Extracurricular Activities: NOT Extra
Glenn Marsala
October 28, 2008
Engagement in their school culture makes all the difference with students succeeding in school academically and socially. The students on the edge, who care so little for showing up for the whole process; who struggle to get C’s, or even D’s; for whom school only means failure—because they need more credits or points to graduate or pass than they can possibly get; these kids have nothing to lose by leaving school. They could have their time to themselves, rather than suffer in an institution that treats them as inmates, rather than consumers. They can earn money at a job, or however they may find to make money, and so achieve an even more favorable impression of themselves as whole persons. When a student has a mountain to climb, and it just gets steeper every day, then there must come a point when even pretending to try to climb appears as what it is: futile. They tried, but they were swimming against the tide. The harder they tried, the further out to sea they got. The harder they tried, the more they came into contact with themselves as failures. The harder they tried, the more exhausted they got, right down to their souls. What do these students have to lose by dropping out of high school? They have nothing to lose but their chains, this Jacob Marleyian penance for the slings and arrows of outrageous fortune their lives lived in poverty have relentlessly driven in on them. As time inexorably crawls over them, eating away at whatever may be left of their feelings that school is a ticket to success, the old homily to “stay in school” rings ever more hollow. When trying means failure and not trying means failure, then self-respect dictates that failure without trying is no failure at all compared to failure despite one’s best efforts. Dropping out of high school for these students is a matter of self-preservation, and even seems like the smart thing to do.
Students who connect with their school, however, can often find a sense of value and inclusion the world outside school, including their homes, may not offer. Hoff and Mitchell posit that “Playing in sports and participating in extracurricular activities often mitigates the effects of poverty on achievement and can help keep students engaged and motivated in school” (p. 32). Yancey echoes this idea: “After-school sports or other programs at the school site give students a chance lo make new friends, experience a positive atmosphere, and feel a sense of accomplishment, which, in turn, may reduce their likelihood of skipping school” (p. 62). Extracurricular activities, provided free to all students as part of the core function of the school, can be a great equalizer. However, according to Reeves in his article, “The Extracurricular Advantage,” “The policy challenge is this: The students who would most benefit from extracurricular activities—those with zero participation, poor academic performance, inadequate attendance, or poor behavior— are most likely to be barred from such activities by school or district policies” (p. 87).
While school priorities may rightly justify focusing resources on core academic curriculum, and may insist, as Reeves attests, that “Budgets are tight, and extracurricular activities cost money” (p. 87). However, the ideal of saving money for academics at the expense of extracurricular activities may actually turn out expensive, indeed. Reeves asks administrators to “think of what each course failure and course repetition costs your school, and consider what each dropout costs the entire community” (p. 87). If students shut school out of their lives, then the system fails to meet it purpose, anyway. According to Hoff and Mitchell, for example, “Schools devote a large portion of their budget each year toward programs designed to enhance attendance, graduation rates, and test scores” (p. 33). The ideal balance of curriculum and extracurricular participation really does not threaten this funding, and “Research has shown that extracurricular activities can improve outcomes in these areas. These activities are important to students and help shape them, contributing to what they know and their character, and meeting the vision of graduating smart students who are good people” (Hoff & Mitchell, p. 33).
Many after-school activities require little, if any, funds or even teacher supervision. Clubs can provide students with the agency to organize, develop leadership skills, and can serve as a valuable corollary to curriculum. Math, literary, journalism, naturalism (including hiking, bird-watching, or other interests), and computer clubs all can translate directly into valuable abilities in the classroom. Areas not dealt with in standard curriculums, like gaming clubs (chess, computer gaming), can help develop problem solving and logic abilities. Learning in classes on civic responsibility can be extended in clubs that include community service in their charters. Braddock, Hua and Dawkins speak to a fundamental ideology of public education, that:
"it has been argued that civic education should be considered central to the purposes of American education and essential to the well-being of American democracy (National Alliance for Civic Education, 2002). American schools have, therefore, served the function of preparing students to become informed, participating citizens committed to the values and principles of democracy. Indeed, the primary purpose underlying the establishment of
public schools in theUnited States was to develop literacy
and nurture citizenship" (202).
The potential for student development of any number of possible activities can provide a reason to attend school, a connection to the school through their connections with their peers, and the growth of social and collaborative tools. Again, according to Braddock, Hua and Dawkins,
“Especially important to the fulfillment of civic education are extracurricular activities (including sports), which typify the informal curriculum in schools while serving as key socialization contexts” (p. 82).
Some communities have even begun to develop an extended school day which includes after-school activities as a scheduled portion after classes in the afternoons. Koutoujian writes about such a pilot effort in Massachusetts: “Originally enacted as an effort both to raise student test scores on the Massachusetts Comprehensive Assessment System and incorporate extracurricular activities into the day, the program is now a comprehensive one that features enhanced time for core subjects, physical education and even theater arts” (p. 15). If this time extends to more structured hours and prescribed routines, then this longer school day may just foster resentment in students. However, this time could provide students the opportunity to engage in school more fully, providing a chance for students to develop their own agency—by making choices, organizing activities related to their own interests, and using leadership to make this time valuable to them.
The benefits extend beyond intellectual pursuits, of course. Sports teams generally hold practices and games after normal school hours, and even later than other after-school activities. Sports programs often have required great expenditures on the part of the school system—for busing, coaching, uniforms, insurance, etc.—but this assumes a competitive, varsity level of athletic involvement. These sports are often exclusionary, as well. Team rosters are limited and more highly skilled players receive the bulk of participation time during competitions. A more inclusive afterschool physical education program could enable many students to take part, and could include sports that do not traditionally comprise a varsity sports rostrum at high schools. To name but a few, ultimate Frisbee, kickball, and dodgeball can get more students involved. Even highly selective sports, like basketball, baseball, softball, and others, could allow students to play in club or intramural formats.
Extracurricular activities mean a great deal to students and schools, and many consider “participation in athletics and extracurricular activities may be necessary for the child to beneļ¬t from the child’s educational program” (Fetter-Harrott, Steketee & Dare, p. 63). These authors speak most specifically about students with disabilities, but the numbers are there across the board. Yancey refers to the
1995 report on Adolescent Time Use by the Department of Health and Human Services, which states that “students who spend
no time in extracurricular activities are:
• 57% more likely to have dropped out of school by the time they became seniors.
• 49% more likely to have used drugs.
• 37% more likely lo have become teen parents.
• 35% more likely to have smoked cigarettes.
• 27% more likely to have been arrested than those who spend one to four hours per week in extracurricular activities.” (61).
These numbers show that extracurricular exclusion can be devastating for a student’s academic career and life path. With the options available for open and creative solutions to the problem of student engagement with their education, a connection to the culture of school through extracurricular activities may mean the difference between success and failure of their entire educational program.
References
Braddock, J. H., Hua, L., & Dawkins, M. P. (2007). Effects of Participation in High School
Sports and Nonsport Extracurricular Activities on Political Engagement
among Black Young Adults.
Negro Education Review , 58 (3/4), 201-215.
Fetter-Harrot, A., Steketee, A. M., & Dare, M. J. (2008). Boosting Inclusion for Students with
Disabilities.
District Administration , 44 (10), 63-65.
Hoff, D. L., & Mitchell, S. N. (2007). Should Our Students Pay to Play Extracurricular
Activities?
Education Digest , 72 (6), 27-34.
Koutoujian, P. (2007). Longer Days in Massachusetts.
District Administration , 43 (8), 15.
Reeves, D. B. (2008). The Extracurricular Advantage.
Educational Leadership , 66 (1), 86-87.
Yancey, A. (2007). How to Get Your Peers to Support the Athletic Program.
Coach & Athletic
Director, Mar2007, Vol. 76 Issue 8, p61-63 , 76 (8), 61-63.
