I have to open
this post by admitting that my favorite aspects of high school were the
extracurricular activities. As a student, I loved competing in several UIL
events, other academic events and tennis. I enjoyed helping to produce the
yearbook, volunteering with the honors group and running track and cross
country to stay in shape. I loved working hard on a project and the anxiety of
not knowing who won. I especially loved how often all of these activities gave
me an excuse to miss class.
Going to a small
school meant that our district allowed us a lot of wiggle room if we were
involved in a lot of activities. Teachers were made to accommodate students
missing class sometimes two or three times a week. Some students’ grades did
fall because they were stretched too thin and couldn’t handle the distraction.
Linus Wright
challenges this notion in “Restructuring Public Education for 21st
Century” in his seventh points:
7. Explore the
amount of time, effort and expense of extracurricular activities in middle and
high school relative to value produced and received.
I certainly agree with the idea
that if something isn’t beneficial, it should be done away with. I’m curious to
know how Wright would determine the value produced and received. Many studies
suggest extracurricular activity tends to increase student achievement (as far
as grades and graduation rates are concerned), but by how much, why or which
ones is widely disputed. One study in particular believes that academic and
athletic activities and watching TV can improve grades, but that activities
that center around music decrease grades. You can see how this could be easily
questioned.
As
far as benefits go, extracurricular activities encourage students to show up.
It’s true that they miss some school for the particular activity, but they
typically attend for the remainder of the time to
know what’s going on with their activity, socialize with other participants and
keep their grades up so they can continue to participate (In the same vein,
students who show up are more likely to stick it out and graduate). The loss of
participation due to low grades can be a valuable lesson for a student that
they have to work hard in order to do what they want. This, of course, isn’t
helped by those who give grades so stars can participate (ex: coaches who pass
star athletes or administrators who forgive athletes of poor grades). This
preference of extracurricular activities is more detrimental – student’s
academic achievement and honesty should always come first.
Extracurricular
activities also teach students traits and skills they might not get in class –
team work, perseverance, hard work and socialization, to name a few. They are
allowed to try new things, stick them out, and then choose not to continue them
the next season if they decide it’s not for them. Often students find passion
through competitions and community service. They learn skills, such as hand-eye
coordination in sports, that benefit them in the classroom and in life. As far
as athletics are concerned, some studies show that students (and adults, for
that matter) who work out once or twice a week have increased brain performance
and find it easier to pay attention, keep up and engage themselves in the
classroom.
Of
course, as with anything, moderation is the key. Perhaps missing class two to
three times a week for a month or more at time is too much. When
extracurricular activities begin to negate what the teacher does in the
classroom, lower a student’s grade or take an undue amount of time from family
life, a thin but important line has been crossed. Schools must build safeties
into their system to ensure students get the most from extracurricular
activities without crossing into negative aspects – this includes safeties that
keep coaches, teachers or administrators from abusing power in favor of star
performers, as mentioned above. This power is also best left with each
individual district, and not to the Texas Education Agency.
Families are
encouraged to build safeties themselves with their children.
If
this balance can be struck, I believe most studies and opinions agree
extracurricular activities are an excellent way to engage, excite and teach
students, as well as boost academic performance and graduation rates. I only
hope we use this tool wisely.
I also want to
mention that I have chosen not to explore his eighth and ninth points on
auxiliary staff and school facilities simply because I don’t have much to say
on the subjects. Perhaps I will explore them in depth in the future, especially
if interest is expressed.
Next week I will
discuss Wright’s idea for five year external evaluations by the TEA. Hope to hear from you.
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