SISI - Standards and Indicators

Standard 1 - Academic Performance - Curriculum
1.1e The school curriculum provides specific links to continuing education, life, and career options.

Standard 3 - Academic Performance - Instruction
3.1c Instructional stategies and activities are consistently monitored and aligned with the changing needs of a diverse student population to ensure various learning approaches and learning styles are addressed.

Standard 4 - Learning Environment - School Culture
4.1j There is evidence that student achievement is highly valued and publicly celebrated (e.g. displays of student work, assemblies, etc).

Standard 5 - Learning Environment - Student, Family and Community Support
5.1d Students are provided with a variety of opportunities to receive additional assistance to support their learning,beyond the initial classroom instruction.

Scenario

Beth is an eighth grade student who is very quiet in class and makes good grades. What you don’t realize about Beth is that she has a speech impediment. Though this may be minor to an observer, to Beth this is an obstacle. She refuses to participate if it involves reading or speaking to the class. She hates to meet strangers, dreading their reaction to hearing her talk. Beth is taking speech therapy but is still very conscious of the problem.

Beth is taking a child care class and her Family and Consumer Science Teacher encouraged her to get involved in the student organization, Family, Career and Community Leaders of America (FCCLA). Beth became very involved and really enjoyed a lot of the civic and social activities. When it came time for their regional competition her teacher encouraged Beth to compete in one of the events. Beth agreed because the event would involve only taking a test and she wouldn’t have to talk in front of anyone.

To Beth’s surprise she won the event and went on to compete at the state conference. Beth continued her interest in FCCLA after reaching high school. She ran for a local, regional, and state officer. Beth gained more confidence with every successful experience she had and realized she had overcome her speech impediment (or at least it no longer hindered her).

Without the encouragement from her Family and Consumer Science Teacher, Beth would have continued to sit quietly in class and refuse to participate and might have considered dropping out of school.

Introduction

A recent study observing students’ academic and social abilities from grades 7 through 12 found that the school dropout rate was lower for at-risk students who had participated in extracurricular activities (Mahoney & Cairns, 1997).

Students who did not participate in after-school activities were 57% more likely to drop out by their senior year. It is important to note that although after-school activities can have a beneficial effect on students, it is only if the activity reinforces publicly suitable conduct (Zill, Nord, & Loomis, 1995 http://aspe.hhs.gov/hsp/cyp/xstimuse.htm).

Student activities are described as a way for students to become more connected to their schools. Student attachment to their peers and schools will assist in dissuading the decision to dropout (Kleese & D’Onofrio, 1994).

When comparing dropout to completer students, motivations for coming to school were comparable: socialization, extracurricular activities, and pleasing an authority (Kortering, Konold & Glutting, 1998, http://www.dropoutprevention.org/2levelpages/Resource%20Materials/JARI/4-5lvlJARI/5lvlJariAbs5(1).htm%20 ).

It is important for parents and educators to be aware of the two major types of student activities that provide for socialization and other student needs: co-curricular and extracurricular.

Co-curricular activities are an extension of the curriculum. In most cases, co-curricular activities are associated with the Career & Technical Education Student Organizations (CTSO).

 Kentucky offers the following CTSO’s:

• Future Business leaders of America (FBLA)
• Future Farmers of America (FFA);
• Family, Career, and Community Leaders of America (FCCLA)
• Technology Students of America (TSA)
• Health Occupation Students of America (HOSA)
• Marketing Education (DECA)
• Skills USA.

These organizations plan activities that incorporate curriculum and take place during the class period and after school.

Extracurricular activities are an extension of the school, but not necessarily a part of the curriculum. Extracurricular activities can include participation in clubs, student government, youth groups, sports, etc.

Some examples of extracurricular activities are:

• school band
• 4-H club
• church youth group
• basketball team
• French Club
• volleyball team
• karate club
• skate team
• football
• basketball
• track

Extracurricular activities are programs which fulfill two basic conditions:

1. they are not part of the regular school, curricular program
2. like co-curricular they are structured in some way (not just socializing, but also working towards some mission or goal; Holland & Andre, 1987).

Extracurricular programs should be implemented in every school to reduce the dropout rate of students from high school. Activity programs are not a diversion but rather an extension of a good educational program.

Students who participate in activity programs tend to have higher grade-point averages, better attendance records, lower dropout rates, and fewer discipline problems than students who do not. Administration and staff who can obtain student involvement and connectedness through the use of co-curricular/extracurricular activities will help to prevent student dropout.

Parental involvement has been associated with increased student involvement in extracurricular activities and was included as a National Education Goal in 2000 (http://www.negp.gov/page3-1.htm )

A considerable amount of research has examined the benefits of youth participation in extracurricular activities. This research has found that youth who participate in extracurricular activities are more likely to:

• Have better grades (Marsh, 1992)
• Have higher standardized test scores (Gerber, 1996)
• Have higher educational attainment (Hanks & Eckland, 1976)
• Attend school more regularly (Mahoney & Cairns, 1997)
• Have higher self-concepts (Marsh, 1992).

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Strategies

One of the most important elements in a dropout prevention strategy is to identify a student at risk of dropping out of school. After a student has been identified as such, school officials can work to prevent the student from dropping out (http://www.ncela.gwu.edu/ncbepubs/classics/focus/10atrisk.htm).

Using these identifying factors, teachers can create co-curricular and extracurricular programs that benefit at-risk students:

 Lack of positive social relationships in school

• inability to identify with peer group
• feelings of alienation from school (http://www.ncela.gwu.edu/ncbepubs/classics/focus/10atrisk.htm)

Active student participation in co-curricular and extracurricular activities can increase the number of friends a student has, thus increasing a sense of belonging. Teachers of co-curricular and extracurricular activities strive to create an environment that will encourage the participation of all students.

Many students that participate in these activities get the opportunity to work together while preparing for regional competition, officer campaigns, and community service projects. Social activities are also planned monthly for student benefit. Bowling, caroling, pizza parties, and trips to amusement parks are just some of the social activities that could be planned.

In addition, these activities are supervised by a club sponsor or teacher. Successful programs offer students opportunities to participate in cooperative learning groups through these organizations. These groups allow students to work with peers both inside and outside of the classroom.

This involvement is beneficial for students (especially for middle grade students), because it allows them to develop their interpersonal communication skills at a time when they are particularly focused on social interactions. In some situations students master learning strategies more efficiently from each other than they do from the teacher.

This participation can also lead to friendships which can improve a student’s school experience, making that student feel part of a group. Activities are supervised by adults who may become an unofficial mentor/role model/ adviser.

Relationships develop and grow which can help to encourage a student to progress and succeed (Zill, Nord, & Loomis, 1995 http://aspe.hhs.gov/hsp/cyp/xstimuse.htm).

Group participation in developing an officer campaign is a wonderful way to do this. FBLA and BETA both require students seeking offices at different levels within the organization to campaign at meetings.

In order to accomplish this, students must work together to plan a skit, theme, etc for the campaign. Wonderful friendships have developed from this interaction.

Perception that the school program is irrelevant to their future

• Absenteeism/truancy/frequent tardiness
• Lack of definitive educational goals (http://www.ncela.gwu.edu/ncbepubs/classics/focus/10atrisk.htm)

Co-curricular activities provide students with concrete applications and examples of how curriculum is pertinent to their future. Students also develop relationships with teachers and peers. School officials can use participation in a co-curricular or extracurricular activity as a reward for improved attendance in school.

Students who are not at school or have a failing grade are not allowed to participate in field trips. Teachers providing opportunities such as Job Shadowing Day or inviting area business people to speak to classes aid in making the program more relevant to the student.

Insufficient opportunities for success in school

•  Disengagement in class 
•  Poor academic performance (http://www.ncela.gwu.edu/ncbepubs/classics/focus/10atrisk.htm)

Co-curricular and extracurricular programs provide student an opportunity to be successful in school. Some students may have a high skill level in a technical field and can demonstrate that skill in one of the Career and Technical Education Courses.

Counselors and teachers should encourage participation of all students in these classes. These courses provide the co-curricular student organization that gives the student an outlet for those strengths. The teacher or advisor should try to plan activities that would involve students using a variety of talents.

For example, get students who are creative to plan/design t-shirts, backdrops, and activities, while others with more social personalities may coordinate a holiday social party. This involvement also leads to more exciting activities for students and teachers alike.

These opportunities provide training in a variety of soft skills that students will use in the workplace.

Personality factors

• Difficulty relating to authority figures
• Poor self-concept (http://www.ncela.gwu.edu/ncbepubs/classics/focus/10atrisk.htm)

As in the scenario, students experiencing difficulty can find an enhanced support system from teachers and peers through relationships developed through co-curricular and extracurricular activities. Student participation in activity programs extends the educational program.

Students active in co-curricular and extracurricular programs tend to have higher grade-point averages, better attendance records, lower dropout rates, and fewer discipline problems than students in general (http://www.nfhs.org/case.htm#Citizens). Students are also provided the opportunity to take concepts taught in class and apply them to the real world.

For example, Financial Services and FBLA students take banking concepts and teach elementary students banking lessons. FCCLA students are encouraged to build self-concept by working on and earning degrees.

Most importantly, though, co-curricular and extracurricular activities have to be fun for students. In order to do this, students should be included in the planning process for club and organization activities to ensure their participation. Service learning activities can also be built into co-curricular and extracurricular programs.

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Barriers

 Budget Cuts/Allocation of Funds

Too many schools are finding it necessary to cut co-curricular and extracurricular programs for budgetary reasons (http://www.nfhs.org/case.htm#Citizens).

Funding the program means that money must be available for activities and travel expenses and to pay the advisors for the program. Many club sponsors do not get paid for their time and effort. Teachers and students often have to look to the community for financial support now through donations and fundraisers. Currently the future for Carl Perkins Funding is under discussion.

 Decreasing the amount of funding in this area may seriously affect the future of co-curricular organizations. After school jobs As students get older, their participation in co-curricular and extracurricular programs decreases. Many of these young people are working to pay for their car, insurance, clothes, etc. (http://aspe.hhs.gov/hsp/cyp/xstimuse.htm).

School Size

Although the number of extracurricular opportunities does increase with school size, participation in programs may not increase. For example, a twenty-fold increase in population produces only a five-fold increase in opportunities.

As this indicates, as the school expands, an increasingly smaller percentage of students are needed to fill the available slots (http://www.newrules.org/journal/nrsum00schools.htm).

Lack of Transportation

 Lack of transportation is a major barrier to many middle and high school students participating in co/extra curricular activities. For whatever reason, parents or guardians cannot take students to and pick students up from numerous activities.

 One option is for the school to offer afternoon activities and provide bus transportation home in the afternoons. Transportation could be provided daily or on specific evenings.

Lack of Money

 Lack of money is usually a barrier to many students participating in co/extra curricular activities. Again, looking to the community, students normally have to ask for donations or scholarships as well as participating in numerous fundraisers.

Students who face money problems can be offered extra ways of making money (watching teacher’s children during meetings, etc).

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Resources

Kentucky Resources

Division of Career & Technical Education, Jewell Deene Ellis, Programs Branch Manager, 500 Mero Street 21St Fl Capital Plaza Tower, Frankfort, KY 40601 (502) 564-3775

Resources

Florida Department of Education, 1986, Retrieved June 16, 2003 from the World Wide Web, http://www.ncela.gwu.edu/ncbepubs/classics/focus/10atrisk.htm.

The New Rules, 2 Retrieved June 15, 2003 from the World Wide Web, http://www.newrules.org/journal/nrsum00schools.htm

Outlines the small schools movement and discusses the limitations of larger schools.In regard to extracurricular activities, it is pointed out that although larger schools may provide an increase in the number of activities, a smaller percentage of students are needed to fill the slots.

Resistance of larger schools to change to “small schools” is discussed. Achievement, parental involvement, attendance/dropout, poverty, and curriculum are also discussed. Kentucky Department of Education (2000).

Kleese, E. J. & D’Onofrio, J.A. (1994). Student activities for students at-risk Reston, VA: National Association of Secondary School Principals.

Kortering, L. J., Konold, T.R. & Glutting, J. (1998). Comparing the reasons for coming to school among high school dropouts and nondropouts.Journal of At-Risk Issues, 5, 10-15. School extracurricular activity participation as a moderator in the development of antisocial patterns.

Mahoney, J. L. & Cairns, R. B. (1997). Do extracurricular activities protect against early school dropout? Developmental Psychology, 33 241-253. National Education Goals Panel. Building a nation of learners. Retrieved June 4, 2002 from the World Wide Web, http://www.negp.gov/page3-1.htm.

National Federation of High Schools Case Study. Retrieved June 4, 2002 from the World Wide Web, http://www.nfhs.org/case.htm .

Zill, N., Nord, C.W., & Loomis, L.S. (1995). Adolescent time use, risky behavior, and outcomes: An analysis of National Data. Westat, Inc. Retrieved June 6, 2002, from the World Wide Web, http://aspe.hhs.gov/hsp/cyp/xstimuse.htm.

Presents an executive summary of the completed project designed to test whether participation in extracurricular activities reduces the chances that young people will engage in various risky behaviors.

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Key Words

extracurricular, co-curricular, activities, teachers, youth, dropout, high school

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