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Contents contributed and discussions participated by Emily Wolter

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Super Spotlight: Extracurriculars help kids excel - 0 views

www.sctimes.com/...19091793
shared by Emily Wolter on 01 Dec 14 - No Cached
  • I firmly believe it's because students have a stronger sense of belonging, self-value and a greater number of positive adult role models to support them on their journey to adulthood.
  • The value of the specific activity or whether we won or lost the game that night wasn't as influential or as powerful as the opportunity to help develop our youth into strategic thinkers, effective problem-solvers and people who can connect with others of any age in a meaningful way.
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PUBLICAGENDA.ORG - Survey: Sports, Arts, Clubs, Volunteering -- Out-of-School Activitie... - 0 views

www.publicagenda.org/...lay-crucial-positive-role-kids
shared by Emily Wolter on 01 Dec 14 - No Cached
  • educational
  • How Leaders and Parents Think About Accountability in Public Schools Can Parents Save American Education? PUBLIC AGENDA PRESS RELEASE Survey: Sports, Arts, Clubs, Volunteering -- Out-of-School Activities Play Crucial, Positive Role for Kids But new research points to differences between policy makers' focus on programs' educational value and what most families are really seeking; Low-income and minority families much less satisfied with their children's optionsDATE OF RELEASE: Tuesday, November 16th, 2004
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» Positives of Extra-Curricular Activities - 0 views

thethunderproject.org/of-extra-curricular-activities
shared by Emily Wolter on 20 Nov 14 - No Cached
  • help increase a student’s level of self-esteem and provide him/her with a positive outlook on school
  • “Participation in an after school program that is designed to build self esteem, has positive effects on standards test scores in math and reading, while receiving extended time to complete homework does not have the same positive effects on self esteem or achievements”
  • “Youth receiving additional physical activity tend to show improved attributes such as increased brain functioning, higher energy/concentration levels, higher self-esteem, and better behavior which may all support cognitive learning”
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  • Students who participate in extracurricular activities have a better chance of being accepted into the college of their choice because they are a “well-rounded student.”
  • Overall, students who participate in extracurricular activities will likely see an improvement in their academic and life skills, including discipline, goal-setting, teamwork, accountability and responsibility. They will also find themselves better prepared for post-secondary education. Ultimately, students may even discover that the lessons they learned outside the classroom, in basketball or chess club, help them cope with future challenges in the workplace
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Do extracurricular activities protect against early school dropout? - 0 views

www.artsedsearch.org/...t-against-early-school-dropout
shared by Emily Wolter on 20 Nov 14 - No Cached
  • Sixteen percent (27 girls, 34 boys) were early school dropouts. Students who dropped out of school had participated in significantly fewer extracurricular activities at all grades, including several years prior to dropout.
  • middle school level
  • only athletic participation that differentiated dropouts from non-dropouts: those who did not drop out had been significantly more involved in athletics than those who did drop out.
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  • showing that those who dropped out were more likely to have had no involvement in extracurricular arts (27 percent) than to have had arts involvement (7 percent).
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The Effects of Homework Programs and After-School Activities on School Succ...: EBSCOhost - 0 views

web.b.ebscohost.com/...detail
shared by Emily Wolter on 20 Nov 14 - No Cached
  • NATIONAL CONCERNS HAVE BEEN raised about the number of children who do not have supervised activities after school. The U.S. Department of Justice (1999) reported that the peak time for juvenile crime is between 3:00 and 7:00 p.m. on school days, the period after school until parents typically return from work.
  • esults of the Juvenile Offenders and Victims: 1999 National Report suggest that after-school programs have greater potential for reducing juvenile crime than imposition of a juvenile curfew.
  • student participation in structured activities, religious activities, and time with adults during 10th grade had a significant positive impact on educational outcomes for those same students in 12th grade. Conversely
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  • that academic outcomes of this program were mediated by changes in the student's self-confidence as well as changes in teacher perceptions of the student's efforts.
  • Participation in an after-school program designed to build self-esteem had positive effects on standardized test scores in math and reading, while receiving extended school time to complete homework did not have the same positive effects on self-esteem or achievement.
  • studies indicate that after-school academic support may play a protective role by helping to prevent a loss of school engagement even if it doesn't result in higher levels of functioning.
  • The Gevirtz Homework Project
  • Most researchers believe that involvement in extracurricular activities has an indirect impact on achievement by increasing connectedness to the school and by helping to build student strengths, thereby increasing self-esteem and positive social networks
  • At the end of sixth grade, teachers rated English language learner participants in the homework project higher in academic effort and study skills than English language learners in the control group.
  • Studies have shown that involvement in extracurricular activities is associated with school engagement and achievement
  • Rather than divert students from meeting their academic goals, studies find that students engaged in extracurricular activities--including sports, service clubs, and art activities--are less likely to drop out
  • and more likely to have higher academic achievement
  • All fourth-grade students in three participating schools were engaged in the project, with students randomly assigned to treatment (Homework Project) and non-treatment after their stratification into high, medium, and low achievement groups at school. Students were also stratified on the basis of ethnicity and English proficiency, with equal numbers assigned to the homework project and to the non-treatment control group.
  • For example, while "no play" rules that prohibit students with low GPAs from participating in extracurricular activities may provide a needed incentive to some students,
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Extracurricular Participation And Student Engagement - 0 views

nces.ed.gov/95741.asp
shared by Emily Wolter on 20 Nov 14 - Cached
  • Extracurricular activities provide a channel for reinforcing the lessons learned in the classroom, offering students the opportunity to apply academic skills in a real-world context, and are thus considered part of a well-rounded education.
  • During the first semester of their senior year, participants reported better attendance than their non-participating classmates--half of them had no unexcused absences from school and half had never skipped a class, compared with one-third and two-fifths of nonparticipants,
  • participated were three times as likely to perform in the top quartile on a composite math and reading assessment compared with nonparticipants.
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  • two-thirds of participants expected to complete at least a bachelor's degree while about half of nonparticipants expected to do so. It cannot be known from these data
  • regardless of whether the schools attended were large (750 students or more) or small (less than 150), in rural, urban or suburban settings, or served large (20 percent or more minority) or small proportions of minority students (less than 20 percent), almost all students reported that extracurricular activities were available to them (data not shown in table).
  • About four of every five seniors said they participated in at least one extracurricular activity in 1992
  • Low SES students, for example, may be more likely to participate in schools where they are in the majority and less likely to participate in more affluent schools where they are in the relative minority.
  • U.S. Department of EducationInstitute of Education SciencesNational Center for Education Statistics
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