcher commented, "when students are
showcased in drama or sport, or any other after-school clubs their potential may be more
fully realized" (Sparado, 2000 p. 513).
Critical Analysis
Although there is individual variation, teenage children nonetheless spend most of
their time out of school. These hours represent a chance for parents and educators to help
children positively grow by acquiring important life enriching skills as well as giving
them an avenue to develop interests and hobbies to be enjoyed for their entire lives.
After-school time should be used to provide valuable enrichment activities that lend

39
support and enhance the academic mission of schools. This is where the value of cocurricular activities can be found.
This review of the relevant literature indicates that activity programs teach
valuable lessons for practical situations - teamwork, sportsmanship, winning and losing,
and hard work. Through participation in activity programs, students learn self-discipline,
build self-confidence and develop skills to handle competitive situations. These are
qualities the public expects schools to produce in students so that they become
responsible adults and productive citizens.
A large majority of the studies referred to in this literature review strongly support
the claim that students who participate in co-curricular activities do better in school. The
reasons for this phenomenon are as varied as the students themselves. If educators want
to see student achievement grow, then an increase in the opportunities for high school
students to be involved in athletics, performing arts and activities of all other kinds needs
to be provided.
The value of and need for these activities cannot be overlooked. The Phi Delta
Kappa/Gallup Poll report of 1997 stated that "almost every high school in the United
States offers some type of extracurricular activity, such as music, academic clubs and
activities" (http://www.nfhs.org p, 2). These activities provide opportunities for students
to learn teamwork reinforce existing skills and apply academic skills in other arenas as a
part of a well-rounded education. This review of literature has shown that participation
in school activities provides an opportunity not found in a regular classroom setting.
Increasing student involvement in these activities seems highly desirable. Narayan and
Harrison (2003) discovered "a disturbing finding" in that their study had "found a lower

40

rate of activities participation among victims of physical and sexual abuse and from
substance-abusing families" (p. 119). Those are exactly the types of adolescents who are
most in need of the benefits offered by activity participation. Activities could be a
powerful weapon in the battle educators and social service providers wage to break the
cycle of abuse.
Perhaps the most important life-skills are those that contribute to preparing
adolescents for adulthood. Educators appreciate the value of high school youth and many
see schools' primary mission as preparing students for successfully taking their place in
the workforce. Marano (1998) identified as some of the redeeming characteristics that
employers are looking for in today's youth the same attributes that, he claims, are
developed by adolescents participating in any variety of after-school activities. Marano
(1998) found that "employers were most interested in things like interpersonal skills,
ability to solve problems, communication skills, technical knowledge, energy level, and
judgment" (p. 22). Since these are "the very skills that activities foster in students" (p.
22), co-curricular activities may properly be seen as valued opportunities for high school
students to develop the skills that they will need in their future work. Marano (1998) also
points out that "for corporate recruiters, grades were near the bottom of the list of skills
considered most important in their final hiring decisions" (p. 22).
Conclusion
When

education officials

face economic crises, co-curricular

activities

(particularly art, music, and drama but on occasion athletics as well) are often the first
programs affected. What can students and parents who find themselves in that situation
do? "This is a dilemma, especially since many of these activities are viewed as 'frills' by

41
some," wrote Holloway (1999, p. 43). He went on to offer this advice: "Students,
parents, teachers, and school administrators must use the available research to begin a
process of educating the public about the importance of these activities in the overall
education of the children and their value in increasing student academic performance"
(p.43).
From a cost standpoint, activity programs are an outstanding bargain when
compared to all the other elements of a school district's overall budget. It is obvious that
this was the focus of the Dobosz and Beaty (1999) study, leading the authors to conclude
that, "it would seem prudent for educational policy-makers and administrators to
reexamine any budget cuts that threaten extracurricular activities" (p. 220). In order to
further the educational mission of our schools and the potential prosperity of our
communities it is important for educators to maintain a supportive position in regards to
co-curricular activities.

42

Chapter III: Methodology

Introduction
This research sought to determine whether there is a significant difference in
academic success between students who are involved with co-curricular activities and
those students who are not involved in co-curricular activities. Second, having found
statistical evidence that there is an academic advantage associated with participation in
co-curricular activities for students who do choose to participate, the study examined the
possibility that these differences are related to the type of co-curricular activity in which
the student participates. Finally, this study examined whether data revealed that at some
point students can participate in too many co-curricular activities and actually experience
a decrease in student achievement due to participation in an overload of co-curricular
activities.
Subjects
In this study the population was taken from 492 graduating high school seniors.
Data was divided into categories consisting of athletics, fine arts, and service/academic
focus/leadership clubs. Students in grade twelve were selected as the study sample, since
the impact of co-curricular activities is being examined for an entire High School career.
The entire student population was examined, so as to provide a diverse population.
Subject Pool Demographics
The district from which the subjects were obtained is 85.7% white and 11.0% black. Of
the percentage labeled white, about 9% are Bosnian immigrants. Other minority
demographics include Asian, 2.3%, and Hispanic 1%. Of the total district population,

43

20% of these students are eligible for the Federal Free and Reduced lunch program.
Complete demographic data is included in the appendixes.
A graduation analysis of this school district finds 41.6% of the graduates enter a
four-year higher education institution and 43.5% enter a two-year school. The remaining
14.9% are spread out between entering technical schools or the work force, and joining
the military.
In terms of academic achievement measures, 64% of the district's students took
the American College Test (ACT). Of that percentage, 3 8% scored above the national
average. The district composite ACT score has consistently been 21.8 for the past 3
years. A complete breakdown of the district ACT scores can be found in the appendix.
Research Questions
The research questions that were considered in this study are as follows:
Research Question 1: Are there differences in academic success measures (GPA and
ACT scores) between students who are involved with co-curricular activities and those
students who are not involved in co-curricular activities?
Research Question 2: For students engaged in co-curricular activities, are there
significant differences on academic success measures (GPA and ACT scores) by type of
activity (Athletics vs. Fine Arts vs. Service/Academic Leadership)?
Research Question 3: Does the number of co-curricular activities in which students are
involved, affect the academic success of students positively or negatively?

Null Hypotheses
Hl<>

There are no significant differences on academic success measures (GPA and

ACT scores by) by co-curricular activity (those who participate in co-curricular
activities vs. those who do not participate in co-curricular activities).

H2<>

For students engaged in co-curricular activities, there are no significant

differences on academic success measures (GPA and ACT scores) by type of
activity (Athletics vs. Fine Arts vs. Service/Academic Leadership).

H3o:

For students engaged in co-curricular activities, there is no a significant

difference in achievement by the number of activities in which a student is
engaged.
Methodology
Archival data was entered into SPSS 15.0 for Windows. Descriptive statistics

were gathered on both participants and activities as archived data obtained through the
school's counseling department. A sample of the instrument used by the department to
obtain that data can be found in figure 1.1
These data were entered into a Microsoft Excel spreadsheet by counseling staff
and a sample of that categorization is located in figure 1.2. Only the archived
information needed for this study was gleaned from the report. The archived data are
GPA, ACT score, and coding representing the student's record of co-curricular
participation. Figure 1.3 is a sample of this data set, with student names omitted in the
interest of confidentiality.
The sample population was 492 High School graduates from a large Midwestern
school district. This is a suburban coeducational institution with a 12% minority

45

population. Nearly 80% of all students indicated that they are planning to continue their
education after graduation from High School. Activities from which data was collected
include sports, fine arts, service organizations, and academic clubs. A coding system will
be used to classify students in 8 different categories as follows:
Figure l.B

i
None

Coding Key for Co-curricular Participation

2
Athletics
Sports
Cheer
Dance Team

3
Fine Arts
Band
Choir
Drama
Debate

4
Serv/AcadLead
Student Council
TREND
Class Exec
Curricular Club
Journalism
Hi-Step

5
1 &2

6
2&3

7
1&3

8
All 3

Category number 4 is labeled Service/Academic Clubs/Leadership groups.

TREND is a student leadership service group that pushes students to help make
right decisions in their personal lives and to initiate means at which they
positively influence their friends and colleagues. Class Exec refers to the elected
class officers that represent the students within the four classes and plan all the
activities for these classes. Examples of Subject Club would be Spanish Club,
German Club, Future Business Leaders of America (FLB A), etc. Journalism
refers to both Yearbook publication and the school Newspaper publication. HiStep is a student organization that promotes health life-style decisions with
middle and elementary students through presentations directed by the high school
students themselves.

Only school sponsored activities which include a school faculty sponsor were
considered. Out-of school activities such as those sponsored by churches or on a fee
basis charged by non-school institutions were not be considered. The reason for this is

46
that non-school institutions or church based programs do not have state mandated
eligibility requirements for student participation as school sponsored co-curricular
activities do. Additionally, it is not known to the researcher what demands were being
placed on the student's time by non-school activities making a comparison of school
based activities and non-school impossible. In short, after-school activities not taking
place with school personnel can not be classified as co-curricular as they have no direct
connection to the school's curriculum or educational mission.
Descriptive statistics included frequency and percentages for nominal
(categorical/dichotomous) data, which were calculated for individual responses to the
survey questions from which the archived data was obtained. Means and standard
deviations were calculated for continuous (interval/ratio) data, which includes the 8
subscales created from the archived data gleaned through the survey questions.
ANOVA .
Analysis of Variance (ANOVA) was conducted on each of the academic success
measures by co-curricular activity. This is an appropriate statistical analysis when the
purpose of research is to assess if mean differences exist on one continuous dependent
variable between two or more discrete groups (independent variables) (Pagano, 1990).
The ANOVA uses the F- test, ".. .which is the ratio of two independent variance estimates
of the same population variance," (Pagano, 1990, p. 329). The F- test allows researchers
to make the overall comparison on whether group means differ. If the obtained F statistic
is larger than the critical F statistics, the null hypothesis is rejected.

Next, the

assumptions of normality and homogeneity of variance/covariance matrices were

assessed. Normality assumes that the scores are normally distributed (bell shaped) and

47
were assessed using the one-sample Kolmogorov-Smirnov test. Homogeneity of variance
assumes that both groups have equal error variances and was assessed using Levene's
Test for the Equality of Error Variances.
Sample Size, Power, and Significance
Since a large data set was disaggregated into smaller groups, it was necessary in
this study to establish the sample size necessary for the statistical analysis a priori, while
considering the power, population effect size, and level of significance. As Cohen writes,
"Statistical power analysis exploits the relationships among the four
variables involved in statistical inference: sample size (N), significance
criterion (ft), population effect size (ES), and statistical power. For any
statistical model, these relationships are such that each is a function of the
other three. For example, in power reviews, for any given statistical test,
we can determine power for given a, N, and ES. For research planning,
however, it is most useful to determine the N necessary to have a
specified power for given a and ES..." (Cohen 1992, p. 156).
While the analysis conducted in this study consisted of independent samples Mest and
ANOVAs, the sample size requirements for an ANOVA consisting of three groups are
greater and therefore a priori sample size requirements for the ANOVA consisting of
three groups was determined. As outlined by Cohen (1992), the sample size requirement
for an ANOVA with a medium effect size would need 52 participants per group, for a
total of 156 participants. In order to conduct an ANOVA with a large effect size, data
would require 21 participants per group for a total of 63 participants. Either effect size is
justifiable in this study in which both set of rules are met.

48
It is also necessary to determine an acceptable significance level for determining
when to reject the null hypothesis (i.e., the probability of committing a Type I error). The
standard values for significance level represented by a are set at 10%, 5%, and 1% as a
matter of practice (Aczel, et al, 2006). This means that an a = .05 corresponds to (1 - a)
= .95 probability of a correct statistical conclusion when the null hypothesis is true
(Lipsey, 1990). Additionally, a 0.95 probability is equivalent to a 95% confidence level
to reject H0 (Aczel, et al, 2006). For the purposes of this research, the level (or = .05)
was chosen for the analysis which is the most commonly designated value in social
science research for this parameter (Lipsey, 1990).
Statistical power is also an important factor to consider a priori. As defined by
Cohen, "The statistical power of a significance test is the long-term probability, given the
population ES, a, and TV of rejecting /&. When the ES is not equal to zero, H, is false, so
failure to reject it also incurs an error. This is a Type II error," (Cohen 1992). Statistical
power is the probability of rejecting the null hypothesis if the null hypothesis is really
false. An acceptable level of power for this study is .80, making the Type II error 4 times
as likely as the Type I error. Since it is typically more serious to make a false positive
claim than it is to make a false negative one, this is an acceptable level and will be
considered in determination of the sample size a priori (Cohen 1992).
According to Cohen, f2 effect sizes are small if they are .10, medium if they are
.25, and large if they are .40 (Cohen, 1992). In choosing an effect size, the researcher is
in essence deciding how small of a difference we are willing to accept and still find the
results worthwhile. If allowing a very small effect size, then a large sample is required. If
requiring large differences, then a small sample size is required. The larger the effect

49
size, the greater the power of the test. A medium effect size has been determined as
appropriate for this study and was used in the determination of the sample size. This is
considered an average effect and was appropriate for the analysis.
Considering this medium effect size of .2.5, a generally accepted power of .80, and
a .05 level of significance, the necessary sample size to achieve empirical validity for this
study consisting of one group is 159, or 53 participants in each group.
Data Analysis
To examine Hypothesis 1, that there are no differences on academic success
measures (GPA and ACT scores) by co-curricular activity (those who participate vs.
those who do not participate), independent samples Mests were conducted on Grade
Point Average (GPA) by Participation (Yes vs. No) and ACT by Participation (Yes vs.
No).
To examine Hypothesis 2, that for students engaged in co-curricular activities,
there are not significant differences on academic success measures (GPA and ACT
scores) by type of activity (Athletics vs. Fine Arts vs. Service/Academic Leadership),
ANOVAs were conducted on GPA by Type of Participation (Athletics vs. Non Athlete vs.
Both) and ACT by Type of Participation (Athletics vs. Non Athlete vs. Both).
To examine Hypothesis 3 that for students engaged in co-curricular activities
there is not a significant difference in achievement by the number of activities in which a
student is engaged, ANOVAs were conducted on GPA by number of activities (eight) and
on ACT by number of activities (eight).

50

Conclusion
This research sought to determine if student involvement in High School cocurricular activities was related to increase academic achievement as measured by both
GPA and ACT scores. Activities that were offered by the school were separated into
three categories; athletics, performing arts, and service/leadership. Three research
questions were used to examine the following;
1. Do students who participate in these after-school activities perform better
academically in school than non-participating classmates?
2. Does one type of activity provided a statistically higher academic benefit over
other types of activities?
3. Is there any evidence to indicate that students could participate in toO many
activities and actually derive a negative academic effect for their efforts?
To examine the first two research questions ANOVA was conducted on data collected
from a population of 492 students. Using the same sample population, the third question
was analyzed by using Pearson correlations. The results of the statistical analysis are
explored in the next chapter.

51

Chapter IV: Results

Introduction
The results of this study indicated that there is a significant statistical difference
between the academic achievement of students who are involved with co-curricular
activities and those who are not. Those students with co-curricular activity participation
had a statistically higher level of academic achievement than students who are not
involved with co-curricular activities. While the groups were demographically similar,
and reflective of the school population, their level of academic achievement as
determined by Grade Point Average and ACT score were significantly different.
Consistent with findings related to other studies on the topic, the group of students who
did participate in co-curricular activities was found to have a higher level of academic
achievement than their non-participating classmates.
Based on this research design, the data point toward the claim that academic
achievement for students involved in co-curricular activities is associated with higher
levels of achievement than that of students not involved in co-curricular activities. This
statement is based upon data that indicates the incidence of higher Grade Point Average's
and ACT scores for students involved in co-curricular activities has a probability of being
random less than 5% of the time.
Results
To determine the magnitude and significance of the difference in the academic
performance of the two groups, three research questions were examined. To examine
research question one, whether there are differences on academic success measures GPA
by co-curricular activity (those who participate vs. those who do not participate), an

52
analysis of variance (ANOVA) was conducted. The assumption of normality was
assessed by examination of histograms for each level of co-curricular activity (yes vs.
no), and was met. Levene's Test of Equality of Error Variances was significant,
indicating the assumption of equality of variances was not met; meaning there is an
increased probability of Type II error. This increased probability of a Type II error,
makes finding significant differences less probable. The results of the ANOVA were
significant, indicating that a significant mean difference exists on GPA by participation in
a co-curricular activity F (1, 490) = 99.82,/? < 0.01, Partial n2 = 0.17, Power = 1.00.
Those who participated in a co-curricular activity (M~ 3.14, SD - 0.61) had significantly
higher GPAs than those who did not participate in a co-curricular activity (M= 2.52, SD
= 0.76). The results are summarized in Table 1. Means and standard deviations are
presented in Table 2.
To further examine research question one, whether there are differences on
academic success measures by ACT scores by co-curricular activity (those who
participate vs. those who do not participate), an ANOVA was conducted. The assumption
of normality was assessed by examination of histograms for each level of co-curricular
activity (yes vs. no), and was met. Levene's Test of Equality of Error Variances was not
significant, indicating the assumption of equality of variances was met. The results of the
ANOVA were significant, indicating that a significant mean difference exists on ACT
scores by participation in a co-curricular activity F (1, 347) = 4.80, p < 0.05, Partial n =
0.01, Power = 0.59. Those who participated in a co-curricular activity (M= 22.79, SD =
4.52) had significantly higher ACT scores than those who did not participate in a co-

53
curricular activity (M = 21.60, SD = 4.17). The results are summarized in Table 1. Means
and standard deviations are presented in Table 2.
Table 1
ANOVA on GPA and ACT by Co-Curricular Activity Participation (Yes vs. No)
Source

df

Partial n

Power

GPA

99.82**

0.17

1.00

490

(0.45)

4.80*

0.01

0.59

347

(19.68)

Error

ACT
Error

Note. ** p < 0.01 and ** p < 0.05, Number in parenthesis represents mean square error.
Table 2
Means and Standard Deviations on GPA and ACT by Co-Curricular Activity
Participation (Yes
vs. No)

Group

..,

SD

No

187

2.52

0.76

Yes

305

3.14

0.61

187

2.52

0.76

No

89

21.60

4.17

Yes

260

22.79

4.52

GPA

ACT

While this study shows that there is a positive connection between student
achievement and participation in co-curricular activities, the study consisted of a second

research question to examine data for any difference in the impact that various activities
have on academic achievement.
To examine this second research question, whether there are differences on
academic success as measured by GPA by co-curricular activity (athletics vs. fine arts vs.
service/academic leadership), an ANOVA was conducted. The assumption of normality
was assessed by examination of histograms for each level of co-curricular activity
(athletics vs. fine arts vs. service/academic leadership), and was met. Levene's Test of
Equality of Error Variances was not significant; indicating the assumption of equality of
variances was met. The results of the ANOVA were significant, indicating that a
significant mean difference exists on GPA by participation in a co-curricular activity
(athletics vs. fine arts vs. service/academic leadership), F (2, 183) = 13.47,p < 0.01,
Partial n =0.13, Power = 1.00. Post hoc analysis utilizing Tukey HSD, revealed that
those who participated in fine arts as a co-curricular activity (M = 3.15, SD 0.48) had
significantly higher GPAs than those who participated in athletics as a co-curricular
activity (M= 2.82, SD - 0.63), and those who participated in service/academic leadership
as a co-curricular activity (M= 3.32, SD = 0.54) also had significantly higher GPAs than
those who participated in athletics as a co-curricular activity (M = 2.82, SD = 0.63). The
results are summarized in Table 3. Means and standard deviations are presented in Table
4,
To further examine research question two using the academic measure of ACT
scores, whether there are differences by co-curricular activity (athletics vs. fine arts vs.
service/academic leadership), an ANOVA was conducted. The assumption of normality
was assessed by examination of histograms for each level of co-curricular activity

55
(athletics vs. fine arts vs. service/academic leadership), and was met. Levene's Test of
Equality of Error Variances was not significant, indicating the assumption of equality of
variances was met. The results of the ANOVA were significant, indicating that a
significant mean difference exists on ACT scores by participation in a co-curricular
activity (athletics vs. fine arts vs. service/academic leadership), F (2,150) = 7.04, p <
0.01, Partial rj2 = 0.09, Power = 0.92. Post hoc analysis utilizing Tukey HSD, revealed
that those who participated in service/academic leadership as a co-curricular activity (M=
23.54, SD = 4.51) had significantly higher ACT scores than those who participated in
athletics as a co-curricular activity (M= 20.76, SD = 3.82). The results are summarized in
Table 3. Means and standard deviations are presented in Table 4.
Those who participated in Fine Arts did not experience a significant increase in
ACT scores over those students participating in Athletics. In addition, the difference
between students who participated in Fine Arts and Service/Leadership was not found to
be significant in regards to their ACT scores.

56
Table 3
ANOVA on GPA and ACT by Co-Curricular Activity Participation (athletics vs. fine arts
vs. service/academic leadership)
Source
GPA

Df
2

Error

ACT

183

13.47**

150

Power

0.13

1.00

0.09

0.92

(0.34)

Error

Partial n

7.04**
(17.09)

Note. **/><0.01 and **p <0.05, Number in parenthesis represents mean square error.
Table 4
Means and Standard Deviations on GPA and ACT by Co-Curricular Activity
Participation
(athletics vs. fine arts vs. service/academic leadership)
N
M
Group

SD

GPA
Athletics

107

2.82

0.63

Fine Arts

30

3.15

0.48

Service/Academic
Leadership

49

3.32

0.54

Athletics

86

20.76

3.82

Fine Arts

28

22.82

4.52

Service/Academic
Leadership

39

23.54

4.51

ACT

Results of the examination into the third research question regarding whether or
not the total number of co-curricular activities in which students are involved in may

57

have a negative affect on their academic success, offered mixed results. Two Pearson
correlations were conducted, one on the academic success measure of GPA and the other
on the academic success measure of ACT scores. There was a significant linear
relationship between number of co-curricular activities and ACT scores, r (258) = -0.13,
p = 0.04, such that as co-curricular activities increase, ACT scores decrease. There was
not a significant linear relationship between number of co-curricular activities and GPA,
r (303) = -0.05,/? = 0.35.
The results of the study support the proposition of the researcher that there is
relationship between high school student's involvement in co-curricular activities and
higher levels of academic success. The results of this study further point toward the
suggestion that students who are involved exclusively in Athletics do not derive a
statistical benefit to the same extent as students who either participate in
Service/Leadership or Fine Arts groups. In so far as this study is concerned, the
argument of whether students can or can not "do to much" remains unsettled.
Summary
In summary, while educators have long touted the advantages of participation in
co-curricular activities, studies such as this one have had a difficult time identifying the
exact reason for this academic advantage being derived through student participation.
Many studies have discussed the multiple advantages for students who participate in
after-school activities, such as the positive impact of co-curricular activities on at-risk
students and the positive impact of co-curricular activities on drop out rates.
Furthermore, researchers push the positive impact of co-curricular activities on

58

lifelong/social skills and the impact that co-curricular activities can have on grade point
averages.
It is suggested from this study that the kind of activity a student participates in has
some bearing on that student's improvement in academic achievement. While students
who are involved in athletics did statistically outperform their classmates who do not
participate in any school related activities^ athletes did lag behind students who are
participating in other co-curricular activities.

59

Chapter V: Discussion
Introduction
This research sought to determine if student involvement in High School cocurricular activities was related to increase academic achievement as measured by both
GPA and ACT scores. The study was conducted in a large Midwestern high school with
a senior class population of nearly 500 students.
Activities were separated into three categories; athletics, performing arts, and
service/leadership. Three research questions were designed to examine if these
participating students did better in school than non-participating students, if one type of
activity provided a statistical higher advantage over the others, and if there was any
evidence to indicate that students could participate in too many activities and actually
derive a negative academic effect for their efforts.
The findings support the claim that student participation in co-curricular activities
is linked with increased student academic achievement. This finding is consistent with
those mentioned in Chapter II conducted by such researchers as Holland and Andre
(1987) and Marsh (1992) who found positive relationships between student participation
in co-curricular activities and student achievement.
Both Coltin (1999) and Marano (1998) reached the same conclusion in their
research, thus their claims that co-curricular activities offers high school students many
benefits that lead to higher academic achievement. Even when considering only athletics
as a co-curricular activity, Zaugg (1998) echoed the very same sentiment when he argued
that "findings support the hypothesis that athletes get better grades than non-athletes"
(Zaugg, 1998 p. 66). While he was unsure of the reason he seemed to speculate that the

60
expectations that coaches and sponsors have for their participating students likely goes a
long way in explaining this phenomenon.
In addition, there was evidence in this study of a statistical advantage for students
who participate in Service/Leadership activities over student athletes. This determination
was echoed by Haynes (1990) and Hood, Craig, and Ferguson (1992) in studies that
showed that football and basketball players did not outperform their non co-curricular
participating classmates. Maloney and McCormick (1993) also maintain the notion that
athletes in "revenue producing activities" do not outperform their non-athlete classmates.
They found that "athletes in football and basketball had no difference in academic
achievement from students who did not participate in any type of activity at all" (p. 556).
This study does not offer solid statistical evidence either for or against concerns
that students can participate in enough activities to actually experience a negative effect
on academic achievement. This difficult to assess question has been scrutinized by other
researchers such as Marano (1998) and Gotlin (1999) who claimed that the advantage that
co-curricular activities offers high school students is found in the benefits that cannot be
obtained in any classroom, even if the reason for this are unclear.
Implications of Findings
For the sample population, student participation in co-curricular activities is a
valuable component of school improvement measures designed to improve academic
achievement. After-school programs can be a valuable tool for school administrators
wanting to meet federal No Child Left Behind standards. The lessons learned from this
study that point to modifications or additions and/or deletions to current school district

61
programs can be summarized into two categories; Implications for students overall, and
implications for student athletes.

Implications for Students Overall

The findings suggest that student participation in any kind of after-school activity
will offer academic benefits. Whether it is one of the many reasons provided by other
researchers such as Holloway (1999), Duncan (2002) or Zaugg (1998) who have studied
this phenomenon, or just the simple act of a connection being made between the student
and the school, is not now, or may never be known.
This study provides a simple snap shot into one population and perhaps with more
in-depth future studies the why of this phenomenon could start to be understood. A
longitudinal study for example, which followed students through school as far back as the
middle school years, could possibly attain that goal. To further build on the work of this
study, an established sample group could be surveyed and statistically measured for as
long as 7 years through middle and high school.
As mentioned, there was no clear indication that students can participate in so
many activities that they actually experience a negative academic effect. These results
were mixed and this question seems ripe for further study. Such a research question
would not be best studied through a lengthy longitudinal study but rather by expanding
the population size with a more diverse sample.

62
Implications for Student Athletes
The good news is that student athletes do derive a statistical advantage over their
counterparts who do not participate in any type of activity. The same was true for
Performing Arts students. It was, however, the Service/Leadership group that
outperformed everyone by a statistically significant margin. This may lead one to
presume that asking student athletes and Performing Arts members to "expand their
horizons" into Service/Leadership activities could help push them to even higher levels of
achievement.
This also calls to question if a leader of an athletic team has a statistical advantage
of attaining higher levels of academic achievement. If further research indicates there
may be some statistical evidence that there is something about the act of leadership that
promotes a boost in academic achievement, then it leads to reason that athletic leaders
would naturally exhibit that trait. In this case, a statistical analysis of academic success
measures separating student athletes from the leaders of those teams may provide some
very interesting data.
Further Research
While this study has offered answers to some questions with respect to a
connection between student involvement in co-curricular activities and academic
achievement, it has raised even more questions.
1. Given the restriction of the study sample to one high school with a fairly
homogeneous student body, to what degree do study results generalize to
other high schools? Does the positive relationship between involvement
and academic achievement hold true in other environments, particularly

63
the statistically significant increase attained by students in
Service/Leadership groups?
2. One of the unrealized objectives of this study was to determine if it should
be a concern that students may participate in too many activities. The
statistical evidence provided by this study offered only mixed results.
With a larger sample size, may it be possible to answer that research
question?
3. Not all of these activities require the same kind of commitment from
participants in terms of time involved. Does the amount of time
committed to the activity, in and of itself, affect student achievement? If
so, is it the establishment of a positive peer group that somehow generates
this positive affect? Provided that involvement matters, what is it
specifically about student involvement in co-curricular activities that
makes this difference?
Further research may help answer many of the questions while providing
school administrators with clearly defined strategies to implement and assess the
effectiveness of co-curricular activity participation. The present study has helped
to shed some light on this phenomenon in showing that involvement in cocurricular activities does matter to students. It is a matter for future research to
develop answers to the questions that remain.

64
Figure 2.

Demographic Data, 2003-2007

DISTRICT

Year
(Total Enrollment
[Asian (Number|Percent)
\

(Black (Number|Percent)
(Hispanic
|(Number|Percent)

(Indian (Number|Percent)
jWhite (Number|Percent)
1"
Free/Reduced Lunch
!(FTE)*
i(Number|Percent)

20051)

1
Missouri

2006

2007 '%2003

2003|

2004

11,799!

11,727

1931
1.60!

198
1.70

209!|
1.80!|

233
2.10

252 11,522 12,108 13,059! 14,169! 15,002)

2.30!
1.3!
1.4!
1.5
1.6J
1.7!

1,544!
13.10]

1,515
12.90

1,552:1
13.30!|

1,377;
12.20!

1,223 158,245 160,532! 160,626 162,907 162,698!

11.00!
17.7
17.9!
17.9!
18.1
18.l(

49!
0.40!

57!
0.50:

85;!
0.70:1

95!
0.80]

110; 20,265 22,749! 25,166 27,935) 30,442!

1.00!
2.8
2.5;
3.4J
2.3;
JUj
3:
0.00;

ll,649jf~~l 1,308:

10!

ll!

o.io!

o.io!

Oil
0.00] I

^4.
0.00

10,003!
84.80
"

9,946!
84.80!

9,8031
84.20)

9,599!
84.90

2004!

2005:

2006!

2007)

11,084 894,470 896,186 894,855! 899,997] 899,558|

2,936
0.3

3,194
0.4;

3,444!
0.4:

3,641}
0.4]

3,734]
0.4;

9,496! 701,502 697,603 692,560: 69U45! 686,551]

78.4
77.4!
76.4;
85.70:
77.8
76.8!
\

2,319.00! 2,431.50(12,305.60: 2,318.60 2,177.50 342,587! 354,534 364,441 367,461;

366,548]
39.2!
40.5
41.7J
20.50
21.60|| 20.60! 21.30
20.30
40.81

Source: Missouri Dept. of Elementary and Secondary Education

Core Data As Submitted by Missouri Public Schools

65
Figure 3
Graduate Analysis, 2003-2007
|
Year

DISTRICT

;[ 2003:

Missouri

2004 2005) 2006| 2007! 2003

2004

2005

2006! 2007!

it

Number of
Previous Years !| 827 885 866 909! 813; 54,513! 56,911 58,034 57,826! 58,418!
Graduates
Percent of Previous Years Graduates
Entering a 4yr.
^ ^
37.70 40.00! 42.80i 41.60! 39.6! 38.6| 38.2 39.3; 39.5!
College/University]
Entering a 2yr.
46.70 49.80 44.90 42.90 43.50! 25.5! 26.8! 26.5 25.8 25.7;
College/University
Entering a PostSecondary (Non- ; 2.50 3.50 4.30 3.90 3.60!
4.1!
4.4
4.0
4.0!
4.3!
college) Institution;
Entering the Work
Force
Entering the
Military
Entering Some
Other Field
Status Unknown

7.10 7.20 8.90J 6.80; 8.90

20.0!

19.5!

19.7

19.2)

18.9

1.70: 1.70J 2.20?

3.6

3.4!

3.4

3.1

3.2

o.oo|

O.OOj

3.6

3.1

2.9|

3.1;

2.8

0.001 0.10 0.20 2.00! 0.20;

3.6

4.6j

4.9^

5.2j

5.9

2.20 1.60

0.80 0.00 0.00:

Source: Missouri Dept. of Elementary and Secondary Education

Core Data As Submitted by Missouri Public Schools

66
Figure 4

American College Test (ACT) 2003-2007

DISTRICT
2003 2004J 2005: 2006: 2007J 2003J

Year
Number of
Graduates
Number of
Graduates
scoring at or
above the
National
Average

885

8661

909;

Missouri
2004! 2005! 2006

2007J

93156,906] 57,988] 57,824j 58,418i 60,802:

813

)
|
;

324

365

375!

363

354! 18,907! 19,192j 19,506! 19,660: 20,887

Percent of
Graduates
scoring at or 36.6%! 42.1% 41.3% 44.6%! 38.0% 33.2%! 33.1% 33.7%j 33.7%! 34.4%!
above the
\
National
Average (%)
Percent of
Graduates
taking the
test(%)
Composite
ACT Score

64.7%: 66.4%; 64.8% 72.2% 64.0%:

21.4

22.0

21.8! 21.8

21.8

68%

69%}

70%!

70%:

70%!

21.4

21.5J

21.6;

21.6!

21.6

Source: Missoiuri Dept. of Elementary and Secondary Education

Core Data As !Submitted by Missouri Public Schools and the ACT
Data as of November 2, 2007
Posted to the \>VebNo vember 9, 200'7

67
Figure 5

SENIOR DATA FORM

NAME:__

January Graduate

(PRINT LEGIBLY)

A+Program

_Yes

No

Yes

No

Male/Female (circle one)

ACT Score (highest)

Test Date

SAT Score (highest)

Test Date

Race: (Circle One)

1. White

2. African American 3. Hispanic

Check One:
4 Yr. College

4. Asian

5. American Indian

Business or Trade School

2 Yr. College

Other

.
(Specify)

According to preference, list up to 3 college or career school choices and their locations.
SCHOOL: 1.

2.

City/State

3.

City/State

City/State

Choose 3 areas of interest and list code numbers under each one
(see last 2 pages for code numbers):
MAJOR/
CAREER 1.
CHOICES

2.

3.

1.

What are your favorite courses/subjects in school?

2.

Which courses have given you the most trouble and why?

3.

If you could study any subject on your own, what would it be?

4.
If there are any lows in your academic record, list any outside circumstances that
have kept you from doing your best work.

5.

Of what accomplishment are you most proud? Why?

6.
What has been the worst thing (or one of the worst things) that ever happened to
you? How did you cope with the situation? Did it make you stronger?

7. What are your strengths?

8.

What are your weaknesses?

9.

How might your best friend describe you?

Figure 6

EXTRACURRICULAR DATA SHEET

Oakville Counseling Center

Students are to indicate the grades in which they

participated in any of the following activities. For
example, if you were a member of the Band in the
11th and 12th grades, then circle 11, 12.
CLUBS & ORGANIZATIONS
Tiger Paw Yearbook 9,10, 11,
A+ Program
9,10,11,12
AFS
9,10, 11,12
TREND
9,10,11,
Anime Club
9,10,11,12
Washers Club
9,10,11,
Win with Wellness 9,10,11,
Art Club
9,10,11,12
Chinese Buffet
9,10,11,12
Winter Play
9,10,11,
Class Executive
9,10,11,12
Women's Chorus
9,10,11,
Youth in Government 9, 10,11,
Concert Band
9,10,11,12
Other
Concert Choir Mixed 9, 10, 11,12
9,10,11,
Other
Concert Choir Treble 9, 10, 11, 12
9, 10, 11,
Dart Club
9,10,11,12
DECA
9,10,11,12 ATHLETICS
Baseball
9,10,11,
Drama Club
9,10,11,12
Fall Musical
Boys
Basketball
9,10,11,
9,10,11,12
Boys Golf
9,10,11,
FBLA
9,10,11,12
FCA
Boys Soccer
9,10,11,
9,10,11,12
FCCLA
9,10,11,12
Boys Swimming
9,10,11,
Foreign Exchange
9,10,11,12
Boys Tennis
9,10,11,
French Club
9,10,11,12
Boys Track
9,10,11,
Boys Volleyball
French Honor Society 9, 10, 11, 12
9,10,11,
Friends Club
9,10,11,12
Cheerleading
9,10,11,
German Club
9,10,11,12
Color Guard
9,10,11,
Cross Country
9,10,11,
German Honor
9,10, 11,12
Ham Radio Club
Drill Team
9,10,11,
9,10,11,12
Field Hockey
9,10,11,
Hi-Step
9,10,11,12
Honor Band
9,10,11,12
Football
9,10,11,
Girls Basketball
9,10,11,
Improvement Team 9,10,11,12
International Thespian9, 10, 11,12
Girls Golf
9,10,11,
Jazz Band.
9,10,11,12
Girls Soccer
9,10,11,
Girls Swimming
9,10,11,
Madrigals
9,10,11,12
Marching Band
9,10,11,12
Girls Tennis
9,10,11,
Peer Mediation
9,10,11,12
OVER...

Math Club
9,10,11,12
9,10,11,12
Men's Chorus
9,10,11,12
Mixed Chorus
9,10,11,12
NHS
Peer Helpers
9,10,11,12
Reel Living
9,10,11,12
9,10,11,12
Renaissance
9,10,11,12
SADD
9,10,11,12
Science Club
9,10,11,12
Science Olympiad
Senior Production
9,10,11,12
9,10,11,12
Show Choir
SOE
9,10,11,12
9,10,11,12
Spanish Club
Speech & Debate
9,10,11,12
Spring Play
9,10,11,12
Student Council
9,10,11,12
9,10,11,12
Tag Club
Teenage Health Consu9,10,11,12
AWARDS
Academic Achievement 9,10,11, 12
9,10,11,12
Honor Roll
9,10,11,12
Quill & Scroll
Student of the Month 9,10,11,12
Winter Dance Court 9,10,11,12

Girls Track
9,10,11,12
9,10,11,12
Girls Volleyball
Golden Girls
9,10,11, 12
Hockey Cheerleading 9,10, 11, 12
The Prowl Newspaper9, 10,11, 12
Ice Hockey
9,10,11,12
Powder Puff
9,10,11,12
9,10,11,12
Roller Hockey
Softball
9,10,11,12
Sport Manager
9,10,11,12
Water Polo
9,10,11,12
Wrestling
9,10,11,12
Other
9,10,11,12
Other
91011 12

Homecoming Court
Junior Achievement
Statistician
Student of the Week

9,10,11,12
9,10,11,12
9,10,11,12
9,10,11,12

LEADERSHIP-State name of club/team in which you served in the following offices:

President
9,10,11,12
9,10,11,12
Vice President

9,10,11,12
9,10,11,12

Secretary

9,10,11,12
9,10,11,12

Treasurer

9 10,11,12
9,10,11,12

Other

9 10,11,12

71
COMMUNITY ACTIVITIES- State activities which you participated (church youth
group, volunteer, etc.)
9,10,11,12
9,10,11,12
9,10,11,1

72

Figure 7
Sample of Tabulated Survey Results
FIRST
NAME
XXXXXX

LAST NAME
XXXXXXXXXXX
Continued

MAJOR/1

MAJOR/3

144

151

A+

CREDITS
24.5

GPA
3.57

4
YEAR/2
YEAR
4

RACE
W

COLLEGE
CHOICE/1
5631

ACT

ACT%

TEST
SCORE

PLUS
WRITING%

WRITING
(2-12)

23

71

25

71

10

COLLEGE
CHOICE/2
6655

COLLEGE
CHOICE/3

SAT

Continued
SAT ESSAY

SSN

ADDRESS

ZIP
CODE

GENDER
F

Continued
ACTIVITIES
Drama Club, Key Club, French Natl Society, VB
Continued
Identity
1000
1001
1002

GPA
3.46
2.26
2.91

ACT
18
22

CODING
0
2
1

..:

BIRTHDATE

TELEPHONE*

Figure 8
Senior Data Spreadsheet
NAME

GPA
3.46
2.26
2.91
3.41
1.61.
2.01
1.5
3.16
2.83
2.52
2
3.3
2.91
3.14
2.47
2.83
2.87
2.57
1.95
3.83
3.82
3.57
3.59
0.863
2.73
3.1
2.61
2.59
1.85
2,74
2.52
2.87
3.28
1.75
2.61
2.33
1.84
2.52
2.91
3.53
2.51
3.34
3.28
3.26

ACT
18

2.73

20

COD
1

22

22

19
26

1
1

25
19
18

1
1
1

17
23

1
1

24
30

1
1

28

23
30
15

1
1
1

17
23

1
1

19
26

1
1

20

24
22
24
22
24

1
1
1
1
1

ACTIVITIES

74

NAME

GPA
1.2
3.16
1.28
3.24
1.2
1.04
1.37
1.72
2.4
1.78
1.94
2.63
1.22
2.59
1.15
2.85
2.63
1.47
2.81
1.97
3.42
1.92
1.44
1.32
1.08
2.85
3.29
3.08
1.09
3.61
2.61
2.16
2.71
2.2
3.1
1.65
2.48
2.02
1.43
1.88
3.1
1.68
2.34
2.33
1.79
1.07
1.39

ACT

COD

18

20

21
26

1
1

25

14
18

1
1

26
19
24

1
1
1

24

ACTIVITIES

A+, job
Job
Job
21

16

A+, Job
Boy Scout, Eagle Scout
A+, Job

23

Mission trips, ministry

13
21

1
1

FCA, Job, volunteer

Job

75
NAME

GPA
2.85

ACT
23

COD
1

22

18
20
18

1
1
1

23

25
17

1
1

19
22
21

""" 1
1
1
1

31
18
18

1
1
1

18

18
17
13

1
1
1

21

27

ACTIVITIES

2.4
3.4
2.53
3.61
2.85
2.32
2.67

3
3.14
3.36
2.81
3.55
2.71

Job

Job
Job

2.2
1.02
3.48
2.08

3.2

International Poet's Society, kickboxing, babysitting

2.28

4
2.73
2.75
1.09
3.12
2.36

3.1
2.4
2.12
1.84

2.5
2.57
3.44
2.27
2.04
3.24

Job, Babysit
Diversity Club, Job, Youth Helper

Dance

20

1
Basketball Coach

1.6
1.84
3.12

A+
A+

22

A+, Roller Hockey

1.6
National Art Honor Society, Job

1.85

2,1
3.12
1.59
3.41
2.37
1.09
2.69
2.69

14
23

1
1

27

Job, Youth Group

76
NAME

GPA
2.35
3.38
3.77
3.26
3.44
3.85
2.45
2.3
2.4
3.02

ACT

2.69
4
2.38
2.57
2.54
3
2.02
2.85
2.69
2.77
3.14
2.67
2.51
2.1
3.26
2.04
2.36
3.24
3.78
3.24
2.68
2.55
2.85
3.71
3.87
2.14
0.297
1.57
3.3
0.95
3.06
3.44
2.34
1.33
2.4
1.8
2.67
2.34

23
30

ACTIVITIES

COD

21
30
19
23
24
22
21

Job
YMCA Basketball, Bowling.Community Service

Job
Job

Kickboxing, Church, Dance

26
21

Rollerhockey

14

A+, Job
Job
A+

23

Roller Hockey, Washers Club

21

Youth Group, Sports, service, Chorus

23
33
19

Job

15
24

Roller Hockey
A+, SOE, Cadet Teacher/Math
Job, A+
Job

25
21

Boy Scouts
22
23

2
2

Ice hockey, baseball umpire

Cheerleader, Football, Wrestling,

77
NAME

GPA
3.13
2.54
3.04
2.89
2.91
3.89
2.63
2.1
2.62
1.56
3.2
2.37
3.2
3
3.4
2.34
1.73
3.19
3.59
2.61
1.71
3.1
3.2
3.02
2.85
2.71
2.93
2.26
2.91
3.66
2.16
1.68
2.57
1.87
3.3
2.75
2.18
3.77
3.34
2.44
2.06
2.44
3.36
1.97
3.83
2.55
3.75
2.84
3.3

ACT
24
20
17
17
20
27
28
13

16
23
19
21
13
21
23
20
25
19
23
18
19
17
16
18
30
19
24
20
19
21
24
21
16
24
14
29
24
15
22
19
19

CODING
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2

ACTIVITIES
FCA, Baseball, Honor Roll
Football, Basketball, Track
Water Polo, Chinese Buffet Club, Swimming, Guitar
Soccer, Work Referee
Water Polo, TaeKwon Do, Ronald McDonald Charity
Baseball, Soccer, Community Service
Soccer
Sports
Football, FCA, Youth Group
Volleyball, FCCLA, Job, Humane Society
Volleyball, Job
Indoor soccer, Job, football, ymca, tutoring
A+, Job, football
Volleyball, football, job
Soccer, church volunteer
Job, Cheerleader
Cheerleading, job
Football
Baseball, Hockey, job
Job, VB
Cross Country, Track, A+, job
Golf, volunteer, job, A+
Job, hockey, guitar
job, hockey
Field Hockey
Volleyball, Outreach, Community Service
A+, Field Hockey, German dancing
Cheerleading, soccer, job
Job, wrestling
Football, volunteer
Hockey
Soccer, VB
Hockey, job, golf
Wrestling, job, football, softball
Soccer
Sports, Job
Baseball
Baseball
Soccer, Basketball, Track, Job
Football
Hockey, Church Youth Group
Football, Basketball
Football, Boy Scouts
Football, Wrestling, Lifeguard at Olympics
Softball, FCA, Job, basketball
Hockey
Baseball
Football, Hockey
Sports and clubs

78
GPA
3.63
3.61
2.83
3.69
3.55
3.57
2.24
3.08
2.1
2.2
3.8
3.32
1.44
2.55
2.73
3.4
1.62
3.3
2.63
3.91
2.58
2.73
3.16
2.91
2.04
2.4
2.38
3.22
2.69
2.32
2.83
3.65
2.95
2.91
3.79
2.65
3.2
2.59
1.96
2.26
4
2.83
2.73
2.13
3.61
2.2
2
3.69
3.1

ACT
21
24
25
21
21
23
15
22

27
17
19
19
21
25
17
21
21

19
19
22
18
18
29
27
25
23
22
17
25
18
26
18
14
16
26
19
24
21

CODING
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2"
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2

ACTIVITIES
Soccer, Basketball, Track, A+, Golden Guys
Soccer, Job
Hockey, Soccer
Softball, Soccer
Ice Hockey, Golf
Dance, Job, A+, Swim Team
FCA, Baseball, Football
Wrestling, Volleyball, Kickboxing
Basketball
Basketball, Track and Field, Special Olympics,
Football, Guitar
Golden Girls
Hockey, Baseball
Job, Hockey, Wrestling, Boy Scouts
Cheerleading
Cheerleading, A+, Church Choir
Football
Roller Hockey, Job, Basketball
Cheerleading
Baseball, Job
Football, Basketball
Basketball and Soccer
Cheerleading, Dance, Job
Roller Hockey, Golf, Job
Wrestling
Wrestling, Job, Golf
Soccer
Cheerleader, Job, A+
Golf, Soccer, Cheerleader, Job
Football, Job
Hockey, Job
Golf, A+, Job, Ping Pong, Community Problem Solving
Tennis
Ice Hockey, Baseball
Golf Caddy, Girls Golf
Soccer, Accounting Club, A+ Program, SOE
Cheerleading, Job, Powder Puff, Swimming, A+
Softball, A+, Girls Basketball, Powder Puff
Hockey
Hockey, Football, Job
NHS, Baseball, Accounting Club, soccer,
Football, Church Youth Group, A+
Cheerleading
Golf, Soccer, Cheerleader, Job, DECA
Soccer
Job, Field Hockey
Soccer
Job, baseball, powder puff, A+
Field Hockey, Guitar, powder puff

19

NAME

GPA
2.79
2.58
2.67
3.44
2.63
3.97
1.36

2.3
2.72
2.33
2.55
3.37
3.51

3
3.79
3.51
2.42
2.55
3.67
3.07
3.32
3.24
3.44
2.95
3.42
2.95

3.2
2.57
3.95
3.53
3.53
3.32
3.39
3.36

4
2.52
3.03
3.91
3.77
3.46
3.18
3.95
2.62
3.38
3.79
3.83
3.32
2.76
3.65

ACT
19
20
18
16
25
20
18
20
21
32
13
27
23
19
21
31
20
26
22
19
21
23
25
24
26
24
27
25
22
20
33
19
18
28
25
20
30
25
24
29
15
17
25

CODING

2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
4

ACTIVITIES
Job, Soccer
Track
Golf, Hockey, Job
Cross Country, Track, A+, Cheerleading, Job
Soccer
Cross Country, Basketball, Soccer, Chinese Buffet
Job, baseball, powder puff, A+
Debate, Girl State
Drama, Plays, Volunteer
Choir
Colorguard
Show Choir, Church Choir, YW Medallion
Speech and Debate
Choir, community service, gospel singing
Choir, Drama, A+, Job, Speech and Debate
Band
Speech and Debate, Volunteer
choir
Band
Job, Drama, Dnce, Piano, A+
Choir, Job, Habitat for Humanity
Color Guard, Winter Guard, Anime Club,
A+, Color and Winter Guard
Band,
Drama, Diversity Club, Job, Youth Group
Band, Boy Scout, Job
St. Louis Youth Orchestra, Band, Jazz Group, Guitar
Drama Club, Volunteer, Choir, School plays
Choir, Drama, Community Service
Choir, Job
Speech and Debate, Job, Karate, Drama
Drama Club, Choir, NHS, Thespian Society, Musical, Plays
Choir, Powder Puff
Choir, Honor Band, Marching Band, Jazz Band
Speech and Debate, NHS, Volunteer
Job, Choir, Speech and Debate, A+, Chinese Buffet Club
Dance, Choir, Community Service, Job
Hi-Step, French Club, Church activities, Reel Living
Jr. Exec, Yearbook, VB, Teenage Health Consultants
Key Club, Student Council, A+ Program
Work, Student Council
Friends Club, Volunteer, Trend, NHS, work
TREND, work
French Honor Society, National Art Honor Society
Junior Exec, job
NHS, STUCO, Jr. Exec.VB, DECA, Student Ambassador
FCCLA, FBLA
Renaissance, Yearbook, SADD, Job
French Honor Society

80
GPA
3.122
3.63
3.22
2.39
3.7
3.16
3.3
3.93
3.75
3.51
3.87
3.06
3.63
2.73
3.97
4
3.22
3.97
2.4
3.28
3.75
3.61
2.26
3.14
3.81
2.26
3.08
3.12
3.81
3.14
1.93
3.59
3.48
3.77
2.43
2.61
3.36
4
2.67
3.69
3.12
3.65
2.95
3
3.85
3.3
2.89
3.46
3.3

ACT
25
26
18
14
23
24
21
24
25
31
30
24
20
22
30
25
25
21
23
30
18
25
19
21
30
17
19
29

21
31
25
20
30
24
24
29
26
31
22
22

CODING
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
5
5
5

ACTIVITIES
Student Council, Key Club, Speech and Debate
Key Club, A+, Teenage Health Consultants, Job
Key Club, Job, TASK
A+, DECA, Math Club
Student Council, FBLA, Key Club
Key Club, Drawing
Key Club
Skills USA
STUCO, A+
French Honor Society, Volunteer
FBLA, Key Club, Renaissance, Job
Skills USA
DECA, Key Club, FCCLA, Job
VICA, Jr. Achievement
Math Honor Society, Boy Scouts, Youth Group, NHS
Church Youth Group, STUCO, Job, Newspaper
Student Council, Volunteer, Temple Youth Group
Key Club, STUCO, Youth Group, Dance, Friends Club, Art Clut
SADD
Student Council, Job
A+, French Honor Society
Youth in Govt., French Honor Society
South County Tech, Skills USA
Spanish Club, Mission Trips, Community Service
Math Club
DECA, FCCLA, Student Council, Powder Puff
FCCLA
TAHC, Key Club, Job
Dance, Piano, Stuco, Friends Club, Yearbook
Yearbook, Job, A+, Scorekeeper, Yearbook
FCCLA and SADD
Job, FBLA, A+
STUCO, Key Club, A+, Newspaper, Key Club, Yearbook
Science Olympiad, Student Council, FCCLA
German Club
Job, Volunteer, A+, DECA, FCCLA, German Club, TREND
Yearbook, Stuco, Key Club, A+, Quill and Scroll, Job
Football, Baseball, Hockey, Reel Living Club, Speech
Track, Band
A+, Drama, Tennis, National Art Honor Society
Water Polo, Chinese Buffet Club, Band
Soccer, National Forensics League, A+, Job, tutor, volunteer
Choir, Basketball, Trend, Band, Venture
Marching Band, Baseball, Mission trips
Volleyball, Band
Honors Band, Field Hockey
Debate, Football, Wrestling, A+, Job
Golf, Band, Job
VB, Choir, Job, Track and Field, Drama

81
NAME

GPA
2.44
1.26
3.57
3.78
3.51
4
3.51
2.93
4
2.84
3.08
2.63
2.32
4
3.95
3.48
3.16
2.58
3.56
385
3.69
2.89
3.85
3
4
3.92
3.7
3.28
3.26
3.28
2.38
3.77
3.16
3.53
2.75
3.83
2.69
3.16
3.95
3.97
2.75
3.3
3.91
4
3.83
3.85
2.85
3.41
3.73

ACT

23
23
29
28
18
24
35
15
21
17
22
33
30
22

24
30
22
28
25
26
25
28
22
22
20
18
26
22
24
25
28
31
26
23
25
27
21
28
18
27

CODING
5
5
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
7
7
7
7
7
7
7
7
7
7
7
7

ACTIVITIES
Job, Band, Basketball, Baseball
Hockey, Drama Club
Drama Club, Key Club, French Natl Society, VB
Colorguard, Hi-Step, Student Council
Band, Spanish Club, Job
Band, NHS, Friends Club, Church, Choir
Choir, NHS, Job, Lifeguard
Science Olympiad, Band, A+, Youth Group
SADD, Girl Scouts, Speech and Debate
TREND, Choir
Tiger Hostess, Church Youth Group
Winterguard, Colorguard, Spanish Club, TREND, A+
Spanish Club, Drama Club, Volunteer, Job
Band, NHS, Job Trend
Key Club, Drama, Dance, Newspaper
Field Hockey, FBLA, Softball, A+
Choir, Volunteering, Yearbook, SADD, A+
Trend, Drama Club, Volunteer, Job
Job, Band, STUCO, DECA, Pep Band
Band, Girl Scouts, Job, NHS, Key Club, Tutoring
Band, Hi-Step, Youth in Government, Speech, Yearbook
Drama, Math Club, Science Olympiad
Band, Trend, NHS, Friends Club, Drama, Church Youth Group,
Speech and Debate, Chinese Buffet, Youth in Government
Student Council, NHS, Hi-Step, Key Club, Speech and Debate,
Job, Choir, Student Council
Student Council, Color Guard, Speech and Debate, Diversity
Speech, Newspaper, HiStep, Drama Club, Winter Guard
A+, Science Club, Piano, Concert Choir, Chinese Buffet
Band, Yearbook, Friends Club, babysit, A+
SADD, Choir, Womans Choir
Choir, Drama, Student Council, NHS
Drama, Key Club, Winter Play, Spring Play, The Prowl
Color Guard, Winter Guard, Outreach, A+, Hi Step, Job
Trend, Job, Band, Drama
Key Club, TREND, Band, NHS, Friends Club, KUTO
Drama, Choir, VB, Volunteer, FCCLA, SADD,
Cheerleading, Jr. Exec, FCA, Yearbook,
Field Hockey, Drill Team, STUCO, NHS, German Club, Key Ch
Key Club, Drill Team, Dance, A+ Tutoring, Church VB
Spanish Club, Anime Club, Job, Varsity Cheerleader
FBLA, Spanish, NAHS pres., Yearbook, Jr. Exec, Art Club, Trs
Student Council, Basketball,
Baseball, FCA, Junior Exec, soccer, basketball
Key Club, FCLA, softball, basketball, soccer
Cheerleading, soccer, NHS, STUCO, German club, class exec
Cheerleading, A+, job, Key Club
Basketball, Trend, Student Council, Friends Club
Key Club, Field hockey, Hi-Step, Girl Scouts

82
NAME

GPA
3.87

3.3
4
3.44
2.73
3.92
3.22
3.69
3.57

2.9
3.34
3.18

4
2.81

4
3.59
3.21
3.81

4
2.11
2.09
3.18
3.85

2.2
2.17
3.12
3.44
3.53
3.73
3.14

4
3.64
3.85
2.87
3.08
3.46
3.51

3.3
3.1
3.83
3.24
2.87

3.4
4
3.44
3.77
3.55
3.61
2.93

ACT
27
25
29
28
18
25
19
22
13
19
17
34
19
29
26
25
24
31
22
24
25
21
19
19
25
27
23
27
19
31
26
28
15
20
20
27
22
17
25
22
17
26
22
31
26
23
15

CODING

7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7

ACTIVITIES
Volleyball, track, soccer, Yearbook, National Honor Society
Baseball, Student Council, Science Olympiad
Cheerleading, Key Club, FBLA, NHS
Spanish Club.Hockey, Soccer
Youth in Government, Job, soccer, cooking
STUCO, NHS, Key Club, Art Club, Trend, Soccer, Hockey
Student Council, soccer
Renaissance, Key Club, Cheerleading
Cheerleading, Renaissance, Yearbook, VB, soccer, Job
Track and Field, Spanish Club
Cheerleading, FCCLA, Jr. Exec, Renaissance, Job
Cheerleading, FCCIA, Junior Exec, Youth Group
Softball, Key Club, STUCO, Youth in Govt, NHS, Yearbook
Soccer, Student Council, Job, A+
Junior Exec Pres, Football
Field Hockey, Newspaper, Key Club, Hi-Step, Student Council
Water Polo, Swimming, Yearbook, Job
Student Council, Vollyball
Swim Team, German Club, German HS, Renaissance
DECA, Hockey
Football, Track and Field, Skills USA, Computer Club, Tutoring
Football, Ice Hockey, Job, FBLA
cheerleading, Jr. Exec, Job, Dance
FCLA, Ice Hockey, DECA
FBLA, Tiger Ambassador, Sport Manager
Jazz, Tap, Ballet, Dance, VB, Key Club, Volunteer
French, Stat Girl, FCA, FCCLA, Sr. Class Exec.
Cheerleading, VB, Fieldhockey, COE, Jr. Exec, Choir, A+
Soccer, Jr. Exec, Key Club, Job, Softball, Job
Cheerleading, STUCO, Key Club, Yearbook, Newspaper
VB, Spanish club, NHS, Math Honor Society, Accounting Club
Tennis, Key Club, Accounting Club, FBLA, Roller Hockey
Softball, Jr. Exec, FCA, Journalism, Class Exec.
Yearbook, VB, Dance, FBLA, A+, Drill Team, VB, Powder Puff
Cross Country, Student Council, Swimming, The Prowl
Golden Girls, Job, SADD
Baseball, Basketball, The Prowl Newspaper
Soccer, Job, Newspaper, A+, powder puff, Host
Job, cheerleading, DECA
Softball, Key Club, A+, Washers Club, Student Council
Softball, FCA, Jr. Exec, Key Club, Stuco, SADD, Accounting C
Hockey, Job, Powder Puff, Ping Pong Club, FCCLA
Drill Team, FBLA, Cross Country
Student Council, Cheerleading, Key Club, Accounting Club
Field Hockey, Student Council, German Club, GHS, Job
Exec, STUCO, NHS, VB, Track, German Club
A+, FBLA, Football
Basketball, SADD, FCA, VB, powder puff, A+_
Cheerleading, FCCLA, Chorus, FBLA, powder puff

83

ACTIVITIES
Swimming, Renaissance, A+, march and pep bands
Wrestling, Band, Job, STUCO, Scouts, Church
Field Hockey, Track, HiStep, Speech, Friends Club, Drama
Volleyball, NHS, Volunteer, A+, Speech and Debate
Honor Band, NHS, Friend's Club, Softball
Swim, VB, Job, Band, Renaissance, Volunteer
Soccer, Student Council, Concert Choir Mixed, Accounting Clul
Track and Field, Speech and Debate, Anime Club, Hi-Step
Cheerleading, FCCLA, Job, Choir, Fall Musical

84

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