Professional Student Athletes
The Raw Numbers
Eligibility
Advantages of Sport
Research Questions or Research Hypotheses
Selection of Subjects
Assumptions or Limitations
Data Processing and Analysis
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Questions related to academic priority
Questions related to role models
Questions related to advantages
Implications for Practice
Questions related to support and pressure
Implications for Practice
Implications for Research and Resultant Recommendations
High school sports are for some students a fond memory, for other students the golden ticket to the land of opportunity. For most students, it is an extracurricular activity. High school sports has transitioned from a core basis in family values, ethics and participation to big money sponsorships, televised games, recruiters and scholarships. It's no wonder controversy surrounds the ideas of the benefits and drawbacks. And it's no wonder that some are attempting to regulate participation. We will have an opportunity to examine present trends, current issues, data and initiatives surrounding the provision of high school sports. We will survey a sample of a typical Georgia public high school to receive feedback on student values and opinions with regard to athletics, academics, and sources of support and sources of stress. Ultimately we will develop some recommendations to retain the caliber of high school sports and ensure their availability to future student athletes.
CHAPTER ONE: THE PROBLEM
High school athletics programs complement academic progress. Research supports this theory in a number of ways, and points to the importance of high school athletic programs to the social, emotional and physical development of the student. The level of benefit varies subtly by demographic typing. At the core of the debate is whether academics are viewed as part of or outside of the academic curriculum. There are conflicting schools of thought regarding the benefits of athletic programs to students at the high school level. Some contend that the focus on sports is too commercialized, and that funds spent can overshadow the realities of budget cuts and financial realities in other areas of academics, particularly when the focus is on sports as a profession and academic scholarships. Further, these same people feel that athletes can receive preferential treatment, particularly with regard to the college admissions process.
On the flipside, to allay concerns that academics may take a back seat to sports, many high schools and colleges have enacted minimum eligibility standards for participation in high school sports, the most common standard being a minimum G.P.A. Of 2.0. This is a case of the effect of academics on athletics, rather than the converse. Proponents of high school athletics tout the benefits of participation, which they say includes characteristics like lower absenteeism and higher self-esteem. Some point to higher graduation levels and academic scores, but these claims vary by type of school, by sex, and by race and are influenced somewhat by the eligibility requirements imposed by schools.
Problem Background
Since the turn of the century high school athletics have been associated with contributions to students' development, in terms of instilling self-discipline, ethics, a sense of team play, courage, leadership and good citizenship. In recent years the perception has shifted from fundamental values to entertainment and commercial values. High school sports has entered the mainstream, the world of national television exposure and the world of big money contracts in professional sports. This increased exposure has led to legislative initiatives aimed at addressing issues surrounding school athletics. In 1972, for instance, Title IX legislation increased sports opportunities for all students. (Sisley, 1985) These changes have brought widespread debate over the place of high school sports in schools, the relationship between sports and academics, the benefit of sport, and the cost of athletic programs. (Butterfield, S.A. & Brown Jr., B.R., 1991)
Growing concerns regarding the direction and educational value of high school sport have surfaced among administrators, scholars and parents alike. (Abbott & Buttefield, 1990). Concerns extend to the physical and psychological safety of students as well as the values inherent in the delivery of sports programs. (Martin & Lumsden, 1987) In 1906 the National Collegiate Athletic Association (NCAA) was formed to bring uniform standards to the world of sports for universities. The NCAA has grown into a formidable organization, garnering $247 million in revenues during 1997. (Nathan, 1998)
The NCAA suffered criticism when it was disclosed that a professional athlete was ill educated, regardless of their attendance at high profile universities. In order to quell such scandals, the NCAA enforced standards aimed at ensuring fundamental academic achievement across the board for athletes. More recently, however, the NCAA extended its reach to high schools, mandating a core curriculum consisting of 13 core courses in English, social studies, mathematics and science. The NCAA created an Initial-Eligibility Clearinghouse, operated by American College Testing in Iowa City, to standardize the decisions over which courses qualified for the core requirements. (This responsibility for accrediting high school courses traditionally has been handled by each state education agency.) The clearinghouse asked all public and private high schools nationwide to submit a description of each course offered in these disciplines.
The new initiatives set forth by the NCAA has been received with backlash and resentment by high school administrators, who complain that the clearinghouse has made course curriculum development a confusing and cumbersome task. According to a high school principal in Illinois, "We found that one word in a course description, like 'applied,' was enough to get the course rejected." Apparently, the clearinghouse, which was set up to review transcripts of college-bound athletes, erroneously declared thousands of students with acceptable academic records -- including a National Merit Scholar and a school valedictorian -- ineligible for athletic scholarships and ineligible to compete in sports as freshmen. Examples of faux pas conducted by the committee include:
Yale accepted Alison Rosholt, an excellent tennis player, on "early decision" last fall, but it took nine months of phone calls and letters from her highly regarded suburban Minneapolis high school and her parents before the NCAA would let her try out for the team.
The Air Force Academy accepted Chris Rohe, who compiled a 3.97 high school grade point average, high test scores and membership in the National Honor Society, but the NCAA blocked him from playing football during his freshman year because it rejected 1/3 of a required 10th grade English class.
Dan Zien, a suburban Milwaukee student who won honors in track at the Junior Olympics, complied a B. high school average and scored above 1300 on his SAT, was barred from competing in track as a freshman at Indiana University because the NCAA rejected an English course, "Preparation for the 21st Century." His high school noted that the same course had been accepted when submitted by other high schools
Misty Hollingshead, an outstanding volleyball player who graduated with a 3.56 average from North Thurston High School in Olympia, Wash., and was her class president all four years of high school, endured months of anguish when the NCAA targeted the 43 quarter hours of college credit she completed during her senior year in high school under her state's "Running Start" program.
Hollinghead's mother Sandy, an educator, said of her experience: "We were stunned by the rigidity and lack of common sense on the part of the clearinghouse and at their arrogance and unwillingness to give us answers concerning the process they had used in making decisions about our daughter ... It's crazy for an organization to have the power that they do to override and overrule educational statutes set forth by a state legislature and to not really have to answer to anyone for their actions and decisions."
The NCAA decided an acceptable high school social studies course could spend no more than 25% of its time on current or contemporary issues and no more than 25% could be devoted to humanities or criminal justice issues. Parents in at least three states (Iowa, Minnesota and Michigan) have sued school districts, insisting that the schools should have warned students the NCAA would not accept a particular course. But districts have countered that it can take months to get a response from the NCAA about which courses are deemed acceptable. And who is the NCAA to overrule courses that otherwise satisfy undergraduate admissions requirements to Yale, Harvard and the Air Force Academy? Should the NCAA be the arbiter of which high school courses are appropriate for college preparation? (Nathan, 1998)
Under mounting pressure from educators and elected officials, the NCAA in January modified its approach for certifying core courses by allowing high school principals to recommend which courses meet NCAA standards. But the NCAA reserves the right to overrule principals' decisions. The NCAA's modest response followed meetings with national education groups, including AASA. The Minnesota Association of School Administrators has submitted to AASA for consideration a resolution that states it is not the NCAA's role to dictate course content to high schools.
The U.S. Department of Justice also has challenged the NCAA for automatically rejecting courses involving special education services. Some students who had attained acceptable college entrance test scores despite their disability were not allowed to participate as freshmen because they had taken high school courses involving special education assistance. The NCAA argued in several court cases that it does not have to follow the Americans with Disabilities Act. After months of negotiation, the Department of Justice and NCAA signed an agreement in which the NCAA agrees to consider courses with special education designation. However, three cases over the summer raised new questions about whether the NCAA truly has changed its review process.
Recently several state Attorneys General established a committee to examine NCAA practices, prompted by complaints from educators in more than two dozen states. While no one questions the legitimacy of increasing standards, the NCAA is out of its jurisdiction in dictating high school course content. As a New York Times editorial concluded, "The NCAA should be promoting educational innovation, not obstructing it."
In addition to Title IX, Proposition 48, (bylaw 14.3 in the NCAA manual) was enacted by the National Collegiate Athletic Association in 1984-1985. Proposition 48 effectively raised eligibility standards for students seeking to play big-time college ball in their freshman year, requiring a minimum 2.0 G.P.A.on a 4.0 scale in addition to a combined score of at least 700 on the Scholastic Aptitude Test (SAT) or a score of at least 17 on the American College Testing program (ACT). (Koehler, M., January/February 1995)
On August 1, 1995 the minimum grade point average was raised to 2.5 in 13 academic courses and a SAT of 700 or ACT of 17 (1994-95 NCM Manual). The reality of the sports world for aspiring students is articulated in a study conducted by the Center for the Study of Sport in Society at Northeastern University which showed that greater than 40% of inner city black high school athletes aspire to play a professional sport, although statistics indicate that seven one-thousandths of one percent will ever achieve the pros, and further, many will never graduate from high school. In addition, for the few that reach the heights of the pros, their career span will average a few years, after which they will be forced to examine the career choices that were before them prior to entering sports as a profession. Keohler asserts that it is the coaches and school counselors that can steer students in the right direction regarding perspective in sports. The National Association of Academic Advisors for Athletics is the front line to the student's ear, whose responsibility is to help the students assimilate the sometimes conflicting information he or she is exposed to.
In 1927, a few years after the founding of the NFL, coach Amos Alonzo Stagg stated: "The day boys start playing football with one eye on the college and the other on professional careers, the sport will become a moral liability to the schools." Koehler added the interpretation that, had he said the day boys play sports with one eye oh high school and the other on college scholarships, sports will become an educational liability to the schools. (Koehler, M., January/February 1995)
A study conducted in 1993 examined background information and graduation rates for two groups of student athletes over a period of five years; the first group consisted of 3,380 NCM Division I student athletes in 1984 and 2,435 athletes in 1985. Between the two periods, Proposition 48 was implemented. The study was designed to gauge whether higher achievement at the high school level affected college achievement. The resulting data set showed that the group following Proposition 48 had a five-year graduation rate of 56.6% compared with 48% for the pre-Proposition 48 group. The resulting conclusion is that higher academic standards resulted in higher graduation rates.
Concern over the graduation rates of athletes contributed to the Student Right to Know and Campus Security Act of 1990, which requires institutions to publish graduation rates not just for the student body, but for athletes as well. Once these statistics were available separately, many colleges and universities began to keep track of graduation rates according to demographic typing. (Nathan, 1998)
In addition to legislative initiatives and mandates by governing bodies, states have enacted some of their own reforms concerning athletics and academics. The most notable examples include:
Effective in 1988-1989, the state of Alabama's state athletic association established a requirement which stated that any junior or senior high school student whose average score fell below a 70 would be barred from participating in extracurricular activities.
California school districts maintaining one or more schools serving children in any of grades 7-12 must adopt an eligibility policy that such children will be eligible to take part in extracurricular and co curricular activities only after "satisfactory educational progress in the previous grading period." Satisfactory educational progress" includes, but is not limited to, "at least a 2.0 grade point average in all enrolled courses on a 4.0 scale.
Colorado's state high school activities association offers districts the option of creating more demanding eligibility requirements, but demands that students take at least five courses and be failing no more than one, or that they pass at least five classes.
Florida requires students to "maintain a grade point average of 1.5 on a 4.0 scale, or its equivalent, and must pass five subjects for the grading period immediately preceding participation." Students not required to attend a full day of school "must maintain a 1.5 grade point average and pass each class for which he or she is enrolled."
Hawaii's Department of Education requires students to have at least a 2.0 grade point average in order to be eligible to participate in extracurricular activities. (ECS, 1998)
An article published in the Journal of College Student Development expressed the results of a study of 952 non-athletes as compared to athletes (Hood, 1992). The study concluded that the male athletes who generated revenue for the institution through winning sports events had lower high school GPAs and ACT composite scores. However, when football was removed from the equation, both athletes and non-athletes achieved similar college grades. For the females, the scores were similar when compared to like matches, but lower when compared to random groups of women.
Literature Review
There has been considerable debate regarding the benefits and drawbacks of high school athletics, particularly with regard to the relationship between athletic success and academic success. The following section will compare and contrast existing data on the subject, the point-of-views presented, the research conducted, the statistics available, the methodologies and analyses used to arrive at such conclusions, and the soundness of the data set forth. A case has been made by researchers which establishes the benefit of sports programs at the high school level. Benefits include lower dropout rates, increased socialization skills, increased school involvement and decreased troublesome behavior.
The Professional Student Athlete
In order to assess the relationship between athletics and academics, it is important to distinguish between the level of focus on the part of the student in either genre. A serious athlete will be swayed more towards spending his or her time in the athletic arena whereas a student who engages in athletics as an extracurricular activity may have a more divided view of time management. Statistics compiled by the National Collegiate Athletic Association (NCM) reveal the following facts about high school students who transition to sports as a profession: (Peltier, G.L. & Laden, R., April/May 1999)
Nationwide, approximately one million students play high school football and one half million play basketball.
Of the pool of athletes nationally, approximately 150 will play for the NFL and 50 will make it to the NBA.
The odds of a high-school football player making it to the pros are about 6,000 to 1: the odds for a high-school basketball player- 10,000 to 1.
It seems that when the student athlete considers the sport a profession to attain, then academics are likely to suffer against the competing demands of a rigorous schedule. For those students aspiring to beat the odds, the stakes are higher. The seriousness of the effort takes on a deeper tone. The importance of the time spent devoted to the practice of sport is multiplied exponentially. The attitude of the parents, coaches, and some teachers and school administrators will all turn priorities towards athletic success over academic success when it is clear that the student sees athletics as a vehicle to pay for college and as follow-on career. Generally students falling into this category are exceptional athletes who understand the highly competitive nature of their aspirations. It is also students in this category who are most likely to be forced to make the trade-off between the time necessary to achieve a successful athletic position and the time required to succeed academically.
The Knight Foundation's Report estimates that the demands of "high-powered" sports programs require a commitment of approximately thirty hours per week to the sport. (Knight,1991) The Knight estimates have been refuted by others who claim the time requirement is actually higher; up to fifty or sixty hours a week in-season including travel and eighteen hours per week during the off-season. (Edwards, 1984) Regardless of posture, a sports schedule that demands between thirty to sixty hours per week would challenge even the most dedicated student to maintain a full schedule of studies with a modicum of academic success.
The Knight Commission Report noted that according to statistics, for half of all Division 1-A Institutions basketball and football players were admitted to college as "special permits" because minimal college entry requirements were not met by the players. In fact, the incidence of "special permits" of athletes were ten times greater than that of entering students overall. The Knight Report added that, in a Division 1 school, only 33% of male basketball players and 37.5% of football players had achieved graduation within five years.
Walter and Smith (1990) wrote about the historical perception of student athletes as reflected in conventional press. They say: "They are commonly portrayed as intellectual troglodytes, admitted to college without meeting admissions requirements and excused for maintaining academic standards once they enroll." Walter and Smith claim that despite the stereotype, student athletes are more like the rest of the student population than people are led to believe.
Dan Williams of the University of Oregon states that although one third of the faculty is unconcerned about athletics, all are concerned with the effect athletics has on the University. He claims that the "effect" of athletics to the University occurs in three areas: academic standards, treatment of student athletes, and finances. In terms of academic standards, he cites the admission requirements of Duke University, whose average SAT score is 1310 for non-athletes and 840 for athletes. Williams and Swarthmore has a set-aside of one third of the class enrollment for athletes. He adds that NCAA statistics indicates that 1.7% white students were student-athletes compared to 7.2% of entering black students. At the University of Oregon in the 1999-2000 school year, 23% (47 of 203) black students were athletes as opposed to 1.9% (166 of 8,905) white students.
Graduation data from all 321 Division I schools (1A, 1AA, 1 AAA) for the freshman class of 1994 (for the six-year period from 1994 through 2000) indicate that 56% of all students earned a degree, compared with 58% of student athletes. Williams notes that female student athletes had a significantly higher graduation rate than non-athletes, although he fails to specify the actual rate. He does, however, note that white male student-athletes were slightly lower (55%) than all white male students (57%) and that black male student athletes excelled (43%) when compared to the black male student population (31%). (Williams, 2002)
Williams claims that student athletes entering college receive preferential treatment, referring to services such as coaches, trainers, doctors, nurses, nutritional advisors, weight consultants, training equipment, relocation assistance, tutoring and mentoring. However, the only statistic he offered to support this claim was the NCAA figure for the average athletic expense per student athlete at a Division IA school in 1999 was $38,000, although the contents of this amount were not revealed.
Williams states that the average athletic department expense for a typical athletic department in a Division IA school in 1999 was $20 million (up from $7 million in 1985). At the University of Oregon, the athletic budget rose from $12 million in 1991 to $30 million in 2001. This comprises 15% of the total University budget of $200 million. Williams estimates that the athletic budget is increasing an average of 10% per year. To put the financial element into perspective, Williams notes that while the University of Oregon plans on a balanced budget in the next few years, many other Division IA schools are operating with a fiscal deficit that is being subsidized by the University. In addition, he notes that the Autzen Stadium expansion, a $90 million project currently underway in Eugene, Oregon is costing $7,000 per seat (13,000 of them) or the price of nearly two years' tuition for an in state student. In context, the state of Oregon is experiencing a budget crises which includes10% budget cuts for higher education and cuts to K-12 schools as well. He refers to the two events as a "cultural disconnect," stating that sports are being funded "at the expense of our societal future." (Williams, 2002)
According to Frank Dolson (W '54), sports editor of The Philadelphia Inquirer, "The Ivy League was 'a great idea' when it was founded in 1956, in part as a way to maintain a healthy balance between academics and athletics." But, he claimed, the people who run the league "have changed it around totally." Dolson was one of a panel of sports journalists who gathered for this alumni-faculty exchange in Steinberg Hall-Dietrich Hall last month. (Shea, 2003)
Among the discussion was the myth that athletic programs are a "tremendous source of revenue" for the colleges. Penn, for instance, is typical in that it offers 30 or so intercollegiate sports, and Rubincam states "there is not enough money to support all of them." According to Rubincam, only between four to eight percent of colleges show a profit in their athletic programs. He also said that more and more colleges are coming around to the Ivy League model. Dolson ended the exchange by reciting the amount of money provided for academic and athletic scholarships at several schools, among them: Auburn, $1.8 million for academics, $3.0 million for athletics; Duke, $465,000 for academics, $4.0 million for athletics; North Carolina, $636,000 for academics, $3.1 million for athletics. At first glance, the situation at the University of Michigan seemed more equitable: $4.0 million is provided for academics, $5.4 million for athletics. But, Dolson pointed out, the amount for academic scholarships is distributed among more than 15,000 students; for athletic scholarships, only among some 350. Dolson's final metaphor of the relations between athletics and academics: "It's a very big tail, and a very small dog."
A snapshot of what that the normal graduating population actually looks like statistically was developed by A.W. Astin in 1996. For all students (comprising 75,752 freshman at 365 schools) regardless of sex, race, major, socio-economic status, or level of extracurricular activity, 39.9% completed a bachelors degree within four years, 44.9% within six years, and 45.7% within nine years. For the most part, adding the last three years was of little consequence in overall attainment.
Blum expounded on this research in the Chronicle of Higher Education (Blum, 1994) by reporting that 57% of scholarship athletes graduated in six years (6% higher than prior to Proposition 48). African-American female athletes graduated at 53% compared to 41% for all African-American women, and African-American male athletes graduated at 43% vs. 33% for all African-American men. White male athletes had a 15% higher graduation rate than African-Americans. These figures present a considerable improvement over the Knight Report.
For our purposes, the student athlete is representative of the typical student, not the NBA all-star. We are simply examining data that reflects on the pros and cons of sport as a high school activity. Sedlacek and Adams-Gaston (1992) referred to student athletes as non-traditional students, in the sense that their culture and experience makes them unique as a group, bonded by common goals and values. They are also subjected to the same prejudice as any stereotyped group, as Engstrom and Sedlacek point out, as well as sharing the rigors of a lifestyle with a demanding and competitive schedule. Stuart (1985) added to the view that athletes face special circulstances, by noting that practice and performance time reduces the time and energy for academics, and consequently, this can lead to lower scores not only in classrooms but on standardized tests. It is because of the lower scores, Stuart asserts, that some athletes may have to work harder to succeed academically. In addition to having the challenge of scheduling conflicts between class and competition, their behavior is scrutinized both on and off the field, as athletes have a higher social profile.
In "Lessons of the Lockeroom," Miracle and Rees claim that while participating in sports my open doors to college for outstanding athletes, it does little to guarantee that they will graduate. Those athletes that are lacking in academic skills in high school are more likely to have greater difficulty with college material. (Miracle and Rees, 1994) Conversely, for athletes with a solid academic threshold who have a balanced schedule, the prospects for the future brighten.
John H. Holloway is a consultant with the Educational Testing Service. He claims that extracurricular activities are particularly important to students who are at risk of dropping out, students with disabilities and ethnic minorities. (Holloway, J., 1999) Holloway claims students benefit through greater self-esteem and a greater position amongst peers. Holloway's position is reinforced by Steve Duncan of Montana State University who concurs with the notion that focused and disciplined extracurricular activities can act as a deterrent to deviant behavior. (Brown, M.D., 2000) Holloway adds that the time when the strongest direct effect is possible is during the high-school years, or up to and surpassing the pre-dropout age of sixteen. He states: participation in activities during the middle school years has a profound positive impact on those students who project to be most at risk for dropping out when they do arrive in high school. Activity participation strengthens the school connection for all students, and it begins to promote those positive characteristics in the middle school."
Despite any proven assets to be derived from extracurricular activities, many states and school districts have passed minimum passing requirements for participation, linking the elements of outside activities and academics as having a direct relationship with one another. When fiscal budget cuts loom, it is often the extracurricular budgets, including the arts, music and sports that are at risk, and for programs to survive the costs are often passed on to the individual families themselves, fundraisers or sponsorships. Holloway asserts: "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." (Holloway, J., 1999)
The Raw Numbers
Looking at aggregate data, U.S. Department of Education Statistics provides an objective snapshot of the level of participation in sports, the percentage of students achieving academic honors, and the segmentation of both by sex, race, socioeconomic status and type of school. The data is represented for United States seniors in the year 1992. The data table was compiled in 1994 by the NCES. For all students, the majority participated in interscholastic team sports (30.4%), followed by intramural team sports (22.7%), interscholastic individual sports (20.3%) and intramural individual sports (13.3%). Without establishing specific relationships between the various elements, the raw data reveals the following regarding various demographic types:
A greater number of men overall participated in some type of sport than women in 1992 (29.13% v. 14.35%).
A greater number of women overall achieved academic honors than men (22.7% v. 14.4%).
With regard to race, blacks and American Indians had the highest participation levels for sports (24% & 24.3% respectively), while:
Asians had the highest academic achievement levels (27.2%).
The top socioeconomic quartile had both the highest average sports participation (25.5%) and the highest overall academic achievement (29.5%).
Private schools had the highest level of sports participation overall (27.75%), while
Catholic schools had the highest overall academic honors (28%). (NOTE: The academic honors between types of schools may be based on non-similar sets of criterion.)
The NCES data varies widely by sex as evidenced in the table below. Overall, 29.13% of men (average) participated in some type of sport while an average 14.35% of the women were involved in school sports. Conversely, 14.4% of the men achieved academic honors, while 22.7% of the women achieved honors.
1992 12th Grades
Extracurricular
Sex
activities
Total
Male
Female
Athletics
Interscholastic team sport
30.4
41.2
19.7
Interscholastic individual sport
20.3
26.8
13.9
Intramural team sport
22.7
31.8
13.8
Intramural individual sport
13.3
16.7
10.0
Average Sports Participation
21.675
29.13
14.35
Academic honor society
18.5
14.4
22.7
Variance Sports vs. Honors
15%
51%
-58%
Source: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of 1988," First and Second Followup surveys. (Prepared 1994)
The U.S. Department of Education data shows that, when compared by race, the average level of participation in sports is as follows: white (21.63%), black (24%), Hispanic (18.88%), Asian (22.38%), and American Indian (24.3%). Academically, the groups performed as follows: white (19.6%), black (14%), Hispanic (12.5%), Asian (27.2%), and American Indian (13.6%). Asian-Americans stand out in terms of maintaining high academics visa vie sports. There is no significant difference in the types of sports chosen by Asians when compared to other races.
1992 12th Graders
Extracurricular
Race/ethnicity activities
His-
American
White
Black
panic
Asian
Indian
Athletics
Interscholastic team sport
30.8
32.3
25.8
28.3
30.4
Interscholastic individual sport
20.9
21.2
14.9
21.6
20.7
Intramural team sport
22.3
25.8
20.8
24.9
27.9
Intramural individual sport
12.5
16.7
14.0
14.7
18.2
Average Sports Participation
21.63
24
18.88
22.38
24.3
Academic honor society
19.6
14.0
12.5
27.2
13.6
Variance Sports vs. Honors
9%
42%
34%
-22%
44%
The following table illustrates the same data based on socioeconomic status. The U.S. Department of Education categories for determining socioeconomic status are low, medium and high. For low and medium socioeconomic status, the academic achievement ranks lower (as a percent of students) than those participating in athletics. For the high socioeconomic category, academic achievement is higher than sports participation. Socioeconomic status is measured by a composite score which considers parental education, occupation and income levels. The segmentation is based on quartiles.
1992 12th Graders
Extracurricular
Socioeconomic
activities status1
Low
Middle
High
Athletics
Interscholastic team sport
25.3
30.1
34.4
Interscholastic individual sport
13.6
18.7
27.7
Intramural team sport
20.4
22.9
24.1
Intramural individual sport
10.8
12.5
15.9
Average Sports Participation
17.53
21.05
25.53
Academic honor society
9.6
15.9
29.5
Variance Sports vs. Honors
45%
24%
-16%
The last comparison of U.S. Department of Education data for high school seniors is by school type, i.e., public, catholic, or other private. For these categories, only the catholic school category had a greater number of students achieving honors vs. participating in sports.
1992 12th Graders
Extracurricular
Control of school attended activities
Other
Public
Catholic
private
Athletics
Interscholastic team sport
29.6
31.2
48.9
Interscholastic individual sport
20.0
24.6
21.8
Intramural team sport
22.0
29.7
29.6
Intramural individual sport
13.5
13.3
10.7
Average Sports Participation
21.275
24.7
27.75
Academic honor society
17.7
28.0
22.9
Variance Sports vs. Honors
17%
-13%
17%
As we can see, the demographics don't tell the whole story. The numbers don't paint a direct relationship between athletics and academics, but it does provide the raw data of the number of students participating in athletics and the number of students achieving scholastic honors. Among these, certain slices of society fare better academically according to the U.S. Department of Education's 1992 data for high school seniors, notably females, Asians, those with high socioeconomic standing and catholic schools. The relationship between sports and academics in high school is clearly a complex issue that involves many influencing factors. It is a known fact that individuals assimilate knowledge differently, and each individual's capacity to balance his or her life's pursuits is in itself a function of a multiple of inputs: intelligence level, home environment, socioeconomic status and social ability.
Eligibility
Kimberly Reeves expresses this complex environment in her 1998 article in the School Administrator: "Minimum standards for participation, illegal recruiting and parental pressure combine for administrative migraines." The article further stated: "The long list of infractions Berkeley High School's athletics program reported to the California Interscholastic Federation last year was a stunning testament to just how far students will go to participate in competitive sports." Considered among the largest high school sports program in the nation, Berkeley offers 32 varsity sports, 1,200 athletes, 96 coaches and 750 annual competitions. For Berkeley, who retained an ex-NFL player Joe Martin as athletic director in 1997, high school sports is big business. Martin stated: "You put a lot at risk when you have a premier athlete. Of the 400 athletes we graduate each year, 50 of them probably have full-ride scholarships. You take that 50 [and multiply it] times $200,000 per kid, and we're talking about mistakes that put millions of dollars at risk."
Student eligibility remains an issue for such a high profile high school with a history of recruiting top talent. Forty five infractions were discovered after a six-month investigation at Berkeley, including a twenty-year-old junior college student who was enrolled on the varsity football team, three water polo players who were attending a private school in the nearby town of Oakland, and a German tennis player with no English language skills who had a 100-mile-per-hour serve. How can one measure the effect on academics that may be caused by this level of pressure to compete?
Considering Berkeley an atypical high school with regard to athletics, it is more consistent that only a small percentage of most high school athletes qualify for National Collegiate Athletic Association (NCAA) competition at the Division I level. And most of those students do not have former NFL players as their coaches. Student eligibility issues, such as mandatory minimum grade point averages and residency requirements are being challenged by certain constituents, including parents, on the basis that participating in sports is a fundamental right. Complicating the mix are the home schooled, the charter schools and the foreign exchange student.
The NCAA has defined core course requirements for high school students who wish to participate in athletics at the Division I level in the college freshman year. The NCAA has the authority over the school administration in making determinations as to whether eligibility is met. Further, the NCAA has expressed dissatisfaction at the number of disadvantaged and minority students it claims fail to meet the curriculum standards.
At the heart of the matter is the issue of establishing academic requirements for participation in academic activities. Those in favor of some guidelines tend to agree with the message that academics is of the utmost importance; that the purpose of school is a formal education. Those opposed feel that sports should not be related to academic performance, or further, that sports enhances academic performance. These opposing views often pit parents against school organizations, and litigation surrounding these issues is becoming more commonplace.
For instance, a high school basketball player in New Hampshire, failing academic standards, filed a lawsuit to add an extension of a semester to fulfill his academic eligibility requirements. In Arkansas, a judge ruled that a mid-season suspension had adverse long-term consequences for the youth. In 1997, the Texas University Interscholastic League, engaged in nine court cases regarding student transfers. District committees are charged with the task of determining the validity of eligibility. The test is determining whether a transfer request is based on a legitimate conflict or issue as opposed to a desire, like a desire to play a certain position or to work with a certain coach.
In today's competitive environment where litigation is as common as personal hygiene, the pros and cons of establishing guidelines for minimum academic progress are being tested to the fullest. Wisconsin's Fond du Lac school board President Margaret Swick says "the pressure on school boards from overachieving baby boomer parents is immense. Parents are constantly looking to push the boundaries of school district policy, whether it's athletic eligibility or academic class rank." If a loophole can be found in school district policy, a parent is going to find it," she says. "It's the school board's job, however, to protect the interests of all students who participate in sports." Swick calls it the creation of "equitable participation." (Reeves, 1998)
In 1997 the state of Florida legislatively established revised eligibility requirements for student athletes -- the minimum G.P.A. was raised from 1.6 to a 2.0 on a 4.0 scale. The grades would be checked each semester rather than every six weeks. Given that the minimum G.P.A. For national honor society standards is 3.4, the minimum grade point requirements cannot at best be considered rigorous, but rather seeks to ensure students will pass.
Yet these standards are not always measuring apples to apples. In order to make the grade, some students will employ a strategy of taking a plethora of non-core courses such as physical education, teacher assistance or work-study programs. This strategy may leave the student short of core requirements for graduation, defeating the purpose of the standards in the first place.
In arguing against eligibility standards, one administrator claims that the eligibility requirements are setting a higher set of expectations for athletic participation than for earning a high school diploma. Perhaps the best example of this was set by Texas in 1984 with the establishment of the no pass, no play policy. The policy represented the virgin requirement that demanded student attend classes regularly AND pass all courses in order to meet eligibility.
Roger Whitley disagrees with the logic behind the standards. He conducted a three-year study during which time he analyzed the records of 243,000 North Carolina students across 133 schools. He found that student athletes overall achieved higher grades, had better attendance records, fewer behavior problems and lower dropout rates. Many agree that, if participation in athletics does not increase a student's G.P.A., it has been shown to at least lower crime, drug use, and overall behavior problems by teaching students discipline, teamwork and commitment in a way that they can understand and relate to.
Walter Buster, superintendent of the Clovis, California Unified School District offers the opinion that student eligibility addresses the child, period. He asserts that "athletics and academics in the same school day should not be an 'either-or' proposition." (Reeves, 1998) Eligibility is a complicated issue that is made to be more difficult by erroneous comparisons, such as Buster's statement: "I sometimes wonder what the logic is behind a student failing English and not being able to play basketball. If a student missed a free throw, would we decide he couldn't play English next week?" With high level school administrators making illogical comments such as these, its no wonder we lack consensus on the issue.
The balanced view is that sports, arts, music, and the three R's contribute to the well-rounded student in valuable ways. The problem arises, and consequently the need for eligibility, when the student loses a sense of balance among the facets of learning and experience. To address Buster's statement regarding eligibility, if the student is playing basketball to the extent that it is interfering with his or her ability to pass English, then restricting the level of basketball activity is clearly intended to teach the student limits, discipline, balance and control. Buster is confusing apples and oranges.
Opposition to eligibility policies stems from fears of forcing students to lose academic scholarships, drop out of school, or trade easier courses for athletic acceptance.
Sandra French, who is Chairwoman of the Howard County, Maryland school board, says district data refutes these fears. French claims that fewer than 2% of students are actually penalized by eligibility policies, and further that the local percentage of athletic scholarship winners is in line with national averages. French states: "Students rise to meet your expectations if you provide them the academic assistance they need and you make it clear there is no favoritism. All must be treated equally." She makes the distinction that it makes more sense to check eligibility once per season rather than chancing removing an athlete from a team mid-season when the athlete and the team are penalized in the process.
Common sense and flexibility are key components to encouraging students to succeed both on and off the field. For instance, legislative revisions to the no pass, no play rule in Texas reduced the suspension period for players from six weeks to three, allowing them to practice during times of suspension. It is important for lawmakers, administrators and parents to remember that the primary aim of eligibility requirements and rules of participation is ensuring student success, not hindering it.
The Richland County School District in Columbia, South Carolina established an Extracurricular Academic Task Force in 1998 whose primary purpose was to establish a policy requiring a minimum "C" (2.0) average as eligibility for student participation in extracurricular activities, effective in the 1999-2000 school year. The recommendation included monitoring the students' progress at grading intervals and establishing assistance programs for students with academic need.
The task force had been spawned with the idea of establishing comparative academic standards with that of other states and districts. During initial task force meetings, Superintendent Henderson expressed the intention for a plan that would "utilize participation in extracurricular activities as a motivation for enhanced academic achievement and to provide the means for academic assistance to promote eligibility for participation in extracurricular activities." Among the comments received at committee meetings was the notion that the standards should apply to all students and not just students wishing to engage in extracurricular activities. This supports the earlier concept that students who participate in sports and other outside activities are held to higher standards than the student population as a whole. (Extracurricular activities are defined as "all non-graded activities which are school-sponsored and which meet before or after normal school hours).
In conjunction with the minimum eligibility requirement, the task force adopted the following recommendations for implementation:
1. The Dean of Students at each high school should be responsible for monitoring grades of students participating in non-athletic extracurricular activities with assistance from the faculty sponsors of those activities. The Athletic Director at each high school should be responsible for monitoring grades of students participating in athletic extracurricular activities with assistance from the coaches for each team.
2. The faculty sponsors of extracurricular activities in middle schools should be responsible for monitoring grades of students participating in the extracurricular activities which they supervise.
3. Each school will monitor students' grades at mid-term of each marking period (that is, interim grades and 9 weeks' grades).
4. Students participating in extracurricular activities who do not achieve a "C" average for a marking period will be placed on academic probation for the next interim reporting period. In circumstances in which a student's overall letter grades for a marking period would result in an average in a range of 1.8 to 1.99, the school will use the numerical average of the student's grades to determine eligibility. If such numerical average exceeds 2.0, the school will not place the student on academic probation or prohibit the student's participation in extracurricular activities.
5. Those students placed on academic probation must attend the school's academic assistance program. Students placed on academic probation should be eligible for practice and participation in extracurricular events.
6. Students who do not achieve a "C" average for a marking period during which they are on academic probation will be ineligible to participate in any extracurricular activity for the subsequent marking period.
7. The Academic assistance program should be available to all students in the school. Such program will be optional for students who do not participate in extracurricular activities. The program will be mandatory for students participating in extracurricular activities and are on academic probation.
8. Schools should develop a program to notify parents and students when students are to be placed on academic probation and when they are ineligible for participation in extracurricular activities.
9. Academic assistance tutoring will be available to all students on an elective basis, and mandatory for students who participate in extracurricular activities who are on academic probation.
10. Each school will encourage, but not require, students who do not participate in extracurricular activities and who do not achieve a "C" average to participate in the school's academic assistance program.
11. Schools shall offer academic assistance tutoring in mathematics, English, reading and study skills.
12. Academic assistance tutoring should be scheduled to take place four days a week (Monday through Thursday) after regular school hours.
13. Each school should provide a minimum of two tutors for the academic assistance program.
To its credit, the task force considered the tutoring and assistance component integral to the success of the minimum eligibility policy. Recognizing that some students will be challenged by the eligibility policy, having a support system in place is intended to afford each student an equal opportunity to participate. In addition to establishing the policy, the Task Force mandated a process to follow up and evaluate the effectiveness of the program over a five-year period, ordering a report at the end of the 2004 school year as well as interim reports on the program's effectiveness.
Written into the Task Force report is the delineation of responsibilities for implementing the eligibility policy, which delegates tasks to the district, the school, the parents and the students. While the district level is largely responsible for disseminating information to the other parties and monitoring the results, the school is charged with implementing policy by developing the academic assistance program and notifying parents of changes in student status. Parents are responsible for assisting children to achieve the initiatives, communicating with the school regarding student issues, and remaining active with regard to the students activities and responsibilities and the students are responsible for attendance and requesting assistance when necessary. The task force report contained the following demographic data representing the school population for the high school grades. The high school is comprised of 3,650 students, of whom 1,432 are participating in athletic activities, or 39.2% (versus the NCES nationwide average of 21.675%).
Total Number of Participating Students
High School
Activity
B/F
B/M
W/F
W/M
O/F
O/M
Total
Athletics
6
10
Clubs
30
30
Performing Arts
10
3
35
35
Of the 1,432 students participating in athletics, at the time of the task force report, 25% had a G.P.A. Of 2.0 or below (14% from .00-1.499 and 11% from 1.50 -- 1.999). A policy limiting participation to meeting an eligibility requirement would, therefore, affect one fourth of the present participating population. Of the remainder of students who were participating in athletics, 18% carried a G.P.A. Of 2.00 -- 2.499, 15% from 3.0 -- 3.499, 10% from 3.50 -- 3.99 and 15% from 4.0-5.0.
GRADE POINT AVERAGES
High School
Activity
.00-.1.499
1.50-1.999
2.00-2.499
2.50-2.999
3.00-3.499
3.50-3.99
4.00-5.00
Total
Athletics
Percentage
14%
11%
18%
16%
15%
10%
15%
Clubs
Percentage
11%
09%
16%
16%
09%
17%
21%
Performing Arts
Percentage
18%
14%
15%
15%
16%
13%
09%
15.2%
11.8%
16.8%
15.5%
16.1%
11.7%
12.5%
Advantages of Sport
The National Federation of State High School Associations (NFHS) published "The Case for High School Activities" on the Internet in2003. The lengthy report makes the case for the advantageous effects extracurricular activities have on students and their importance to the curriculum, citing several studies on the subject. The NFHS declares that high school activity programs often comprise one to three percent of a school's budget, and in exchange these programs foster citizenship, sportsmanship, self-discipline, physical and emotional development. In Chicago, for instance, percentage of the budget of the Chicago Board of Education that was devoted towards school activity programs in 1992 was one tenth of one percent, or $2.9 million of a $2.6 billion budget. (NFHS, 2003)
The NFHS takes the position that academics is an extension of a quality program of education and not a separate entity. The organization supports this theory by inferring that students who participate in extracurricular activities, including athletic programs, tend to have lower dropout rates, better attendance and higher G.P.A.s. They cite the following statistics to emphasize the benefits of school activities:
1. Of the 60 students listed in the May 14, 1998, USA Today's All-USA High School Academic First, Second and Third Teams and the 51 who earned honorable mention, 75% were involved in sports, speech, music or debate.
2. In a survey of 4,800 high school students in March 1995, the Minnesota State High School League found that 91% of them said students who participate in school activities tend to be school leaders and role models; 92% said that participation in school activities provides an opportunity not found in a regular classroom setting to develop self-discipline.
3. An Analysis of National Data, issued in September 1995, by the Department of Health and Human Services found that students who spend no time in extracurricular activities are 57% more likely to have dropped out of school by the time they would have been seniors; 49% more likely to have used drugs; 37% more likely to have become teen parents; 35% more likely to have smoked cigarettes; and 27% more likely to have been arrested than those who spend one to four hours per week in extracurricular activities.
4. Research conducted in 1991 by Skip Dane of Hardiness Research, Casper, Wyoming, revealed the following about participation in high school sports: 1) By a 2-to-1 ratio, boys who participate in sports do better in school, do not drop out and have a better chance to get through college. 2) The ratio for girls who participate in sports and do well in school is three to one. 3) About 92% of sports participants do not use drugs. 4) School athletes are more self-assured. 5) Sports participants take average and above-average classes. 6) Sports participants receive above-average grades and do above average on skills tests. 7) Those involved in sports have knowledge of and use financial aid and have a chance to finish college. 8) Student-athletes appear to have more parental involvement than other students. 9) Students involved in athletics appear to change focus from cars and money to life accomplishments during the process.
5. A 1989 nationwide study by the Women's Sport Foundation indicated that athletes do better in the classroom, are more involved in school activity programs and stay involved in the community after graduation. The study also revealed that high school athletic participation has a positive educational and social impact on many minority and female students. The study, based on an analysis of data collected by the U.S. Department of Education's High School and Beyond Study, indicated that: 1) Girls receive as many benefits from sports as boys. 2) The "dumb jock" stereotype is a myth. 3) Sports involvement was significantly related to a lower dropout rate in some school settings. 4) Minority athletes are more socially involved than non-athletes.
6. In 1985, the NFHS sponsored a national survey of high school principals and nearly 7,000 high school students in all 50 states. The survey, funded by a grant from the Lilly Endowment in Indianapolis, was conducted by Indiana University in cooperation with the National Association of Secondary School Principals. Following are the results of that survey.
a. 95% believed that participation in activities teaches valuable lessons to students that cannot be learned in a regular class routine.
b. 99% agreed that participation in activities promotes citizenship.
c. 95% agreed that activity programs contribute to the development of "school spirit" among the student body.
d. 76% said they believe the demand made on students' time by activities is not excessive.
7. A study of nearly 22,000 students conducted by a University of Colorado professor for the Colorado High School Activities Association which was released in the fall of 1999 indicates students who participate in some form of interscholastic activities have "significantly higher" grade-point averages than students who do not.
8. Data obtained from the spring 1997 study by Dr. Kevin J. McCarthy revealed student participants in Jefferson County high schools had an overall grade-point average of 3.093 on a 4.0 scale, while the GPA for non-participants was 2.444. Jefferson County School District, the state's largest school district, has matched the academic success of its students with success on the playing field. The 16 district schools have won a combined 39 state championships in the 1990s in sports, while its music programs consistently bring home "superior" ratings.
9. In a comprehensive, statewide study of the academic performance of high school student-athletes in North Carolina over a three-year period, the North Carolina High School Athletic Association found significant differences between athletes and non-athletes. Five criteria were used, including grade-point average, attendance rate, discipline referrals, dropout rate and graduation rate, for the 1994-95 academic year.
Athletes
Non-athletes
Grade-point average
2.86
1.96
Average number of absences per 180-day school year
6.52 days
12.57 days
Discipline referrals
30.51%
40.29%
Dropout rate
0.7%
8.98%
Graduation rate
99.56%
94.66%
10. A 1992 study by the Colorado High School Activities Association and the Colorado Department of Education revealed that Colorado high school students who participate in some form of interscholastic activity have "significantly higher" grade-point averages and better attendance. Of the students surveyed, the average participant's GPA was 2.96 (on a 4.0 scale), compared to 2.35 for the non-participant. In one school, participants had an average reading test score of 76.30, compared to 58.91 for non-participants. In another school, participants scored 16.17 on the math standardized test, compared to 13.31 for non-participants. A participant missed school an average of 3.59 days a year, while a non-participant missed 5.92 days. The survey showed that the larger the school, the more pronounced the differences in participant and non-participant test scores and attendance results.
11. High school students who compete in activity programs in New Mexico had a 2.80 grade-point average, compared to 2.00 for non-participants, according to a 1992 survey by the New Mexico Activities Association. The survey also indicated that more than 60% of the state's principals found that GPAs of at-risk students improved by being active in interscholastic activities.
12. 1990-91 study in the Randolph (North Carolina) County school system showed a strong correlation between participation in athletics and positives such as improved grades and increased attendance rates. Athletes in grades 9 through 12 in the school system's four high schools recorded an 86 average, compared to 79 for the general population. Athletes averaged four absences, while the general population averaged seven. Eleven percent of the athletes had discipline referrals, compared to 25% of the general population. None of the athletes dropped out, while 3.7% of the general population were dropouts.
13. Students participating in a number of activities not only achieve better academically but also express greater satisfaction with the total high school experience than students who do not participate, according to a 1985 survey conducted for the NFHS by Indiana University. The grade-point average for "high activity" students was 3.05 on a 4.0 scale, compared to a GPA of 2.54 for "low activity" students. Researchers defined high activity as involvement in four or more activities, while low activity students were involved in one activity or none.
14. Results of a 1987 survey of individuals at the executive vice-president level or above in 75 Fortune 500 companies indicated that 95% of those corporate executives participated in sports during high school. In addition, 54% were involved in student government, 43% in the National Honor Society, 37% in music, 35% in scouts and 18% in the school's publication.
15. The American College Testing Service compared the value of four factors in predicting success after high school. "Success" was defined as self-satisfaction and participation in a variety of community activities two years after college. The one yardstick that could be used to predict later success in life was achievement in school activities. Not useful as predictors were high grades in high school, high grades in college or high ACT scores.
16. A study conducted by Public Agenda released in June 1997 (Kids These Days: What Americans Really Think About the Next Generation) found that more than six in 10 adults, or 61%, said youngsters' failure to learn such values as honesty, respect and responsibility is a very serious problem. Only 37% believe today's children, once they're grown, will make the United States a better place. Those polled also said greater availability and use of school programs and volunteer groups would be an effective way to help children.
An article that appeared in Education Week in May of 1999 reviewed the results of two studies that had been presented at the American Educational Research Association's annual meeting which supported the value of high school sports to students. Both studies were based on data from a sample of 25,000 high school students nationwide. The first study was conducted by Jan Sokol-Katz and Jomills Henry Braddock II of the Center for Research on Sport in Society at the University of Miami in the state of Florida. The Florida study examined the incidence of behavior problems among seniors who participated in athletics. They found that sports participation had a positive impact on behavior, and further that the effects were twice as strong for black males. (
Katz, J.S. & Braddock II, H., April, 1999)
The second study was conducted by Will J. Jordan of the Center for the Social Organization of Schools at Johns Hopkins University in Baltimore, Maryland. This study found there was a "small but consistent" impact on a variety of other positive school outcomes. (Jordan, W.J., April, 1999) While the Johns Hopkins study concluded that students who were involved in sports had an improved likelihood of having a higher G.P.A., it cautions tempering these findings with recognition of the influence of the "no pass, no play" types of eligibility requirements imposed by many schools. (Education Week, 1999)
Purpose of the Study
The purpose of the study is to gauge the value of sport activities in high school, as measured by the student's perception. The questions will be posed to a representative sample of the student population that will attempt to answer: the amount of time devoted to sports activities in a normal week, the amount of time devoted to academic studies during a normal week, the effect of eligibility requirements on sports programs, the forces that exert pressure on student athletes and the forces that provide support to student athletes, and the value of the sports activity to the student athlete.
Research Questions or Research Hypotheses
The students responses will be compared with current research in order to assess whether high school sports enhances academics for athletes, whether eligibility requirements enhances high school sports programs, whether students are supported in their efforts to succeed in athletic programs and whether students face exceptional pressure in doing so.
Limitations/Delimitations
The sample size was adequate for the time and scope of this undertaking. However, a larger sample size would provide assurances that the answers represented the truest picture of the total student population. In addition, while an attempt was made to generate multiple choice questions that resulted in quantifiable results, the lack of free flow feedback may have restricted the students' comments to the options provided. The research is intended to gauge the students valuation of the high school sports program and the environment in which it exists, particularly noting the similarities and differences between males and females.
Definitions
1. Questions 1 & 2: "Average School Week" refers to a school week during in season sports, when practices and games would be taking place on a regular basis.
2. Question 3: Mandatory eligibility requirements relate to rules imposed on students for conditions that must be satisfied in order to participate in school sports and extracurricular activities. In the case of Hardaway High School, students must have passed five courses in the preceding grade term. In addition, depending upon the students grade, there are requirements specifying a minimum number of earned academic credits (otherwise referred to as Carnegie Units).
3. A unit of credit is comprised of 150 clock hours of instruction.
Importance of the Study
When the state board implemented eligibility standards for participation in school sports by high school students in Georgia, the board was following the lead of other states and consenting to popular opinion. However, the director of the Georgia School Superintendents Association had expressed regret at not basing their policy design on their own local data, but rather current trends in education administration. This research is especially important as it will fill a gap by providing a set of data that does not currently exist. It is a set of questions directed at a sample of students who attend a school in Muscogee County, Georgia. The school is representative of the seven schools in the district and is a typical mid-size public school in the county. The research will prove insightful to the current state of high school sports in the region, and can be duplicated among other schools and counties throughout the state. The results of the research can be used as the basis for future policy decisions. In this regard, it is intended that the results of the result and any subsequent policy changes accurately reflect the needs and desires of the high school students and enhance the effectiveness of high school athletic programs.
Research Design
There has been considerable research and attention nationwide focused upon the issue of high school athletics and the relationship between athletics and academics. While some claim that athletic participation results in such positive influences as higher graduation rates, lower absenteeism and higher grades, others have mandated minimum grade levels for access to participation, thereby assuring minimum standards.
In the state of Georgia, the state legislature designated the state board of education to administer eligibility standards for participation in school sports, a task formerly handled by the state's activities association. However, recognizing a duplication of services and a bit of confusion, the state board recently relinquished control of eligibility standards to the activities association, eliminating the duplicity and stepping out of the arena of assurance.
Bill Barr, the director of the Georgia School Superintendents Association, stated: "The state board was very sensitive to the fact that their departure might be perceived as lowering standards. They were very careful to point out the minimum requirements for eligibility for the state department of education were being met by the state association." Barr expressed that he would have liked to see more research conducted before eligibility initiatives were established. He added: "We never did any research to look at the performance of students in interscholastic activities. It would be good to see if you need requirements before you enact them. I don't want to give the impression that as an association we were opposed to standards, but we would have liked to see standards that were grounded in fact."
The research will examine the effects of high school athletics on academics from the students' perspective. The research is designed, in part, to fill the gap in existing research for the state of Georgia's Activities Association and to provide qualitative data to be used as the basis for future policy decisions.
Present eligibility standards for Georgia youth must pass five courses in the preceding grade term (i.e., semester or quarter depending upon district) and be taking a minimum of five courses to be eligible to participate in athletic activities. For high school students who are sophomores through Seniors, there is a sliding scale requirement based on the number of earned academic units according to grade level. Referred to as Carnegie Units, a unit of credit is comprised of 150 clock hours of instruction. Sophomores require three Carnegie units, Juniors require nine and seniors require fifteen.
Selection of Subjects
There are 1,470,634 high school students enrolled in the state of Georgia. The average expenditure per student is $6,929. Muscogee County enrolls 9,602 students or .0065 of the statewide high school student population. (Barker, J.,2001-2002) Within Muscogee County, Hardaway High School's student population totals 1,687. Statewide, county and school characteristics are compared in the table below:
Student Characteristics
White
Black
Hispanic
Asian
American Indian
Georgia
53.80%
38.20%
5.50%
2.40%
0.20%
Muscogee County
37.91%
56.51%
3.71%
1.58%
2.85%
Hardaway High School
62.10%
33.10%
3.40%
1.20%
1.00%
Student Characteristics
Free Lunch
Pupil/teacher ratio
Number of FTE teachers
Georgia
1,470,634
44.20%
15.90
92,732.00
Muscogee County
9,602
17.71
Hardaway High School
1,687
24.48%
20
86.5
The following table lists high schools in the Muscogee County School District based on a survey prepared by the National Center for Education Statistics for secondary schools with grades nine and above. The focus of our analysis is Hardaway High School, which data shows has the second highest student population in the district and the highest pupil to teacher ratio.
School
Grades
Students
% White
% Black
% Hisp.
% Asian
% Indian
Pupil/
Teach
Carver High School
Columbus High School
Hardaway High School
Jordan Vocational High School
Kendrick High School
Shaw High School
Spencer High School
09-12
09-12
09-12
09-12
09-12
09-12
09-12
1,822
1,211
1,687
1,307
1,220
1,416
8.7
66.6
62.1
55.5
8.4
43.1
21.0
88.1
25.8
33.1
40.4
88.6
51.3
68.3
2.7
3.3
3.4
2.6
2.2
3.7
8.1
0.4
4.3
1.2
1.1
0.7
1.8
1.6
0.1
0.1
0.1
0.3
0.1
0.2
1.1
19.00
17.00
20.00
16.00
18.00
18.00
16.00
The Hardaway High School is a typical mid-size high school located in a central city district in Muscogee County in Columbus, Georgia. There are 1,697 students enrolled in the high school: 487 in grade 9, 371 in grade 10, 410 in grade 11, and 429 in grade 12. Of the total students, 856 are male and 841 are female. Twenty nine are Asian, 602 are black, 63 are Hispanic and 1,003 are white. There are 331 students who are eligible for free lunch and 82 students are eligible for reduced price lunch. There are 86.5 full time teachers. (NCES,2001-2002) Hardaway is a public class AAAAA school offering the following athletic activities: baseball, basketball, cheerleading, cross country, football, golf, riflery, soccer, softball, tennis, track and wrestling. The school mascot is the Golden Hawks.
The subjects in the study were male and female athletes who participated in at least one school offered sports program during the 2002-2003 school year. The students represented all high school grades, and all competition levels. The survey recipients were divided evenly among males and females, and were distributed without regard to race. The school's ranking is AAAAA, so the pressure to win is not very strong. Athletics at Hardaway are perceived as more of an extracurricular activity than as a revenue source for the district. Hardaway is a mid-size school in a relatively small district in the state of Georgia.
Instrumentation
A questionnaire was designed to assess students' perceptions of their experiences as high school athletes. The school counselors were available to assist with answers to questions the students may have. Questions of motivation, pressures, time management and parental influence will be explored. A random cross-representation of the student body will be chosen and the design instrument will be a questionnaire. Answers will be compared between male and female students. Students were asked to answer all questions, and to pick the answer that most closely resembled their response. The questionnaire distribution resulted in a total of 88 surveys returned (45 males and 43 females) which were comprised of the following subsets by grade:
Grade 9:
13 M
15F
Grade 10:
9M
7F
Grade 11:
12M
12F
Grade 12:
11M
9F
Assumptions or Limitations
Limitations of the questionnaire include the size of the sample population: it is assumed that it is representative of the global population, however there may be differences in data sets due to demographic typing or other external factors. In addition, the range of answers attempted to address the possible scope of solutions and to gauge where the students lie along that range. In addition, the survey attempts to capture any inherent differences between male and female respondents. However, the sample size may limit a true reflection of these characteristics.
Procedures
The student sample population was selected from a list of participants in school related sports which was provided by the academic advisors. A cross section of activities was chosen in no particular order, necessitating a random sampling of students with the caveat that there be a similar distribution of males and females. It is recommended that this procedure could be expanded to a larger sampling of the student population, or to all student athletes to compare the results of the sample to the global population. Time and resources dictated the size of the sample and the limitations thereof.
Data Processing and Analysis
Student responses were analyzed by frequency and percentage of responses to each question. The questionnaire was designed to gauge student attitudes about the level of commitment to both sports activities and academics, and the source of support for both activities. The questionnaire also was designed to garner indications of attitudes towards eligibility requirements, the purpose of athletic activities and the pressures and demands of activities on their time, both from the activity itself and from outside forces. This information will be integral to the development of future policies and programs which are aimed at supporting the students in succeeding both academically and on the athletic field. Answers were compared by the sex of respondents. In addition, the answers to the questions themselves reveal some significant characteristics of the nature of student athletes. Questions 1 and 2 are quantitative in nature. The remainder of the questions provide subjective values, yet answers that indicate much about the students, their feelings and motivations.
Given the subjective nature of the material, the answers were ranked from highest response (#1) to lowest response (#5) and compared between the males and the females. The results of the answer rankings are presented below.
Question One Respondent Rankings -- Practice Time
M
F
Practice Time for Sport
6-9 hrs
1
6-9 hrs
1
3-6 hrs
2
3-6 hrs
2
10 hrs or more
3
10 hrs or more
3
1-3 hrs
4
1-3 hrs
4
less than 1 hour
5
less than 1 hour
5
The answers to question one were ranked the same for males and females, with the highest response indicating that six to nine hours were spent practicing or playing sports during an average week, followed by three to six hours per week, then ten hours or more.
Question Two Respondent Rankings - Study Time
M
F
Study Time
3-6 hrs
1
3-6 hrs
1
1-3 hrs
2
1-3 hrs
2
less than 1 hour
3
6-9 hrs
3
6-9 hrs
4
less than 1 hour
4
10 hrs or more
5
10 hrs or more
5
The most selected option for the average amount of study time in a week was three to six hours, less than the average amount of time spent playing sports. The second most popular answer revealed even less study time, one to three hours per week. The men selected less than one hour for the next subset of respondents while the women chose the higher study range. Both groups were in the minority with greater than ten hours per week.
Question Three Respondent Rankings - Eligibility
M
F
Eligibility Requirements
Hinders athletic progress
1
Hinders athletic progress
1
Increases motivation for schoolwork
2
Increases motivation for schoolwork
2
Helps maintain balance
3
Helps maintain balance
3
Helps maintain focus
4
Doesn't apply to me
4
Doesn't apply to me
5
Helps maintain focus
5
Both sexes agreed as a first choice that eligibility standards hinder athletic progress. The next group of respondents also agreed that the standards could serve to increase the motivation for schoolwork and help to maintain balance. The groups of sexes differed, however on the next subset of selections. More women said the standards didn't apply to them, while more men said that they helped to maintain focus.
Question Four Respondent Rankings - Parents
M
F
Parents' Influence
Lots of pressure
1
Lots of pressure
1
Some pressure
2
Some pressure
2
Interest but not pressure
3
Interest but not pressure
3
One parent is hyped
4
None at all
4
None at all
5
One parent is hyped
5
Both sexes agree that parent exert a lot of pressure. Ranked second is some pressure and ranked third is some interest. For the men, the fourth ranked selection has one parent hyped while the women ranked the fourth choice as no parental influence at all.
Question Five Respondent Rankings -- Off Season Study Time
M
F
Study Time Off Season
Yes, I have more time for studies
1
Yes, I have more time for studies
1
I study hard
1
I study hard
2
I catch up on work that's behind
3
No difference
3
No difference
4
I catch up on work that's behind
4
Less time - I take a break
5
Less time - I take a break
5
The top ranked answer for both men and women is that there is more time for study off season. The sexes are close, with men being tied for first choice and women ranking second with studying hard during off season. The sexes differ when ranking the third choice -- the remaining women say there is no difference in the time spent studying, while the men use the time to catch up on work that's fallen behind. A minority of both sexes claim to use the time to take a break.
Question Six Respondent Rankings -- Teachers
M
F
Teachers Helpful
There is an open door policy
1
There is an open door policy
1
They make themselves available
2
They will schedule time upon request
2
They will schedule time upon request
3
They make themselves available
2
They say that's what tutors are for
4
They say that's what tutors are for
4
I don't need any help
5
I don't need any help
5
Question six deals with how responsive teachers are to students' needs for help. Both sexes ranked an open door policy on the part of teachers the first choice. For the men, the second ranked response was that teachers would make themselves available, whereas for the females the teachers would schedule time upon request. The remainder of the answer choices were ranked equally, with not needing any help ranking dead last.
Question Seven Respondent Rankings -- Source of Advice
M
F
Source of Advice
Coach
1
Coach
1
Counselor
2
Friend
2
Parent
3
Counselor
2
Friend
4
Parent
4
Administrator
5
Administrator
5
The highest ranked source of advice amongst both sexes was their coach. For men, the second ranked choice was a counselor, for women; a friend. Ranked third for the males was a parent, for the females a counselor. Fourth ranked was a friend for men, a parent for the women, and last for both sexes was an administrator.
Question Eight Respondent Rankings -- Sports Advantage
M
F
Advantage of Sports
opportunity for future sports, scholarships
1
challenge, competition
1
peer group
2
self-discipline
1
self-discipline
3
fun
3
challenge, competition
4
peer group
4
fun
5
opportunity for future sports, scholarships
4
For the men, the highest ranked advantage of athletics was the opportunity for future sports and scholarships, whereas the top ranked answer for women was the challenge and competition, which was tied with self-discipline. The men ranked belonging to a peer group second, while women ranked fun as the next popular choice. Fourth chosen among the men was challenge and competition, whereas the women ranked peer group as their fourth choice. Ranked last for males was fun, opportunity for scholarships and pro-sports for women.
CHAPTER FOUR: FINDINGS
The following presents the results of the questions contained in the survey. The questions address how students spend their time, the value of sports in their high school experience and the influences that support or hinder their participation in and appreciation of high school sports. Question 1: How much time is spent on sports practice? Forty percent of the men reported spending six to nine hours per week on practice (one hour per day or more) versus fifty-one percent of women. However, twenty percent of the men spend ten hours or more per week practicing, while fifteen percent of the women make the same claim. Four percent of both sexes spend less than an hour a week practicing.
Question 2: Study Time: For the males surveyed, when the time spent on sports compares with the time spent studying, there appears to be an inverse relationship between the level of time spent practicing and the amount of time spent studying. At lower levels of each, the distribution between the two is more even. However, as the level of sports activity peaks, at six to nine hours per week, the study time drops dramatically, as illustrated in the following graph.
Female respondents demonstrate the same inverse pattern, but to a lesser degree. In addition, a greater majority of females fell within the six to nine hour per week practice range (51% versus 40% for males).
The differences between males and females at each level of commitment to sports and study is illustrated in the following graph. The graph demonstrates that between three and nine hours per week, a greater number of female respondents adhere to studies, while maintaining a similar level of commitment to sports.
Question 3: Eligibility requirements. When students were asked how they felt about eligibility requirements and whether the requirements were an asset or a liability to sports, they responded as follows: The majority of respondents (59% male and 45% female) felt that eligibility requirements hinders athletic progress. However, 37% of males and 44% of females felt that the requirements either increased motivation for schoolwork or helped to maintain balance and/or focus. Only 5% of males and 10% of females felt that the eligibility requirements did not affect them at all.
Question 4: Parental Pressure. Thirty seven percent of men and thirty percent of women felt very pressured by their parents to perform in sports. A greater percent of women, 17% (vs. 5% for men) did not feel pressured at all. The remainder fell somewhere in between, with pressure coming from just one parent or a modicum of pressure from both. The following graph illustrates the results of both sexes:
Question 5: Academics during off-season: When students were asked if they used off-season time to increase academic studies, the answers were spread across the board, with the only exception being those who answered that they took a break altogether (5% for males and 3% for females). The rest of the options were answered as follows:
no difference (10% males and 20% females)
catching up on work that's behind (25% males and 15% females)
yes -- I have time for more studies (30% males and 33% females)
I study hard (30% males and 30% females)
Question 6: Accessibility of Teachers: How available are teachers to student athletes when it comes to extra help with academics? The largest percentage of students were able to answer that their teachers had an open door policy when it came to asking for extra help -- 40% for the males and 35% for the females. Only 5% of each sex stated that they did not need any help. The following graph indicates the range of responses to teacher availability.
Question 7: Whose advice do students seek? Students were asked if their friends, coach, counselor, parent or a school administrator is the person they would most likely go to for advice. The results are illustrated in the graph below. As the graph illustrates, the first choice for both males and females is the coach, followed by a counselor, then a parent, a friend, and lastly an administrator.
Question 8: Advantage of Sports: Students were asked to identify the biggest advantage of playing sports in high school according to a list of choices, including fun, inclusion in a peer group, challenge and competition, self-discipline and opportunity for future sports and scholarships. The distribution of answers is illustrated below.
The survey results are displayed below in Figure 1.
Figure 1. Survey of Student Perceptions of High School Sports Participation.
M
F
1. How much time do you spend on practice for your sport during an average school week?
a less than 1 hour
2
2
b
1-3 hrs
5
3
c
3-6 hrs
11
9
d
6-9 hrs
18
22
e
10 hrs or more
9
6
45
43
2. How much time do you spend studying during an average school week?
a less than 1 hour
7
3
b
1-3 hrs
12
10
c
3-6 hrs
18
19
d
6-9 hrs
6
8
e
10 hrs or more
2
3
45
43
3. How do you feel about mandatory eligibility requirements for sports participation?
a Doesn't apply to me
2
4
b
Helps maintain focus
3
4
c
Helps maintain balance
5
6
d
Increases motivation for schoolwork
9
9
e
Hinders athletic progress
26
19
45
43
4. Do you feel pressured by parent s to perform during an athletic season?
a None at all
2
7
b
One parent is hyped
7
6
c
Interest but not pressure
8
8
d
Some pressure
11
9
e
Lots of pressure
17
13
45
43
5. When season is over, how much more time is devoted to academics?
a No difference
5
9
b
I catch up on work that's behind
11
6
c
Yes, I have more time for studies
14
14
d
I study hard
14
13
e
Less time - I take a break
2
1
45
43
6. Do teachers make themselves available for extra help with school work, particularly during season?
a They say that's what tutors are for
5
4
b
They will schedule time upon request
9
11
c
They make themselves available
11
11
d
There is an open door policy
18
15
e
I don't need any help
2
2
45
43
7. Who are you most likely to go to for advice relating to school and sports?
a Friend
7
9
b
Administrator
2
1
c
Coach
15
17
d
Counselor
11
9
e
Parent
10
7
45
43
8. What is the biggest advantage of playing sports in high school?
a fun
3
9
b peer group
11
6
c challenge, competition
8
11
d self-discipline
9
11
e opportunity for future sports, scholarships
14
6
45
43
CHAPTER FIVE: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
Debate rages regarding high school sports, among legislators, administrators, organizations, students, parents and teachers alike. While groups may differ on matters such as eligibility requirements, the extent of participation, and the place of sports in the high school curriculum, there seems to be agreement in general that high school sports have beneficial qualities for students. This has been substantiated through the findings of Butterfield and Brown, among others who contend that participation in high school sports has a direct effect on lowering the dropout rate, enhancing self-esteem, and increasing participation in school activities, including academics.
However, when students become deeply involved in a sport, there can be conflicts of priorities and time. Exceptionally talented athletes who feel that a sports scholarship is in the future may put aside studies to put in extra practice time, to win the next game, to ensure exposure on the field. It is this phenomenon that has sparked a call for eligibility standards to play. Standards set minimum requirements for academic achievement for students to be able to participate in sports, thereby ensuring a minimum level of dedication to academics.
Much debate has surrounded eligibility requirements. Some feel that sports should be accessible to everyone and that standards are prohibitive, while others feel that sports is a privilege and that students should comply with the standards for the right to play. The standards are a way for the school administration to maintain some control over academics, a balance that can be a challenge for high performing athletic schools. This study has attempted to make sense of some of these issues, examine the steps that have been taken, the mistakes made, and the present state of affairs with regard to high school sports.
Conclusions
Questions related to academic priority
Based on a review of current literature as well as our own findings, high school sports is found to be advantageous overall for students. In fact, of the student athletes surveyed, thirty eight of forty five men and thirty seven of forty three women who responded practiced at minimum three to six hours per week during season. Of the same group of respondents, twenty six of the men (58%) and thirty of the women (70%) found at least the same amount of time each week to study.
Questions related to role models
In addition, the majority of respondents for both sexes indicated that their coach was a primary source of advice. Had the student not been participating in sports, this positive role model and adult source of support and advice may not be available otherwise. This is crucial for children of troubled homes, children whose parents have died, or children in any situation where a mentor and positive role model can be beneficial.
Questions related to advantages
There were distinct differences between men's and women's perceptions of the advantages associated with sports. Thirty percent of the men saw the sports as a steppingstone to a professional sports career or a scholarship, while the primary motivation for the women (tied for 25%) were the challenge, competition and self-discipline derived from playing the sports. Other advantages were being associated with a positive peer group and the sheer fun of playing.
Implications for Practice
Common sense is essential when overseeing a sports program at the high school level. While eligibility requirements may be a way to police minimum academic levels in students, it is more advantageous to both the student and the administration to adopt any approaches at ruling the masses piecemeal. For instance, if a student fails to meet eligibility requirements, he or she should have a chance to redeem himself while not getting taken out of the game mid-season, thereby not only affecting the athlete but also the team.
In addition, student athletes who may be struggling academically should be given the support to succeed. Tutors, peer programs, mentoring programs and support groups are proven and effective tools that can be implemented with minimum cost. It is hard to ask for help. Student athletes, we have seen, can suffer the stigma of stereotypical slights. Therefore, if a student athlete is struggling academically, the key to helping him or her succeed will be an open and supportive environment.
Questions related to support and pressure
While the coach was the mentor of choice for student athlete respondents, overall the students rated their teachers as accessible and helpful in the survey. This is key to a successful student athlete. The power teachers have to positively affect a student's life cannot be overstated. In the delicate balance between the oft conflicting demands of sports schedules and academia, the teacher is the conduit between the student and his or her future.
Implications for Practice
Research has shown that well-intentioned administrators and legislators have initiated eligibility requirements that hindered the progress of sports programs for some individuals who found themselves caught in the red tape of a system gone awry. The survey results showed that student perception of eligibility requirements for both males and females was that the requirements were detrimental to sports programs. Eligibility programs are borne of a well intentioned desire to mandate minimally acceptable student progress academically. However, the programs cannot be so restrictive as to thwart bright, talented, qualified students from participating in worthwhile and wholesome sports activities.
The results of the research and subsequent survey provide a glimpse into lessons learned and best practices for establishing and implementing eligibility programs that not only enhance the academic status of a failing student, but enhance the overall curriculum of the school by providing access and support to worthwhile extracurricular activities, particularly enhancing access to at risk students.
Implications for Research and Resultant Recommendations
The survey instrument utilized in this study can be replicated and expanded upon throughout the county and the state of Georgia as well as other jurisdictions. It is important to identify the factors that contribute both positively and negatively to the physical, social and emotional well being of the student. It is equally important to design policy initiatives in ways that augment these factors.
When taking such factors into consideration, it is also important to note the differences between males and females, racial and socioeconomic differences, and differences among types of schools. The ability to implement sound policies based on intelligent research will give athletes the greatest chance of succeeding, both in the sport of choice and in school in general. Since Norman Rockwell sketched images of Americana, sports have been associated with good sportsmanship, ethics, ideals, team play and positive self-esteem. Retaining the essence of these values is tantamount to the quality of America's youth. Sports can be a vehicle for character building as well as a good source of physical exercise and social stimulation. The benefits of sports programs to students is innumerable, and should be preserved with the utmost of care.
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1
Chart2
21.625 19.6
24 14
18.875 12.5
22.375 27.2
24.3-13.6
Average Sports Participation
Academic honor society male_fem
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
Percent who participated in school activities
1992 12th graders 1992 12th Graders 1992 12th Graders
Extracurricular | Sex | Race/ethnicity | Socioeconomic | Control of school attended activities Total | | _ _ _ _ _ _ _ _ _ | status1 |
| _ _ _ | | | His- | | American | _ _ _ _ _ | | | Other
| Male | Female | White | Black | panic | Asian | Indian | Low | Middle | High | Public | Catholic | private
Athletics | | | | | | | | | | | | |
Interscholastic team sport 30.4 | 41.2 | 19.7 | 30.8 | 32.3 | 25.8 | 28.3 | 30.4 | 25.3 | 30.1 | 34.4 | 29.6 | 31.2 | 48.9
Interscholastic individual sport 20.3 | 26.8 | 13.9 | 20.9 | 21.2 | 14.9 | 21.6 | 20.7 | 13.6 | 18.7 | 27.7 | 20.0 | 24.6 | 21.8
Intramural team sport 22.7 | 31.8 | 13.8 | 22.3 | 25.8 | 20.8 | 24.9 | 27.9 | 20.4 | 22.9 | 24.1 | 22.0 | 29.7 | 29.6
Intramural individual sport 13.3 | 16.7 | 10.0 | 12.5 | 16.7 | 14.0 | 14.7 | 18.2 | 10.8 | 12.5 | 15.9 | 13.5 | 13.3 | 10.7
Average Sports Participation 21.675 29.125 14.35-21.625 24-18.875 22.375 24.3-17.525 21.05-25.525 21.275 24.7-27.75
Academic honor society 18.5 | 14.4 | 22.7 | 19.6 | 14.0 | 12.5 | 27.2 | 13.6 | 9.6 | 15.9 | 29.5 | 17.7 | 28.0 | 22.9
Variance Sports vs. Honors 15% 51% -58% 9% 42% 34% -22% 44% 45% 24% -16% 17% -13% 17%
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
Male Female
Average Sports Participation 29.125 14.35
Academic honor society 14.4-22.7
male_fem
0 0
0 0
Average Sports Participation
Academic honor society
Sports vs. Academics
RACE
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
1992 12th Graders 1992 12th Graders
Extracurricular Race/ethnicity | Socioeconomic | Control of school attended activities _ _ _ _ _ _ _ _ _ | status1 |
| | His- | | American | _ _ _ _ _ | | | Other
White | Black | panic | Asian | Indian | Low | Middle | High | Public | Catholic | private
Athletics | | | | | | | | | |
Interscholastic team sport 30.8 | 32.3 | 25.8 | 28.3 | 30.4 | 25.3 | 30.1 | 34.4 | 29.6 | 31.2 | 48.9
Interscholastic individual sport 20.9 | 21.2 | 14.9 | 21.6 | 20.7 | 13.6 | 18.7 | 27.7 | 20.0 | 24.6 | 21.8
Intramural team sport 22.3 | 25.8 | 20.8 | 24.9 | 27.9 | 20.4 | 22.9 | 24.1 | 22.0 | 29.7 | 29.6
Intramural individual sport 12.5 | 16.7 | 14.0 | 14.7 | 18.2 | 10.8 | 12.5 | 15.9 | 13.5 | 13.3 | 10.7
Average Sports Participation 21.625 24-18.875 22.375 24.3-17.525 21.05-25.525 21.275 24.7-27.75
Academic honor society 19.6 | 14.0 | 12.5 | 27.2 | 13.6 | 9.6 | 15.9 | 29.5 | 17.7 | 28.0 | 22.9
Variance Sports vs. Honors 9% 42% 34% -22% 44% 45% 24% -16% 17% -13% 17%
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
White Black Hispanic Asian-American Indian
Average Sports Participation 21.625 24-18.875 22.375 24.3
Academic honor society 19.6-14-12.5-27.2-13.6
RACE
0 0
0 0
0 0
0 0
0 0
Average Sports Participation
Academic honor society
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
1992 12th Graders 1992 12th Graders
Extracurricular Socioeconomic | Control of school attended activities status1 |
_ _ _ _ _ | | | Other
Low | Middle | High | Public | Catholic | private
Athletics | | | | |
Interscholastic team sport 25.3 | 30.1 | 34.4 | 29.6 | 31.2 | 48.9
Interscholastic individual sport 13.6 | 18.7 | 27.7 | 20.0 | 24.6 | 21.8
Intramural team sport 20.4 | 22.9 | 24.1 | 22.0 | 29.7 | 29.6
Intramural individual sport 10.8 | 12.5 | 15.9 | 13.5 | 13.3 | 10.7
Average Sports Participation 17.525 21.05-25.525 21.275 24.7-27.75
Academic honor society 9.6 | 15.9 | 29.5 | 17.7 | 28.0 | 22.9
Variance Sports vs. Honors 45% 24% -16% 17% -13% 17%
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
SCHOOL
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
1992 12th Graders
Extracurricular Control of school attended activities
| | Other
Public | Catholic | private
Athletics | |
Interscholastic team sport 29.6 | 31.2 | 48.9
Interscholastic individual sport 20.0 | 24.6 | 21.8
Intramural team sport 22.0 | 29.7 | 29.6
Intramural individual sport 13.5 | 13.3 | 10.7
Average Sports Participation 21.275 24.7-27.75
Academic honor society 17.7 | 28.0 | 22.9
Variance Sports vs. Honors 17% -13% 17%
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
| Percent who participated in school activities
| | 1992 12th graders
Extracurricular | Total | | Sex | Race/ethnicity | Socioeconomic | Control of school attended activities | 1990 | Total | | _ _ _ _ _ _ _ _ _ | status1 |
| 10th | | _ _ _ | | | His- | | American | _ _ _ _ _ | | | Other
| graders | | Male | Female | White | Black | panic | Asian | Indian | Low | Middle | High | Public | Catholic | private
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16
Athletics | | | | | | | | | | | | | | |
Interscholastic team sport | -- | 30.4 | 41.2 | 19.7 | 30.8 | 32.3 | 25.8 | 28.3 | 30.4 | 25.3 | 30.1 | 34.4 | 29.6 | 31.2 | 48.9
Interscholastic individual sport | -- | 20.3 | 26.8 | 13.9 | 20.9 | 21.2 | 14.9 | 21.6 | 20.7 | 13.6 | 18.7 | 27.7 | 20.0 | 24.6 | 21.8
Intramural team sport | -- | 22.7 | 31.8 | 13.8 | 22.3 | 25.8 | 20.8 | 24.9 | 27.9 | 20.4 | 22.9 | 24.1 | 22.0 | 29.7 | 29.6
Intramural individual sport | -- | 13.3 | 16.7 | 10.0 | 12.5 | 16.7 | 14.0 | 14.7 | 18.2 | 10.8 | 12.5 | 15.9 | 13.5 | 13.3 | 10.7
Performing arts | | | | | | | | | | | | | | |
Cheerleading | 5.9 | 7.6 | 2.0 | 13.0 | 7.4 | 10.6 | 6.7 | 5.1 | 11.9 | 6.5 | 7.9 | 7.8 | 7.6 | 8.3 | 5.9
School band or orchestra | 20.9 | 19.8 | 15.1 | 24.5 | 19.6 | 24.4 | 16.9 | 17.7 | 16.8 | 17.6 | 19.6 | 22.0 | 19.8 | 12.0 | 31.3
School play or musical | 11.0 | 15.4 | 14.1 | 16.7 | 16.1 | 15.9 | 10.6 | 13.7 | 14.0 | 11.4 | 14.8 | 19.4 | 15.0 | 14.2 | 26.2
School government/clubs | | | | | | | | | | | | | | |
Student government | 7.3 | 15.4 | 13.1 | 17.7 | 15.4 | 16.7 | 14.7 | 14.6 | 14.3 | 11.0 | 14.7 | 19.8 | 15.0 | 14.5 | 27.9
Academic honor society | 7.7 | 18.5 | 14.4 | 22.7 | 19.6 | 14.0 | 12.5 | 27.2 | 13.6 | 9.6 | 15.9 | 29.5 | 17.7 | 28.0 | 22.9
School yearbook/newspaper | 8.8 | 18.8 | 14.0 | 23.5 | 19.7 | 14.3 | 16.8 | 18.9 | 21.2 | 14.3 | 16.9 | 25.1 | 17.0 | 28.0 | 46.7
School service clubs | 11.5 | 13.9 | 10.3 | 17.4 | 13.6 | 13.6 | 14.4 | 19.3 | 11.6 | 8.4 | 12.5 | 19.6 | 13.6 | 17.3 | 15.4
School academic clubs | 30.7 | 25.1 | 22.9 | 27.4 | 25.8 | 20.7 | 22.6 | 32.3 | 17.7 | 18.8 | 24.1 | 31.1 | 25.1 | 26.4 | 24.5
School hobby clubs | 7.3 | 7.7 | 8.1 | 7.4 | 7.4 | 6.6 | 9.1 | 11.3 | 10.8 | 6.7 | 7.0 | 9.3 | 7.4 | 9.8 | 11.0
School FTA, FHA, and FFA | 11.7 | 17.7 | 14.7 | 20.7 | 17.6 | 22.5 | 16.4 | 8.8 | 22.1 | 24.8 | 19.7 | 9.9 | 19.4 | 2.4 | 2.9
1Socioeconomic status was measured by a composite score on parental education and occupations, and family income. The "Low" SES
group is the lowest quartile; the "Middle" SES group is the middle two quartiles; and the "High" SES group is the upper quartile.
- -- Data not available.
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
Chart3
0.0404040404 0.0792079208
0.0808080808 0.2277227723
0.
0.5050505051 0.1881188119
0.1515151515 0.0594059406
Sports F
Study F
Female Sports vs. Study Time
Sheet1
Student Characteristics White Black Hispanic Asian-American Indian
Georgia 53.80% 38.20% 5.50% 2.40% 0.20%
Muscogee County 37.91% 56.51% 3.71% 1.58% 2.85%
Hardaway High School 62.10% 33.10% 3.40% 1.20% 1.00%
Student Characteristics Number enrolled: Free Lunch Pupil/teacher ratio Number of FTE teachers
Georgia 1,470,634 44.20% 15.90-92,732.00
Muscogee County 9,602 17.71
Hardaway High School 1,687 24.48% 20-86.5
Sheet2
History of NAEP Participation and Performance
Scale Score Achievement Level
State [Nat. Percent at or Above
Subject Grade Year Avg. Avg.]* Basic Proficient Advanced Graphics
Mathematics 4 1992n 216 [219] 53-15 1 Scale Scores
(scale: 0-500) 1996n 215 [222] 53-13 1 Achievement Levels
2000n 220 [226] 58-18 1 Cross-state Comparison Maps:
Scale Scores
8 1990n 259 [262] 47-14 2% at or Above Proficient
1992n 259 [267] 48-13 1
1996n 262 [271] 51-16 2
2000n 266 [274] 55-19 3
Reading 4 1992n 212 [215] 57-25 5 Scale Scores
(scale: 0-500) 1994n 207 [212] 52-26 7 Achievement Levels
1998 209 [213] 54-24 5 Cross-state Comparison Maps:
2002 215 [217] 59-28 6 Scale Scores
Percent at or Above Proficient
8 1998 257 [261] 68-25 1
2002 258 [263] 70-26 2
Science 4 2000n 143 [148] 58-23 3 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1996n 142 [148] 49-21 1 Scale Scores
2000n 144 [149] 52-23 2% at or Above Proficient
Writing 4, 2002 149 [153] 83-23 2 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1998 146 [148] 83-23 1 Scale Scores
2002 147 [152] 82-25 1% at or Above Proficient
* Includes public schools only n Accommodations were not permitted for this assessment
* Includes public schools only n Accommodations were not permitted for this assessment
National Center for Education Statistics
Institute of Education Sciences, U.S. Dept. Of Education
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Last updated 10 June 2003 (DSS)
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Sheet4
Figure 1. Survey of Student Perceptions of High School Sports Participation.
MF 45 43
1. How much time do you spend on practice for your sport during an average school week? MF
a less than 1 hour 2-2-4% 4% 0% 0.04 0.04 less than 1 hour 4% 4%
b 1-3 hrs 5-3-10% 8% 2% 0.1-0.08 1-3 hrs 10% 8%
c 3-6 hrs 11 9-25% 22% 3% 0.25 0.22 3-6 hrs 25% 22%
d 6-9 hrs 18-22-40% 51% -10% 0.4-0.5 6-9 hrs 40% 51%
e 10 hrs or more 9-6-20% 15% 5% 0.2-0.15-10 hrs or more 20% 15%
45 43-100% 100% 0%
2. How much time do you spend studying during an average school week? 0%
a less than 1 hour 7-3-15% 8% 7% 0.15 0.08
b 1-3 hrs 12-10-26% 23% 3% 0.26 0.23
c 3-6 hrs 18-19-40% 45% -4% 0.4-0.45
d 6-9 hrs 6-8-13% 19% -6% 0.13 0.19
e 10 hrs or more 2-3-5% 6% -1% 0.05 0.06
45 43-100% 100% 0% Sports M. Sports F. Study M. Study F
3. How do you feel about mandatory eligibility requirements for sports participation? 0% less than 1 hour 4% 4% 15% 8%
a Doesn't apply to me 2-4-5% 10% -5% 0.05 0.1 1-3 hrs 10% 8% 26% 23%
b Helps maintain focus 3-4-7% 9% -2% 0.07 0.09 3-6 hrs 25% 22% 40% 45%
c Helps maintain balance 5-6-10% 15% -5% 0.1-0.15 6-9 hrs 40% 51% 13% 19%
d Increases motivation for schoolwork 9-9-20% 20% 0% 0.2-0.2-10 hrs or more 20% 15% 5% 6%
e Hinders athletic progress 26-19-59% 45% 13% 0.58 0.45
45 43-101% 100% 1%
4. Do you feel pressured by parent s to perform during an athletic season? 0%
a None at all 2-7-5% 17% -12% 0.05 0.17
b One parent is hyped 7-6-15% 15% 0% 0.15 0.15
c Interest but not pressure 8-8-18% 18% 0% 0.18 0.18
d Some pressure 11 9-25% 20% 5% 0.25 0.2
e Lots of pressure 17-13-37% 30% 7% 0.37 0.3
45 43-101% 100% 1%
5. When season is over, how much more time is devoted to academics? 0% Sports M. Study M
a No difference 5-9-10% 20% -10% 0.1-0.2 less than 1 hour 4% 15%
b I catch up on work that's behind 11 6-25% 15% 10% 0.25 0.15 1-3 hrs 10% 26%
c Yes, I have more time for studies 14-14-30% 33% -2% 0.3-0.33 3-6 hrs 25% 40%
d I study hard 14-13-30% 30% 1% 0.3-0.3 6-9 hrs 40% 13%
e Less time - I take a break 2-1-5% 3% 2% 0.05 0.03-10 hrs or more 20% 5%
45 43-101% 100% 1%
6. Do teachers make themselves available for extra help with school work, particularly during season? 0%
a They say that's what tutors are for 5-4-10% 10% 0% 0.1-0.1 Sports F. Study F
b They will schedule time upon request 9-11-20% 25% -5% 0.2-0.25 less than 1 hour 4% 8%
c They make themselves available 11-11-25% 25% 0% 0.25 0.25 1-3 hrs 8% 23%
d There is an open door policy 18-15-40% 35% 5% 0.4-0.35 3-6 hrs 22% 45%
e I don't need any help 2-2-5% 5% 0% 0.05 0.05 6-9 hrs 51% 19%
45 43-101% 100% 1% 10 hrs or more 15% 6%
7. Who are you most likely to go to for advice relating to school and sports? 0%
a Friend 7-9-15% 20% -5% 0.15 0.2
b Administrator 2-1-5% 2% 3% 0.05 0.02
c Coach 15-17-33% 40% -7% 0.33 0.4
d Counselor 11 9-25% 20% 5% 0.25 0.2
e Parent 10 7-22% 17% 5% 0.22 0.17
45 43-101% 100% 1%
8. What is the biggest advantage of playing sports in high school? 0%
a fun 3-9-6% 20% -14% 0.06 0.2
b peer group 11 6-25% 15% 10% 0.25 0.15
c challenge, competition 8-11-18% 25% -7% 0.18 0.25
d self-discipline 9-11-20% 25% -5% 0.2-0.25
e opportunity for future sports, scholarships 14 6-30% 15% 15% 0.3-0.15
45 43-100% 100% 0%
Sheet4
0 0
0 0
0 0
0 0
0 0
M
F
Time Spent on Sports Practice
Sheet3
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
& A
Page & P
Sports M
Sports F
Study M
Study F
Sports vs. Study Time
0 0
0 0
0 0
0 0
0 0
Sports M
Study M
Male Sports vs. Study Times
0 0
0 0
0 0
0 0
0 0
Sports F
Study F
Female Sports vs. Study Time
13 13 15
15 9 7
9 12
7 11 9
12 45 43
12
11
9
88
Chart5
0.0505050505 0.17
0.1515151515 0.15
0.1818181818 0.18
0.2525252525 0.2
0.3737373737 0.3
M
F
Parental Pressure to Excel In Sports
Sheet1
Student Characteristics White Black Hispanic Asian-American Indian
Georgia 53.80% 38.20% 5.50% 2.40% 0.20%
Muscogee County 37.91% 56.51% 3.71% 1.58% 2.85%
Hardaway High School 62.10% 33.10% 3.40% 1.20% 1.00%
Student Characteristics Number enrolled: Free Lunch Pupil/teacher ratio Number of FTE teachers
Georgia 1,470,634 44.20% 15.90-92,732.00
Muscogee County 9,602 17.71
Hardaway High School 1,687 24.48% 20-86.5
Sheet2
History of NAEP Participation and Performance
Scale Score Achievement Level
State [Nat. Percent at or Above
Subject Grade Year Avg. Avg.]* Basic Proficient Advanced Graphics
Mathematics 4 1992n 216 [219] 53-15 1 Scale Scores
(scale: 0-500) 1996n 215 [222] 53-13 1 Achievement Levels
2000n 220 [226] 58-18 1 Cross-state Comparison Maps:
Scale Scores
8 1990n 259 [262] 47-14 2% at or Above Proficient
1992n 259 [267] 48-13 1
1996n 262 [271] 51-16 2
2000n 266 [274] 55-19 3
Reading 4 1992n 212 [215] 57-25 5 Scale Scores
(scale: 0-500) 1994n 207 [212] 52-26 7 Achievement Levels
1998 209 [213] 54-24 5 Cross-state Comparison Maps:
2002 215 [217] 59-28 6 Scale Scores
Percent at or Above Proficient
8 1998 257 [261] 68-25 1
2002 258 [263] 70-26 2
Science 4 2000n 143 [148] 58-23 3 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1996n 142 [148] 49-21 1 Scale Scores
2000n 144 [149] 52-23 2% at or Above Proficient
Writing 4, 2002 149 [153] 83-23 2 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1998 146 [148] 83-23 1 Scale Scores
2002 147 [152] 82-25 1% at or Above Proficient
* Includes public schools only n Accommodations were not permitted for this assessment
* Includes public schools only n Accommodations were not permitted for this assessment
National Center for Education Statistics
Institute of Education Sciences, U.S. Dept. Of Education
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Last updated 10 June 2003 (DSS)
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Sheet4
Figure 1. Survey of Student Perceptions of High School Sports Participation.
MF 45 43
1. How much time do you spend on practice for your sport during an average school week? MF
a less than 1 hour 2-2-4% 4% 0% 0.04 0.04 less than 1 hour 4% 4%
b 1-3 hrs 5-3-10% 8% 2% 0.1-0.08 1-3 hrs 10% 8%
c 3-6 hrs 11 9-25% 22% 3% 0.25 0.22 3-6 hrs 25% 22%
d 6-9 hrs 18-22-40% 51% -10% 0.4-0.5 6-9 hrs 40% 51%
e 10 hrs or more 9-6-20% 15% 5% 0.2-0.15-10 hrs or more 20% 15%
45 43-100% 100% 0%
2. How much time do you spend studying during an average school week? 0%
a less than 1 hour 7-3-15% 8% 7% 0.15 0.08
b 1-3 hrs 12-10-26% 23% 3% 0.26 0.23
c 3-6 hrs 18-19-40% 45% -4% 0.4-0.45
d 6-9 hrs 6-8-13% 19% -6% 0.13 0.19
e 10 hrs or more 2-3-5% 6% -1% 0.05 0.06
45 43-100% 100% 0% Sports M. Sports F. Study M. Study F
3. How do you feel about mandatory eligibility requirements for sports participation? 0% less than 1 hour 4% 4% 15% 8%
a Doesn't apply to me 2-4-5% 10% -5% 0.05 0.1 1-3 hrs 10% 8% 26% 23%
b Helps maintain focus 3-4-7% 9% -2% 0.07 0.09 3-6 hrs 25% 22% 40% 45%
c Helps maintain balance 5-6-10% 15% -5% 0.1-0.15 6-9 hrs 40% 51% 13% 19%
d Increases motivation for schoolwork 9-9-20% 20% 0% 0.2-0.2-10 hrs or more 20% 15% 5% 6%
e Hinders athletic progress 26-19-59% 45% 13% 0.58 0.45
45 43-101% 100% 1%
4. Do you feel pressured by parent s to perform during an athletic season? 0%
a None at all 2-7-5% 17% -12% 0.05 0.17
b One parent is hyped 7-6-15% 15% 0% 0.15 0.15
c Interest but not pressure 8-8-18% 18% 0% 0.18 0.18
d Some pressure 11 9-25% 20% 5% 0.25 0.2
e Lots of pressure 17-13-37% 30% 7% 0.37 0.3
45 43-101% 100% 1%
5. When season is over, how much more time is devoted to academics? 0% Sports M. Study M
a No difference 5-9-10% 20% -10% 0.1-0.2 less than 1 hour 4% 15%
b I catch up on work that's behind 11 6-25% 15% 10% 0.25 0.15 1-3 hrs 10% 26%
c Yes, I have more time for studies 14-14-30% 33% -2% 0.3-0.33 3-6 hrs 25% 40%
d I study hard 14-13-30% 30% 1% 0.3-0.3 6-9 hrs 40% 13%
e Less time - I take a break 2-1-5% 3% 2% 0.05 0.03-10 hrs or more 20% 5%
45 43-101% 100% 1%
6. Do teachers make themselves available for extra help with school work, particularly during season? 0%
a They say that's what tutors are for 5-4-10% 10% 0% 0.1-0.1 Sports F. Study F
b They will schedule time upon request 9-11-20% 25% -5% 0.2-0.25 less than 1 hour 4% 8%
c They make themselves available 11-11-25% 25% 0% 0.25 0.25 1-3 hrs 8% 23%
d There is an open door policy 18-15-40% 35% 5% 0.4-0.35 3-6 hrs 22% 45%
e I don't need any help 2-2-5% 5% 0% 0.05 0.05 6-9 hrs 51% 19%
45 43-101% 100% 1% 10 hrs or more 15% 6%
7. Who are you most likely to go to for advice relating to school and sports? 0%
a Friend 7-9-15% 20% -5% 0.15 0.2
b Administrator 2-1-5% 2% 3% 0.05 0.02
c Coach 15-17-33% 40% -7% 0.33 0.4
d Counselor 11 9-25% 20% 5% 0.25 0.2
e Parent 10 7-22% 17% 5% 0.22 0.17
45 43-101% 100% 1%
8. What is the biggest advantage of playing sports in high school? 0%
a fun 3-9-6% 20% -14% 0.06 0.2
b peer group 11 6-25% 15% 10% 0.25 0.15
c challenge, competition 8-11-18% 25% -7% 0.18 0.25
d self-discipline 9-11-20% 25% -5% 0.2-0.25
e opportunity for future sports, scholarships 14 6-30% 15% 15% 0.3-0.15
45 43-100% 100% 0%
Sheet4
0 0
0 0
0 0
0 0
0 0
M
F
Time Spent on Sports Practice
Sheet4 (2)
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
& A
Page & P
Sports M
Sports F
Study M
Study F
Sports vs. Study Time
Sheet3
0 0
0 0
0 0
0 0
0 0
Sports M
Study M
Male Sports vs. Study Times
0 0
0 0
0 0
0 0
0 0
Sports F
Study F
Female Sports vs. Study Time
Figure 1. Survey of Student Perceptions of High School Sports Participation.
MF 45 43
1. How much time do you spend on practice for your sport during an average school week?
a less than 1 hour 2-2-4% 4% 0% 0.04 0.04
b 1-3 hrs 5-3-10% 8% 2% 0.1-0.08
c 3-6 hrs 11 9-25% 22% 3% 0.25 0.22
d 6-9 hrs 18-22-40% 51% -10% 0.4-0.5
e 10 hrs or more 9-6-20% 15% 5% 0.2-0.15
45 43-100% 100% 0%
2. How much time do you spend studying during an average school week? 0%
a less than 1 hour 7-3-15% 8% 7% 0.15 0.08
b 1-3 hrs 12-10-26% 23% 3% 0.26 0.23
c 3-6 hrs 18-19-40% 45% -4% 0.4-0.45
d 6-9 hrs 6-8-13% 19% -6% 0.13 0.19
e 10 hrs or more 2-3-5% 6% -1% 0.05 0.06
45 43-100% 100% 0%
3. How do you feel about mandatory eligibility requirements for sports participation? 0%
a Doesn't apply to me 2-4-5% 10% -5% 0.05 0.1
b Helps maintain focus 3-4-7% 9% -2% 0.07 0.09
c Helps maintain balance 5-6-10% 15% -5% 0.1-0.15
d Increases motivation for schoolwork 9-9-20% 20% 0% 0.2-0.2
e Hinders athletic progress 26-19-59% 45% 13% 0.58 0.45
45 43-101% 100% 1%
4. Do you feel pressured by parent s to perform during an athletic season? 0% MF
a None at all 2-7-5% 17% -12% 0.05 0.17 None at all 5% 17%
b One parent is hyped 7-6-15% 15% 0% 0.15 0.15 One parent is hyped 15% 15%
c Interest but not pressure 8-8-18% 18% 0% 0.18 0.18 Interest but not pressure 18% 18%
d Some pressure 11 9-25% 20% 5% 0.25 0.2 Some pressure 25% 20%
e Lots of pressure 17-13-37% 30% 7% 0.37 0.3 Lots of pressure 37% 30%
45 43-101% 100% 1%
5. When season is over, how much more time is devoted to academics? 0%
a No difference 5-9-10% 20% -10% 0.1-0.2
b I catch up on work that's behind 11 6-25% 15% 10% 0.25 0.15
c Yes, I have more time for studies 14-14-30% 33% -2% 0.3-0.33
d I study hard 14-13-30% 30% 1% 0.3-0.3
e Less time - I take a break 2-1-5% 3% 2% 0.05 0.03
45 43-101% 100% 1%
6. Do teachers make themselves available for extra help with school work, particularly during season? 0%
a They say that's what tutors are for 5-4-10% 10% 0% 0.1-0.1
b They will schedule time upon request 9-11-20% 25% -5% 0.2-0.25
c They make themselves available 11-11-25% 25% 0% 0.25 0.25
d There is an open door policy 18-15-40% 35% 5% 0.4-0.35
e I don't need any help 2-2-5% 5% 0% 0.05 0.05
45 43-101% 100% 1%
7. Who are you most likely to go to for advice relating to school and sports? 0%
a Friend 7-9-15% 20% -5% 0.15 0.2
b Administrator 2-1-5% 2% 3% 0.05 0.02
c Coach 15-17-33% 40% -7% 0.33 0.4
d Counselor 11 9-25% 20% 5% 0.25 0.2
e Parent 10 7-22% 17% 5% 0.22 0.17
45 43-101% 100% 1%
8. What is the biggest advantage of playing sports in high school? 0%
a fun 3-9-6% 20% -14% 0.06 0.2
b peer group 11 6-25% 15% 10% 0.25 0.15
c challenge, competition 8-11-18% 25% -7% 0.18 0.25
d self-discipline 9-11-20% 25% -5% 0.2-0.25
e opportunity for future sports, scholarships 14 6-30% 15% 15% 0.3-0.15
45 43-100% 100% 0%
0.0404040404 0.0792079208
0.0808080808 0.2277227723
0.
0.5050505051 0.1881188119
0.1515151515 0.0594059406
Sports F
Study F
Female Sports vs. Study Time
0 0
0 0
0 0
0 0
0 0
M
F
Parental Pressure to Excel In Sports
13 13 15
15 9 7
9 12
7 11 9
12 45 43
12
11
9
88
Chart7
0.1515151515 0.202020202
0.0505050505 0.0202020202
0.
0.2525252525 0.202020202
0.
M
F
Student Confidante
Sheet1
Student Characteristics White Black Hispanic Asian-American Indian
Georgia 53.80% 38.20% 5.50% 2.40% 0.20%
Muscogee County 37.91% 56.51% 3.71% 1.58% 2.85%
Hardaway High School 62.10% 33.10% 3.40% 1.20% 1.00%
Student Characteristics Number enrolled: Free Lunch Pupil/teacher ratio Number of FTE teachers
Georgia 1,470,634 44.20% 15.90-92,732.00
Muscogee County 9,602 17.71
Hardaway High School 1,687 24.48% 20-86.5
Sheet2
History of NAEP Participation and Performance
Scale Score Achievement Level
State [Nat. Percent at or Above
Subject Grade Year Avg. Avg.]* Basic Proficient Advanced Graphics
Mathematics 4 1992n 216 [219] 53-15 1 Scale Scores
(scale: 0-500) 1996n 215 [222] 53-13 1 Achievement Levels
2000n 220 [226] 58-18 1 Cross-state Comparison Maps:
Scale Scores
8 1990n 259 [262] 47-14 2% at or Above Proficient
1992n 259 [267] 48-13 1
1996n 262 [271] 51-16 2
2000n 266 [274] 55-19 3
Reading 4 1992n 212 [215] 57-25 5 Scale Scores
(scale: 0-500) 1994n 207 [212] 52-26 7 Achievement Levels
1998 209 [213] 54-24 5 Cross-state Comparison Maps:
2002 215 [217] 59-28 6 Scale Scores
Percent at or Above Proficient
8 1998 257 [261] 68-25 1
2002 258 [263] 70-26 2
Science 4 2000n 143 [148] 58-23 3 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1996n 142 [148] 49-21 1 Scale Scores
2000n 144 [149] 52-23 2% at or Above Proficient
Writing 4, 2002 149 [153] 83-23 2 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1998 146 [148] 83-23 1 Scale Scores
2002 147 [152] 82-25 1% at or Above Proficient
* Includes public schools only n Accommodations were not permitted for this assessment
* Includes public schools only n Accommodations were not permitted for this assessment
National Center for Education Statistics
Institute of Education Sciences, U.S. Dept. Of Education
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Last updated 10 June 2003 (DSS)
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Sheet4
Figure 1. Survey of Student Perceptions of High School Sports Participation.
MF 45 43
1. How much time do you spend on practice for your sport during an average school week? MF
a less than 1 hour 2-2-4% 4% 0% 0.04 0.04 less than 1 hour 4% 4%
b 1-3 hrs 5-3-10% 8% 2% 0.1-0.08 1-3 hrs 10% 8%
c 3-6 hrs 11 9-25% 22% 3% 0.25 0.22 3-6 hrs 25% 22%
d 6-9 hrs 18-22-40% 51% -10% 0.4-0.5 6-9 hrs 40% 51%
e 10 hrs or more 9-6-20% 15% 5% 0.2-0.15-10 hrs or more 20% 15%
45 43-100% 100% 0%
2. How much time do you spend studying during an average school week? 0%
a less than 1 hour 7-3-15% 8% 7% 0.15 0.08
b 1-3 hrs 12-10-26% 23% 3% 0.26 0.23
c 3-6 hrs 18-19-40% 45% -4% 0.4-0.45
d 6-9 hrs 6-8-13% 19% -6% 0.13 0.19
e 10 hrs or more 2-3-5% 6% -1% 0.05 0.06
45 43-100% 100% 0% Sports M. Sports F. Study M. Study F
3. How do you feel about mandatory eligibility requirements for sports participation? 0% less than 1 hour 4% 4% 15% 8%
a Doesn't apply to me 2-4-5% 10% -5% 0.05 0.1 1-3 hrs 10% 8% 26% 23%
b Helps maintain focus 3-4-7% 9% -2% 0.07 0.09 3-6 hrs 25% 22% 40% 45%
c Helps maintain balance 5-6-10% 15% -5% 0.1-0.15 6-9 hrs 40% 51% 13% 19%
d Increases motivation for schoolwork 9-9-20% 20% 0% 0.2-0.2-10 hrs or more 20% 15% 5% 6%
e Hinders athletic progress 26-19-59% 45% 13% 0.58 0.45
45 43-101% 100% 1%
4. Do you feel pressured by parent s to perform during an athletic season? 0%
a None at all 2-7-5% 17% -12% 0.05 0.17
b One parent is hyped 7-6-15% 15% 0% 0.15 0.15
c Interest but not pressure 8-8-18% 18% 0% 0.18 0.18
d Some pressure 11 9-25% 20% 5% 0.25 0.2
e Lots of pressure 17-13-37% 30% 7% 0.37 0.3
45 43-101% 100% 1%
5. When season is over, how much more time is devoted to academics? 0% Sports M. Study M
a No difference 5-9-10% 20% -10% 0.1-0.2 less than 1 hour 4% 15%
b I catch up on work that's behind 11 6-25% 15% 10% 0.25 0.15 1-3 hrs 10% 26%
c Yes, I have more time for studies 14-14-30% 33% -2% 0.3-0.33 3-6 hrs 25% 40%
d I study hard 14-13-30% 30% 1% 0.3-0.3 6-9 hrs 40% 13%
e Less time - I take a break 2-1-5% 3% 2% 0.05 0.03-10 hrs or more 20% 5%
45 43-101% 100% 1%
6. Do teachers make themselves available for extra help with school work, particularly during season? 0%
a They say that's what tutors are for 5-4-10% 10% 0% 0.1-0.1 Sports F. Study F
b They will schedule time upon request 9-11-20% 25% -5% 0.2-0.25 less than 1 hour 4% 8%
c They make themselves available 11-11-25% 25% 0% 0.25 0.25 1-3 hrs 8% 23%
d There is an open door policy 18-15-40% 35% 5% 0.4-0.35 3-6 hrs 22% 45%
e I don't need any help 2-2-5% 5% 0% 0.05 0.05 6-9 hrs 51% 19%
45 43-101% 100% 1% 10 hrs or more 15% 6%
7. Who are you most likely to go to for advice relating to school and sports? 0%
a Friend 7-9-15% 20% -5% 0.15 0.2
b Administrator 2-1-5% 2% 3% 0.05 0.02
c Coach 15-17-33% 40% -7% 0.33 0.4
d Counselor 11 9-25% 20% 5% 0.25 0.2
e Parent 10 7-22% 17% 5% 0.22 0.17
45 43-101% 100% 1%
8. What is the biggest advantage of playing sports in high school? 0%
a fun 3-9-6% 20% -14% 0.06 0.2
b peer group 11 6-25% 15% 10% 0.25 0.15
c challenge, competition 8-11-18% 25% -7% 0.18 0.25
d self-discipline 9-11-20% 25% -5% 0.2-0.25
e opportunity for future sports, scholarships 14 6-30% 15% 15% 0.3-0.15
45 43-100% 100% 0%
Sheet4
0 0
0 0
0 0
0 0
0 0
M
F
Time Spent on Sports Practice
Sheet4 (2)
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
& A
Page & P
Sports M
Sports F
Study M
Study F
Sports vs. Study Time
Sheet3
0 0
0 0
0 0
0 0
0 0
Sports M
Study M
Male Sports vs. Study Times
0 0
0 0
0 0
0 0
0 0
Sports F
Study F
Female Sports vs. Study Time
Figure 1. Survey of Student Perceptions of High School Sports Participation.
MF 45 43
1. How much time do you spend on practice for your sport during an average school week?
a less than 1 hour 2-2-4% 4% 0% 0.04 0.04
b 1-3 hrs 5-3-10% 8% 2% 0.1-0.08
c 3-6 hrs 11 9-25% 22% 3% 0.25 0.22
d 6-9 hrs 18-22-40% 51% -10% 0.4-0.5
e 10 hrs or more 9-6-20% 15% 5% 0.2-0.15
45 43-100% 100% 0%
2. How much time do you spend studying during an average school week? 0%
a less than 1 hour 7-3-15% 8% 7% 0.15 0.08
b 1-3 hrs 12-10-26% 23% 3% 0.26 0.23
c 3-6 hrs 18-19-40% 45% -4% 0.4-0.45
d 6-9 hrs 6-8-13% 19% -6% 0.13 0.19
e 10 hrs or more 2-3-5% 6% -1% 0.05 0.06
45 43-100% 100% 0%
3. How do you feel about mandatory eligibility requirements for sports participation? 0%
a Doesn't apply to me 2-4-5% 10% -5% 0.05 0.1
b Helps maintain focus 3-4-7% 9% -2% 0.07 0.09
c Helps maintain balance 5-6-10% 15% -5% 0.1-0.15
d Increases motivation for schoolwork 9-9-20% 20% 0% 0.2-0.2
e Hinders athletic progress 26-19-59% 45% 13% 0.58 0.45
45 43-101% 100% 1%
4. Do you feel pressured by parent s to perform during an athletic season? 0% MF
a None at all 2-7-5% 17% -12% 0.05 0.17 None at all 5% 17%
b One parent is hyped 7-6-15% 15% 0% 0.15 0.15 One parent is hyped 15% 15%
c Interest but not pressure 8-8-18% 18% 0% 0.18 0.18 Interest but not pressure 18% 18%
d Some pressure 11 9-25% 20% 5% 0.25 0.2 Some pressure 25% 20%
e Lots of pressure 17-13-37% 30% 7% 0.37 0.3 Lots of pressure 37% 30%
45 43-101% 100% 1%
5. When season is over, how much more time is devoted to academics? 0%
a No difference 5-9-10% 20% -10% 0.1-0.2
b I catch up on work that's behind 11 6-25% 15% 10% 0.25 0.15
c Yes, I have more time for studies 14-14-30% 33% -2% 0.3-0.33
d I study hard 14-13-30% 30% 1% 0.3-0.3
e Less time - I take a break 2-1-5% 3% 2% 0.05 0.03
45 43-101% 100% 1%
6. Do teachers make themselves available for extra help with school work, particularly during season? 0% MF
a They say that's what tutors are for 5-4-10% 10% 0% 0.1-0.1 They say that's what tutors are for 10% 10%
b They will schedule time upon request 9-11-20% 25% -5% 0.2-0.25 They will schedule time upon request 20% 25%
c They make themselves available 11-11-25% 25% 0% 0.25 0.25 They make themselves available 25% 25%
d There is an open door policy 18-15-40% 35% 5% 0.4-0.35 There is an open door policy 40% 35%
e I don't need any help 2-2-5% 5% 0% 0.05 0.05 I don't need any help 5% 5%
45 43-101% 100% 1%
7. Who are you most likely to go to for advice relating to school and sports? 0%
a Friend 7-9-15% 20% -5% 0.15 0.2
b Administrator 2-1-5% 2% 3% 0.05 0.02
c Coach 15-17-33% 40% -7% 0.33 0.4
d Counselor 11 9-25% 20% 5% 0.25 0.2
e Parent 10 7-22% 17% 5% 0.22 0.17
45 43-101% 100% 1%
8. What is the biggest advantage of playing sports in high school? 0%
a fun 3-9-6% 20% -14% 0.06 0.2 MF
b peer group 11 6-25% 15% 10% 0.25 0.15 Friend 15% 20%
c challenge, competition 8-11-18% 25% -7% 0.18 0.25 Administrator 5% 2%
d self-discipline 9-11-20% 25% -5% 0.2-0.25 Coach 33% 40%
e opportunity for future sports, scholarships 14 6-30% 15% 15% 0.3-0.15 Counselor 25% 20%
45 43-100% 100% 0% Parent 22% 17%
0 0
0 0
0 0
0 0
0 0
M
F
Parental Pressure to Excel In Sports
0 0
0 0
0 0
0 0
0 0
M
F
Teacher Accessibility for Academic Assistance
0 0
0 0
0 0
0 0
0 0
M
F
Student Confidante
13 13 15
15 9 7
9 12
7 11 9
12 45 43
12
11
9
88
Chart8
0.0606060606 0.2
0.2525252525 0.15
0.1818181818 0.25
0.202020202 0.25
0.303030303 0.15
M
F
Advantages of Playing Sports - Men
Sheet1
Student Characteristics White Black Hispanic Asian-American Indian
Georgia 53.80% 38.20% 5.50% 2.40% 0.20%
Muscogee County 37.91% 56.51% 3.71% 1.58% 2.85%
Hardaway High School 62.10% 33.10% 3.40% 1.20% 1.00%
Student Characteristics Number enrolled: Free Lunch Pupil/teacher ratio Number of FTE teachers
Georgia 1,470,634 44.20% 15.90-92,732.00
Muscogee County 9,602 17.71
Hardaway High School 1,687 24.48% 20-86.5
Sheet2
History of NAEP Participation and Performance
Scale Score Achievement Level
State [Nat. Percent at or Above
Subject Grade Year Avg. Avg.]* Basic Proficient Advanced Graphics
Mathematics 4 1992n 216 [219] 53-15 1 Scale Scores
(scale: 0-500) 1996n 215 [222] 53-13 1 Achievement Levels
2000n 220 [226] 58-18 1 Cross-state Comparison Maps:
Scale Scores
8 1990n 259 [262] 47-14 2% at or Above Proficient
1992n 259 [267] 48-13 1
1996n 262 [271] 51-16 2
2000n 266 [274] 55-19 3
Reading 4 1992n 212 [215] 57-25 5 Scale Scores
(scale: 0-500) 1994n 207 [212] 52-26 7 Achievement Levels
1998 209 [213] 54-24 5 Cross-state Comparison Maps:
2002 215 [217] 59-28 6 Scale Scores
Percent at or Above Proficient
8 1998 257 [261] 68-25 1
2002 258 [263] 70-26 2
Science 4 2000n 143 [148] 58-23 3 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1996n 142 [148] 49-21 1 Scale Scores
2000n 144 [149] 52-23 2% at or Above Proficient
Writing 4, 2002 149 [153] 83-23 2 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1998 146 [148] 83-23 1 Scale Scores
2002 147 [152] 82-25 1% at or Above Proficient
* Includes public schools only n Accommodations were not permitted for this assessment
* Includes public schools only n Accommodations were not permitted for this assessment
National Center for Education Statistics
Institute of Education Sciences, U.S. Dept. Of Education
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Last updated 10 June 2003 (DSS)
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Sheet4
Figure 1. Survey of Student Perceptions of High School Sports Participation.
MF 45 43
1. How much time do you spend on practice for your sport during an average school week? MF
a less than 1 hour 2-2-4% 4% 0% 0.04 0.04 less than 1 hour 4% 4%
b 1-3 hrs 5-3-10% 8% 2% 0.1-0.08 1-3 hrs 10% 8%
c 3-6 hrs 11 9-25% 22% 3% 0.25 0.22 3-6 hrs 25% 22%
d 6-9 hrs 18-22-40% 51% -10% 0.4-0.5 6-9 hrs 40% 51%
e 10 hrs or more 9-6-20% 15% 5% 0.2-0.15-10 hrs or more 20% 15%
45 43-100% 100% 0%
2. How much time do you spend studying during an average school week? 0%
a less than 1 hour 7-3-15% 8% 7% 0.15 0.08
b 1-3 hrs 12-10-26% 23% 3% 0.26 0.23
c 3-6 hrs 18-19-40% 45% -4% 0.4-0.45
d 6-9 hrs 6-8-13% 19% -6% 0.13 0.19
e 10 hrs or more 2-3-5% 6% -1% 0.05 0.06
45 43-100% 100% 0% Sports M. Sports F. Study M. Study F
3. How do you feel about mandatory eligibility requirements for sports participation? 0% less than 1 hour 4% 4% 15% 8%
a Doesn't apply to me 2-4-5% 10% -5% 0.05 0.1 1-3 hrs 10% 8% 26% 23%
b Helps maintain focus 3-4-7% 9% -2% 0.07 0.09 3-6 hrs 25% 22% 40% 45%
c Helps maintain balance 5-6-10% 15% -5% 0.1-0.15 6-9 hrs 40% 51% 13% 19%
d Increases motivation for schoolwork 9-9-20% 20% 0% 0.2-0.2-10 hrs or more 20% 15% 5% 6%
e Hinders athletic progress 26-19-59% 45% 13% 0.58 0.45
45 43-101% 100% 1%
4. Do you feel pressured by parent s to perform during an athletic season? 0%
a None at all 2-7-5% 17% -12% 0.05 0.17
b One parent is hyped 7-6-15% 15% 0% 0.15 0.15
c Interest but not pressure 8-8-18% 18% 0% 0.18 0.18
d Some pressure 11 9-25% 20% 5% 0.25 0.2
e Lots of pressure 17-13-37% 30% 7% 0.37 0.3
45 43-101% 100% 1%
5. When season is over, how much more time is devoted to academics? 0% Sports M. Study M
a No difference 5-9-10% 20% -10% 0.1-0.2 less than 1 hour 4% 15%
b I catch up on work that's behind 11 6-25% 15% 10% 0.25 0.15 1-3 hrs 10% 26%
c Yes, I have more time for studies 14-14-30% 33% -2% 0.3-0.33 3-6 hrs 25% 40%
d I study hard 14-13-30% 30% 1% 0.3-0.3 6-9 hrs 40% 13%
e Less time - I take a break 2-1-5% 3% 2% 0.05 0.03-10 hrs or more 20% 5%
45 43-101% 100% 1%
6. Do teachers make themselves available for extra help with school work, particularly during season? 0%
a They say that's what tutors are for 5-4-10% 10% 0% 0.1-0.1 Sports F. Study F
b They will schedule time upon request 9-11-20% 25% -5% 0.2-0.25 less than 1 hour 4% 8%
c They make themselves available 11-11-25% 25% 0% 0.25 0.25 1-3 hrs 8% 23%
d There is an open door policy 18-15-40% 35% 5% 0.4-0.35 3-6 hrs 22% 45%
e I don't need any help 2-2-5% 5% 0% 0.05 0.05 6-9 hrs 51% 19%
45 43-101% 100% 1% 10 hrs or more 15% 6%
7. Who are you most likely to go to for advice relating to school and sports? 0%
a Friend 7-9-15% 20% -5% 0.15 0.2
b Administrator 2-1-5% 2% 3% 0.05 0.02
c Coach 15-17-33% 40% -7% 0.33 0.4
d Counselor 11 9-25% 20% 5% 0.25 0.2
e Parent 10 7-22% 17% 5% 0.22 0.17
45 43-101% 100% 1%
8. What is the biggest advantage of playing sports in high school? 0%
a fun 3-9-6% 20% -14% 0.06 0.2
b peer group 11 6-25% 15% 10% 0.25 0.15
c challenge, competition 8-11-18% 25% -7% 0.18 0.25
d self-discipline 9-11-20% 25% -5% 0.2-0.25
e opportunity for future sports, scholarships 14 6-30% 15% 15% 0.3-0.15
45 43-100% 100% 0%
Sheet4
0 0
0 0
0 0
0 0
0 0
M
F
Time Spent on Sports Practice
Sheet4 (2)
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
& A
Page & P
Sports M
Sports F
Study M
Study F
Sports vs. Study Time
Sheet3
0 0
0 0
0 0
0 0
0 0
Sports M
Study M
Male Sports vs. Study Times
0 0
0 0
0 0
0 0
0 0
Sports F
Study F
Female Sports vs. Study Time
Figure 1. Survey of Student Perceptions of High School Sports Participation.
MF 45 43
1. How much time do you spend on practice for your sport during an average school week?
a less than 1 hour 2-2-4% 4% 0% 0.04 0.04
b 1-3 hrs 5-3-10% 8% 2% 0.1-0.08
c 3-6 hrs 11 9-25% 22% 3% 0.25 0.22
d 6-9 hrs 18-22-40% 51% -10% 0.4-0.5
e 10 hrs or more 9-6-20% 15% 5% 0.2-0.15
45 43-100% 100% 0%
2. How much time do you spend studying during an average school week? 0%
a less than 1 hour 7-3-15% 8% 7% 0.15 0.08
b 1-3 hrs 12-10-26% 23% 3% 0.26 0.23
c 3-6 hrs 18-19-40% 45% -4% 0.4-0.45
d 6-9 hrs 6-8-13% 19% -6% 0.13 0.19
e 10 hrs or more 2-3-5% 6% -1% 0.05 0.06
45 43-100% 100% 0%
3. How do you feel about mandatory eligibility requirements for sports participation? 0%
a Doesn't apply to me 2-4-5% 10% -5% 0.05 0.1
b Helps maintain focus 3-4-7% 9% -2% 0.07 0.09
c Helps maintain balance 5-6-10% 15% -5% 0.1-0.15
d Increases motivation for schoolwork 9-9-20% 20% 0% 0.2-0.2
e Hinders athletic progress 26-19-59% 45% 13% 0.58 0.45
45 43-101% 100% 1%
4. Do you feel pressured by parent s to perform during an athletic season? 0% MF
a None at all 2-7-5% 17% -12% 0.05 0.17 None at all 5% 17%
b One parent is hyped 7-6-15% 15% 0% 0.15 0.15 One parent is hyped 15% 15%
c Interest but not pressure 8-8-18% 18% 0% 0.18 0.18 Interest but not pressure 18% 18%
d Some pressure 11 9-25% 20% 5% 0.25 0.2 Some pressure 25% 20%
e Lots of pressure 17-13-37% 30% 7% 0.37 0.3 Lots of pressure 37% 30%
45 43-101% 100% 1%
5. When season is over, how much more time is devoted to academics? 0%
a No difference 5-9-10% 20% -10% 0.1-0.2
b I catch up on work that's behind 11 6-25% 15% 10% 0.25 0.15
c Yes, I have more time for studies 14-14-30% 33% -2% 0.3-0.33
d I study hard 14-13-30% 30% 1% 0.3-0.3
e Less time - I take a break 2-1-5% 3% 2% 0.05 0.03
45 43-101% 100% 1%
6. Do teachers make themselves available for extra help with school work, particularly during season? 0% MF
a They say that's what tutors are for 5-4-10% 10% 0% 0.1-0.1 They say that's what tutors are for 10% 10%
b They will schedule time upon request 9-11-20% 25% -5% 0.2-0.25 They will schedule time upon request 20% 25%
c They make themselves available 11-11-25% 25% 0% 0.25 0.25 They make themselves available 25% 25%
d There is an open door policy 18-15-40% 35% 5% 0.4-0.35 There is an open door policy 40% 35%
e I don't need any help 2-2-5% 5% 0% 0.05 0.05 I don't need any help 5% 5%
45 43-101% 100% 1%
7. Who are you most likely to go to for advice relating to school and sports? 0%
a Friend 7-9-15% 20% -5% 0.15 0.2
b Administrator 2-1-5% 2% 3% 0.05 0.02
c Coach 15-17-33% 40% -7% 0.33 0.4
d Counselor 11 9-25% 20% 5% 0.25 0.2
e Parent 10 7-22% 17% 5% 0.22 0.17
45 43-101% 100% 1%
8. What is the biggest advantage of playing sports in high school? 0%
a fun 3-9-6% 20% -14% 0.06 0.2 MF
b peer group 11 6-25% 15% 10% 0.25 0.15 Friend 15% 20%
c challenge, competition 8-11-18% 25% -7% 0.18 0.25 Administrator 5% 2%
d self-discipline 9-11-20% 25% -5% 0.2-0.25 Coach 33% 40%
e opportunity for future sports, scholarships 14 6-30% 15% 15% 0.3-0.15 Counselor 25% 20%
45 43-100% 100% 0% Parent 22% 17%
M
fun 6%
peer group 25%
challenge, competition 18%
self-discipline 20%
opportunity for future sports, scholarships 30%
F
fun 20%
peer group 15%
challenge, competition 25%
self-discipline 25%
opportunity for future sports, scholarships 15%
0.0505050505 0.17
0.1515151515 0.15
0.1818181818 0.18
0.2525252525 0.2
0.3737373737 0.3
M
F
Parental Pressure to Excel In Sports
0.101010101 0.1
0.202020202 0.25
0.2525252525 0.25
0.404040404 0.35
0.0505050505 0.05
M
F
Teacher Accessibility for Academic Assistance
0 0
0 0
0 0
0 0
0 0
M
F
Student Confidante
0 0
0 0
0 0
0 0
0 0
M
F
Advantages of Playing Sports - Men
0
0
0
0
0
Advantages of Playing Sports - Women
F
13 13 15
15 9 7
9 12
7 11 9
12 45 43
12
11
9
88
Chart9
0.2
0.15
0.25
0.25
0.15
Advantages of Playing Sports - Women
F
Sheet1
Student Characteristics White Black Hispanic Asian-American Indian
Georgia 53.80% 38.20% 5.50% 2.40% 0.20%
Muscogee County 37.91% 56.51% 3.71% 1.58% 2.85%
Hardaway High School 62.10% 33.10% 3.40% 1.20% 1.00%
Student Characteristics Number enrolled: Free Lunch Pupil/teacher ratio Number of FTE teachers
Georgia 1,470,634 44.20% 15.90-92,732.00
Muscogee County 9,602 17.71
Hardaway High School 1,687 24.48% 20-86.5
Sheet2
History of NAEP Participation and Performance
Scale Score Achievement Level
State [Nat. Percent at or Above
Subject Grade Year Avg. Avg.]* Basic Proficient Advanced Graphics
Mathematics 4 1992n 216 [219] 53-15 1 Scale Scores
(scale: 0-500) 1996n 215 [222] 53-13 1 Achievement Levels
2000n 220 [226] 58-18 1 Cross-state Comparison Maps:
Scale Scores
8 1990n 259 [262] 47-14 2% at or Above Proficient
1992n 259 [267] 48-13 1
1996n 262 [271] 51-16 2
2000n 266 [274] 55-19 3
Reading 4 1992n 212 [215] 57-25 5 Scale Scores
(scale: 0-500) 1994n 207 [212] 52-26 7 Achievement Levels
1998 209 [213] 54-24 5 Cross-state Comparison Maps:
2002 215 [217] 59-28 6 Scale Scores
Percent at or Above Proficient
8 1998 257 [261] 68-25 1
2002 258 [263] 70-26 2
Science 4 2000n 143 [148] 58-23 3 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1996n 142 [148] 49-21 1 Scale Scores
2000n 144 [149] 52-23 2% at or Above Proficient
Writing 4, 2002 149 [153] 83-23 2 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1998 146 [148] 83-23 1 Scale Scores
2002 147 [152] 82-25 1% at or Above Proficient
* Includes public schools only n Accommodations were not permitted for this assessment
* Includes public schools only n Accommodations were not permitted for this assessment
National Center for Education Statistics
Institute of Education Sciences, U.S. Dept. Of Education
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Last updated 10 June 2003 (DSS)
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Sheet4
Figure 1. Survey of Student Perceptions of High School Sports Participation.
MF 45 43
1. How much time do you spend on practice for your sport during an average school week? MF
a less than 1 hour 2-2-4% 4% 0% 0.04 0.04 less than 1 hour 4% 4%
b 1-3 hrs 5-3-10% 8% 2% 0.1-0.08 1-3 hrs 10% 8%
c 3-6 hrs 11 9-25% 22% 3% 0.25 0.22 3-6 hrs 25% 22%
d 6-9 hrs 18-22-40% 51% -10% 0.4-0.5 6-9 hrs 40% 51%
e 10 hrs or more 9-6-20% 15% 5% 0.2-0.15-10 hrs or more 20% 15%
45 43-100% 100% 0%
2. How much time do you spend studying during an average school week? 0%
a less than 1 hour 7-3-15% 8% 7% 0.15 0.08
b 1-3 hrs 12-10-26% 23% 3% 0.26 0.23
c 3-6 hrs 18-19-40% 45% -4% 0.4-0.45
d 6-9 hrs 6-8-13% 19% -6% 0.13 0.19
e 10 hrs or more 2-3-5% 6% -1% 0.05 0.06
45 43-100% 100% 0% Sports M. Sports F. Study M. Study F
3. How do you feel about mandatory eligibility requirements for sports participation? 0% less than 1 hour 4% 4% 15% 8%
a Doesn't apply to me 2-4-5% 10% -5% 0.05 0.1 1-3 hrs 10% 8% 26% 23%
b Helps maintain focus 3-4-7% 9% -2% 0.07 0.09 3-6 hrs 25% 22% 40% 45%
c Helps maintain balance 5-6-10% 15% -5% 0.1-0.15 6-9 hrs 40% 51% 13% 19%
d Increases motivation for schoolwork 9-9-20% 20% 0% 0.2-0.2-10 hrs or more 20% 15% 5% 6%
e Hinders athletic progress 26-19-59% 45% 13% 0.58 0.45
45 43-101% 100% 1%
4. Do you feel pressured by parent s to perform during an athletic season? 0%
a None at all 2-7-5% 17% -12% 0.05 0.17
b One parent is hyped 7-6-15% 15% 0% 0.15 0.15
c Interest but not pressure 8-8-18% 18% 0% 0.18 0.18
d Some pressure 11 9-25% 20% 5% 0.25 0.2
e Lots of pressure 17-13-37% 30% 7% 0.37 0.3
45 43-101% 100% 1%
5. When season is over, how much more time is devoted to academics? 0% Sports M. Study M
a No difference 5-9-10% 20% -10% 0.1-0.2 less than 1 hour 4% 15%
b I catch up on work that's behind 11 6-25% 15% 10% 0.25 0.15 1-3 hrs 10% 26%
c Yes, I have more time for studies 14-14-30% 33% -2% 0.3-0.33 3-6 hrs 25% 40%
d I study hard 14-13-30% 30% 1% 0.3-0.3 6-9 hrs 40% 13%
e Less time - I take a break 2-1-5% 3% 2% 0.05 0.03-10 hrs or more 20% 5%
45 43-101% 100% 1%
6. Do teachers make themselves available for extra help with school work, particularly during season? 0%
a They say that's what tutors are for 5-4-10% 10% 0% 0.1-0.1 Sports F. Study F
b They will schedule time upon request 9-11-20% 25% -5% 0.2-0.25 less than 1 hour 4% 8%
c They make themselves available 11-11-25% 25% 0% 0.25 0.25 1-3 hrs 8% 23%
d There is an open door policy 18-15-40% 35% 5% 0.4-0.35 3-6 hrs 22% 45%
e I don't need any help 2-2-5% 5% 0% 0.05 0.05 6-9 hrs 51% 19%
45 43-101% 100% 1% 10 hrs or more 15% 6%
7. Who are you most likely to go to for advice relating to school and sports? 0%
a Friend 7-9-15% 20% -5% 0.15 0.2
b Administrator 2-1-5% 2% 3% 0.05 0.02
c Coach 15-17-33% 40% -7% 0.33 0.4
d Counselor 11 9-25% 20% 5% 0.25 0.2
e Parent 10 7-22% 17% 5% 0.22 0.17
45 43-101% 100% 1%
8. What is the biggest advantage of playing sports in high school? 0%
a fun 3-9-6% 20% -14% 0.06 0.2
b peer group 11 6-25% 15% 10% 0.25 0.15
c challenge, competition 8-11-18% 25% -7% 0.18 0.25
d self-discipline 9-11-20% 25% -5% 0.2-0.25
e opportunity for future sports, scholarships 14 6-30% 15% 15% 0.3-0.15
45 43-100% 100% 0%
Sheet4
0 0
0 0
0 0
0 0
0 0
M
F
Time Spent on Sports Practice
Sheet4 (2)
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
& A
Page & P
Sports M
Sports F
Study M
Study F
Sports vs. Study Time
Sheet3
0 0
0 0
0 0
0 0
0 0
Sports M
Study M
Male Sports vs. Study Times
0 0
0 0
0 0
0 0
0 0
Sports F
Study F
Female Sports vs. Study Time
Figure 1. Survey of Student Perceptions of High School Sports Participation.
MF 45 43
1. How much time do you spend on practice for your sport during an average school week?
a less than 1 hour 2-2-4% 4% 0% 0.04 0.04
b 1-3 hrs 5-3-10% 8% 2% 0.1-0.08
c 3-6 hrs 11 9-25% 22% 3% 0.25 0.22
d 6-9 hrs 18-22-40% 51% -10% 0.4-0.5
e 10 hrs or more 9-6-20% 15% 5% 0.2-0.15
45 43-100% 100% 0%
2. How much time do you spend studying during an average school week? 0%
a less than 1 hour 7-3-15% 8% 7% 0.15 0.08
b 1-3 hrs 12-10-26% 23% 3% 0.26 0.23
c 3-6 hrs 18-19-40% 45% -4% 0.4-0.45
d 6-9 hrs 6-8-13% 19% -6% 0.13 0.19
e 10 hrs or more 2-3-5% 6% -1% 0.05 0.06
45 43-100% 100% 0%
3. How do you feel about mandatory eligibility requirements for sports participation? 0%
a Doesn't apply to me 2-4-5% 10% -5% 0.05 0.1
b Helps maintain focus 3-4-7% 9% -2% 0.07 0.09
c Helps maintain balance 5-6-10% 15% -5% 0.1-0.15
d Increases motivation for schoolwork 9-9-20% 20% 0% 0.2-0.2
e Hinders athletic progress 26-19-59% 45% 13% 0.58 0.45
45 43-101% 100% 1%
4. Do you feel pressured by parent s to perform during an athletic season? 0% MF
a None at all 2-7-5% 17% -12% 0.05 0.17 None at all 5% 17%
b One parent is hyped 7-6-15% 15% 0% 0.15 0.15 One parent is hyped 15% 15%
c Interest but not pressure 8-8-18% 18% 0% 0.18 0.18 Interest but not pressure 18% 18%
d Some pressure 11 9-25% 20% 5% 0.25 0.2 Some pressure 25% 20%
e Lots of pressure 17-13-37% 30% 7% 0.37 0.3 Lots of pressure 37% 30%
45 43-101% 100% 1%
5. When season is over, how much more time is devoted to academics? 0%
a No difference 5-9-10% 20% -10% 0.1-0.2
b I catch up on work that's behind 11 6-25% 15% 10% 0.25 0.15
c Yes, I have more time for studies 14-14-30% 33% -2% 0.3-0.33
d I study hard 14-13-30% 30% 1% 0.3-0.3
e Less time - I take a break 2-1-5% 3% 2% 0.05 0.03
45 43-101% 100% 1%
6. Do teachers make themselves available for extra help with school work, particularly during season? 0% MF
a They say that's what tutors are for 5-4-10% 10% 0% 0.1-0.1 They say that's what tutors are for 10% 10%
b They will schedule time upon request 9-11-20% 25% -5% 0.2-0.25 They will schedule time upon request 20% 25%
c They make themselves available 11-11-25% 25% 0% 0.25 0.25 They make themselves available 25% 25%
d There is an open door policy 18-15-40% 35% 5% 0.4-0.35 There is an open door policy 40% 35%
e I don't need any help 2-2-5% 5% 0% 0.05 0.05 I don't need any help 5% 5%
45 43-101% 100% 1%
7. Who are you most likely to go to for advice relating to school and sports? 0%
a Friend 7-9-15% 20% -5% 0.15 0.2
b Administrator 2-1-5% 2% 3% 0.05 0.02
c Coach 15-17-33% 40% -7% 0.33 0.4
d Counselor 11 9-25% 20% 5% 0.25 0.2
e Parent 10 7-22% 17% 5% 0.22 0.17
45 43-101% 100% 1%
8. What is the biggest advantage of playing sports in high school? 0%
a fun 3-9-6% 20% -14% 0.06 0.2 MF
b peer group 11 6-25% 15% 10% 0.25 0.15 Friend 15% 20%
c challenge, competition 8-11-18% 25% -7% 0.18 0.25 Administrator 5% 2%
d self-discipline 9-11-20% 25% -5% 0.2-0.25 Coach 33% 40%
e opportunity for future sports, scholarships 14 6-30% 15% 15% 0.3-0.15 Counselor 25% 20%
45 43-100% 100% 0% Parent 22% 17%
M
fun 6%
peer group 25%
challenge, competition 18%
self-discipline 20%
opportunity for future sports, scholarships 30%
F
fun 20%
peer group 15%
challenge, competition 25%
self-discipline 25%
opportunity for future sports, scholarships 15%
0.0505050505 0.17
0.1515151515 0.15
0.1818181818 0.18
0.2525252525 0.2
0.3737373737 0.3
M
F
Parental Pressure to Excel In Sports
0.101010101 0.1
0.202020202 0.25
0.2525252525 0.25
0.404040404 0.35
0.0505050505 0.05
M
F
Teacher Accessibility for Academic Assistance
0 0
0 0
0 0
0 0
0 0
M
F
Student Confidante
0 0
0 0
0 0
0 0
0 0
M
F
Advantages of Playing Sports - Men
0
0
0
0
0
Advantages of Playing Sports - Women
F
13 13 15
15 9 7
9 12
7 11 9
12 45 43
12
11
9
88
Chart6
0.101010101 0.1
0.202020202 0.25
0.2525252525 0.25
0.404040404 0.35
0.0505050505 0.05
M
F
Teacher Accessibility for Academic Assistance
Sheet1
Student Characteristics White Black Hispanic Asian-American Indian
Georgia 53.80% 38.20% 5.50% 2.40% 0.20%
Muscogee County 37.91% 56.51% 3.71% 1.58% 2.85%
Hardaway High School 62.10% 33.10% 3.40% 1.20% 1.00%
Student Characteristics Number enrolled: Free Lunch Pupil/teacher ratio Number of FTE teachers
Georgia 1,470,634 44.20% 15.90-92,732.00
Muscogee County 9,602 17.71
Hardaway High School 1,687 24.48% 20-86.5
Sheet2
History of NAEP Participation and Performance
Scale Score Achievement Level
State [Nat. Percent at or Above
Subject Grade Year Avg. Avg.]* Basic Proficient Advanced Graphics
Mathematics 4 1992n 216 [219] 53-15 1 Scale Scores
(scale: 0-500) 1996n 215 [222] 53-13 1 Achievement Levels
2000n 220 [226] 58-18 1 Cross-state Comparison Maps:
Scale Scores
8 1990n 259 [262] 47-14 2% at or Above Proficient
1992n 259 [267] 48-13 1
1996n 262 [271] 51-16 2
2000n 266 [274] 55-19 3
Reading 4 1992n 212 [215] 57-25 5 Scale Scores
(scale: 0-500) 1994n 207 [212] 52-26 7 Achievement Levels
1998 209 [213] 54-24 5 Cross-state Comparison Maps:
2002 215 [217] 59-28 6 Scale Scores
Percent at or Above Proficient
8 1998 257 [261] 68-25 1
2002 258 [263] 70-26 2
Science 4 2000n 143 [148] 58-23 3 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1996n 142 [148] 49-21 1 Scale Scores
2000n 144 [149] 52-23 2% at or Above Proficient
Writing 4, 2002 149 [153] 83-23 2 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1998 146 [148] 83-23 1 Scale Scores
2002 147 [152] 82-25 1% at or Above Proficient
* Includes public schools only n Accommodations were not permitted for this assessment
* Includes public schools only n Accommodations were not permitted for this assessment
National Center for Education Statistics
Institute of Education Sciences, U.S. Dept. Of Education
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Last updated 10 June 2003 (DSS)
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Sheet4
Figure 1. Survey of Student Perceptions of High School Sports Participation.
MF 45 43
1. How much time do you spend on practice for your sport during an average school week? MF
a less than 1 hour 2-2-4% 4% 0% 0.04 0.04 less than 1 hour 4% 4%
b 1-3 hrs 5-3-10% 8% 2% 0.1-0.08 1-3 hrs 10% 8%
c 3-6 hrs 11 9-25% 22% 3% 0.25 0.22 3-6 hrs 25% 22%
d 6-9 hrs 18-22-40% 51% -10% 0.4-0.5 6-9 hrs 40% 51%
e 10 hrs or more 9-6-20% 15% 5% 0.2-0.15-10 hrs or more 20% 15%
45 43-100% 100% 0%
2. How much time do you spend studying during an average school week? 0%
a less than 1 hour 7-3-15% 8% 7% 0.15 0.08
b 1-3 hrs 12-10-26% 23% 3% 0.26 0.23
c 3-6 hrs 18-19-40% 45% -4% 0.4-0.45
d 6-9 hrs 6-8-13% 19% -6% 0.13 0.19
e 10 hrs or more 2-3-5% 6% -1% 0.05 0.06
45 43-100% 100% 0% Sports M. Sports F. Study M. Study F
3. How do you feel about mandatory eligibility requirements for sports participation? 0% less than 1 hour 4% 4% 15% 8%
a Doesn't apply to me 2-4-5% 10% -5% 0.05 0.1 1-3 hrs 10% 8% 26% 23%
b Helps maintain focus 3-4-7% 9% -2% 0.07 0.09 3-6 hrs 25% 22% 40% 45%
c Helps maintain balance 5-6-10% 15% -5% 0.1-0.15 6-9 hrs 40% 51% 13% 19%
d Increases motivation for schoolwork 9-9-20% 20% 0% 0.2-0.2-10 hrs or more 20% 15% 5% 6%
e Hinders athletic progress 26-19-59% 45% 13% 0.58 0.45
45 43-101% 100% 1%
4. Do you feel pressured by parent s to perform during an athletic season? 0%
a None at all 2-7-5% 17% -12% 0.05 0.17
b One parent is hyped 7-6-15% 15% 0% 0.15 0.15
c Interest but not pressure 8-8-18% 18% 0% 0.18 0.18
d Some pressure 11 9-25% 20% 5% 0.25 0.2
e Lots of pressure 17-13-37% 30% 7% 0.37 0.3
45 43-101% 100% 1%
5. When season is over, how much more time is devoted to academics? 0% Sports M. Study M
a No difference 5-9-10% 20% -10% 0.1-0.2 less than 1 hour 4% 15%
b I catch up on work that's behind 11 6-25% 15% 10% 0.25 0.15 1-3 hrs 10% 26%
c Yes, I have more time for studies 14-14-30% 33% -2% 0.3-0.33 3-6 hrs 25% 40%
d I study hard 14-13-30% 30% 1% 0.3-0.3 6-9 hrs 40% 13%
e Less time - I take a break 2-1-5% 3% 2% 0.05 0.03-10 hrs or more 20% 5%
45 43-101% 100% 1%
6. Do teachers make themselves available for extra help with school work, particularly during season? 0%
a They say that's what tutors are for 5-4-10% 10% 0% 0.1-0.1 Sports F. Study F
b They will schedule time upon request 9-11-20% 25% -5% 0.2-0.25 less than 1 hour 4% 8%
c They make themselves available 11-11-25% 25% 0% 0.25 0.25 1-3 hrs 8% 23%
d There is an open door policy 18-15-40% 35% 5% 0.4-0.35 3-6 hrs 22% 45%
e I don't need any help 2-2-5% 5% 0% 0.05 0.05 6-9 hrs 51% 19%
45 43-101% 100% 1% 10 hrs or more 15% 6%
7. Who are you most likely to go to for advice relating to school and sports? 0%
a Friend 7-9-15% 20% -5% 0.15 0.2
b Administrator 2-1-5% 2% 3% 0.05 0.02
c Coach 15-17-33% 40% -7% 0.33 0.4
d Counselor 11 9-25% 20% 5% 0.25 0.2
e Parent 10 7-22% 17% 5% 0.22 0.17
45 43-101% 100% 1%
8. What is the biggest advantage of playing sports in high school? 0%
a fun 3-9-6% 20% -14% 0.06 0.2
b peer group 11 6-25% 15% 10% 0.25 0.15
c challenge, competition 8-11-18% 25% -7% 0.18 0.25
d self-discipline 9-11-20% 25% -5% 0.2-0.25
e opportunity for future sports, scholarships 14 6-30% 15% 15% 0.3-0.15
45 43-100% 100% 0%
Sheet4
0 0
0 0
0 0
0 0
0 0
M
F
Time Spent on Sports Practice
Sheet4 (2)
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
& A
Page & P
Sports M
Sports F
Study M
Study F
Sports vs. Study Time
Sheet3
0 0
0 0
0 0
0 0
0 0
Sports M
Study M
Male Sports vs. Study Times
0 0
0 0
0 0
0 0
0 0
Sports F
Study F
Female Sports vs. Study Time
Figure 1. Survey of Student Perceptions of High School Sports Participation.
MF 45 43
1. How much time do you spend on practice for your sport during an average school week?
a less than 1 hour 2-2-4% 4% 0% 0.04 0.04
b 1-3 hrs 5-3-10% 8% 2% 0.1-0.08
c 3-6 hrs 11 9-25% 22% 3% 0.25 0.22
d 6-9 hrs 18-22-40% 51% -10% 0.4-0.5
e 10 hrs or more 9-6-20% 15% 5% 0.2-0.15
45 43-100% 100% 0%
2. How much time do you spend studying during an average school week? 0%
a less than 1 hour 7-3-15% 8% 7% 0.15 0.08
b 1-3 hrs 12-10-26% 23% 3% 0.26 0.23
c 3-6 hrs 18-19-40% 45% -4% 0.4-0.45
d 6-9 hrs 6-8-13% 19% -6% 0.13 0.19
e 10 hrs or more 2-3-5% 6% -1% 0.05 0.06
45 43-100% 100% 0%
3. How do you feel about mandatory eligibility requirements for sports participation? 0%
a Doesn't apply to me 2-4-5% 10% -5% 0.05 0.1
b Helps maintain focus 3-4-7% 9% -2% 0.07 0.09
c Helps maintain balance 5-6-10% 15% -5% 0.1-0.15
d Increases motivation for schoolwork 9-9-20% 20% 0% 0.2-0.2
e Hinders athletic progress 26-19-59% 45% 13% 0.58 0.45
45 43-101% 100% 1%
4. Do you feel pressured by parent s to perform during an athletic season? 0% MF
a None at all 2-7-5% 17% -12% 0.05 0.17 None at all 5% 17%
b One parent is hyped 7-6-15% 15% 0% 0.15 0.15 One parent is hyped 15% 15%
c Interest but not pressure 8-8-18% 18% 0% 0.18 0.18 Interest but not pressure 18% 18%
d Some pressure 11 9-25% 20% 5% 0.25 0.2 Some pressure 25% 20%
e Lots of pressure 17-13-37% 30% 7% 0.37 0.3 Lots of pressure 37% 30%
45 43-101% 100% 1%
5. When season is over, how much more time is devoted to academics? 0%
a No difference 5-9-10% 20% -10% 0.1-0.2
b I catch up on work that's behind 11 6-25% 15% 10% 0.25 0.15
c Yes, I have more time for studies 14-14-30% 33% -2% 0.3-0.33
d I study hard 14-13-30% 30% 1% 0.3-0.3
e Less time - I take a break 2-1-5% 3% 2% 0.05 0.03
45 43-101% 100% 1%
6. Do teachers make themselves available for extra help with school work, particularly during season? 0% MF
a They say that's what tutors are for 5-4-10% 10% 0% 0.1-0.1 They say that's what tutors are for 10% 10%
b They will schedule time upon request 9-11-20% 25% -5% 0.2-0.25 They will schedule time upon request 20% 25%
c They make themselves available 11-11-25% 25% 0% 0.25 0.25 They make themselves available 25% 25%
d There is an open door policy 18-15-40% 35% 5% 0.4-0.35 There is an open door policy 40% 35%
e I don't need any help 2-2-5% 5% 0% 0.05 0.05 I don't need any help 5% 5%
45 43-101% 100% 1%
7. Who are you most likely to go to for advice relating to school and sports? 0%
a Friend 7-9-15% 20% -5% 0.15 0.2
b Administrator 2-1-5% 2% 3% 0.05 0.02
c Coach 15-17-33% 40% -7% 0.33 0.4
d Counselor 11 9-25% 20% 5% 0.25 0.2
e Parent 10 7-22% 17% 5% 0.22 0.17
45 43-101% 100% 1%
8. What is the biggest advantage of playing sports in high school? 0%
a fun 3-9-6% 20% -14% 0.06 0.2
b peer group 11 6-25% 15% 10% 0.25 0.15
c challenge, competition 8-11-18% 25% -7% 0.18 0.25
d self-discipline 9-11-20% 25% -5% 0.2-0.25
e opportunity for future sports, scholarships 14 6-30% 15% 15% 0.3-0.15
45 43-100% 100% 0%
0 0
0 0
0 0
0 0
0 0
M
F
Parental Pressure to Excel In Sports
0 0
0 0
0 0
0 0
0 0
M
F
Teacher Accessibility for Academic Assistance
13 13 15
15 9 7
9 12
7 11 9
12 45 43
12
11
9
88
Chart4
0.0404040404 0.0404040404 0.1515151515 0.0792079208
0.101010101 0.0808080808 0.2626262626 0.2277227723
0.2525252525 0.2222222222 0.404040404 0.4455445545
0.404040404 0.5050505051 0.1313131313 0.1881188119
0.202020202 0.1515151515 0.0505050505 0.0594059406
Sports M
Sports F
Study M
Study F
Sports vs. Study Time
Sheet1
Student Characteristics White Black Hispanic Asian-American Indian
Georgia 53.80% 38.20% 5.50% 2.40% 0.20%
Muscogee County 37.91% 56.51% 3.71% 1.58% 2.85%
Hardaway High School 62.10% 33.10% 3.40% 1.20% 1.00%
Student Characteristics Number enrolled: Free Lunch Pupil/teacher ratio Number of FTE teachers
Georgia 1,470,634 44.20% 15.90-92,732.00
Muscogee County 9,602 17.71
Hardaway High School 1,687 24.48% 20-86.5
Sheet2
History of NAEP Participation and Performance
Scale Score Achievement Level
State [Nat. Percent at or Above
Subject Grade Year Avg. Avg.]* Basic Proficient Advanced Graphics
Mathematics 4 1992n 216 [219] 53-15 1 Scale Scores
(scale: 0-500) 1996n 215 [222] 53-13 1 Achievement Levels
2000n 220 [226] 58-18 1 Cross-state Comparison Maps:
Scale Scores
8 1990n 259 [262] 47-14 2% at or Above Proficient
1992n 259 [267] 48-13 1
1996n 262 [271] 51-16 2
2000n 266 [274] 55-19 3
Reading 4 1992n 212 [215] 57-25 5 Scale Scores
(scale: 0-500) 1994n 207 [212] 52-26 7 Achievement Levels
1998 209 [213] 54-24 5 Cross-state Comparison Maps:
2002 215 [217] 59-28 6 Scale Scores
Percent at or Above Proficient
8 1998 257 [261] 68-25 1
2002 258 [263] 70-26 2
Science 4 2000n 143 [148] 58-23 3 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1996n 142 [148] 49-21 1 Scale Scores
2000n 144 [149] 52-23 2% at or Above Proficient
Writing 4, 2002 149 [153] 83-23 2 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1998 146 [148] 83-23 1 Scale Scores
2002 147 [152] 82-25 1% at or Above Proficient
* Includes public schools only n Accommodations were not permitted for this assessment
* Includes public schools only n Accommodations were not permitted for this assessment
National Center for Education Statistics
Institute of Education Sciences, U.S. Dept. Of Education
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Last updated 10 June 2003 (DSS)
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Sheet4
Figure 1. Survey of Student Perceptions of High School Sports Participation.
MF 45 43
1. How much time do you spend on practice for your sport during an average school week? MF
a less than 1 hour 2-2-4% 4% 0% 0.04 0.04 less than 1 hour 4% 4%
b 1-3 hrs 5-3-10% 8% 2% 0.1-0.08 1-3 hrs 10% 8%
c 3-6 hrs 11 9-25% 22% 3% 0.25 0.22 3-6 hrs 25% 22%
d 6-9 hrs 18-22-40% 51% -10% 0.4-0.5 6-9 hrs 40% 51%
e 10 hrs or more 9-6-20% 15% 5% 0.2-0.15-10 hrs or more 20% 15%
45 43-100% 100% 0%
2. How much time do you spend studying during an average school week? 0%
a less than 1 hour 7-3-15% 8% 7% 0.15 0.08
b 1-3 hrs 12-10-26% 23% 3% 0.26 0.23
c 3-6 hrs 18-19-40% 45% -4% 0.4-0.45
d 6-9 hrs 6-8-13% 19% -6% 0.13 0.19
e 10 hrs or more 2-3-5% 6% -1% 0.05 0.06
45 43-100% 100% 0% Sports M. Sports F. Study M. Study F
3. How do you feel about mandatory eligibility requirements for sports participation? 0% less than 1 hour 4% 4% 15% 8%
a Doesn't apply to me 2-4-5% 10% -5% 0.05 0.1 1-3 hrs 10% 8% 26% 23%
b Helps maintain focus 3-4-7% 9% -2% 0.07 0.09 3-6 hrs 25% 22% 40% 45%
c Helps maintain balance 5-6-10% 15% -5% 0.1-0.15 6-9 hrs 40% 51% 13% 19%
d Increases motivation for schoolwork 9-9-20% 20% 0% 0.2-0.2-10 hrs or more 20% 15% 5% 6%
e Hinders athletic progress 26-19-59% 45% 13% 0.58 0.45
45 43-101% 100% 1%
4. Do you feel pressured by parent s to perform during an athletic season? 0%
a None at all 2-7-5% 17% -12% 0.05 0.17
b One parent is hyped 7-6-15% 15% 0% 0.15 0.15
c Interest but not pressure 8-8-18% 18% 0% 0.18 0.18
d Some pressure 11 9-25% 20% 5% 0.25 0.2
e Lots of pressure 17-13-37% 30% 7% 0.37 0.3
45 43-101% 100% 1%
5. When season is over, how much more time is devoted to academics? 0% Sports M. Study M
a No difference 5-9-10% 20% -10% 0.1-0.2 less than 1 hour 4% 15%
b I catch up on work that's behind 11 6-25% 15% 10% 0.25 0.15 1-3 hrs 10% 26%
c Yes, I have more time for studies 14-14-30% 33% -2% 0.3-0.33 3-6 hrs 25% 40%
d I study hard 14-13-30% 30% 1% 0.3-0.3 6-9 hrs 40% 13%
e Less time - I take a break 2-1-5% 3% 2% 0.05 0.03-10 hrs or more 20% 5%
45 43-101% 100% 1%
6. Do teachers make themselves available for extra help with school work, particularly during season? 0%
a They say that's what tutors are for 5-4-10% 10% 0% 0.1-0.1 Sports F. Study F
b They will schedule time upon request 9-11-20% 25% -5% 0.2-0.25 less than 1 hour 4% 8%
c They make themselves available 11-11-25% 25% 0% 0.25 0.25 1-3 hrs 8% 23%
d There is an open door policy 18-15-40% 35% 5% 0.4-0.35 3-6 hrs 22% 45%
e I don't need any help 2-2-5% 5% 0% 0.05 0.05 6-9 hrs 51% 19%
45 43-101% 100% 1% 10 hrs or more 15% 6%
7. Who are you most likely to go to for advice relating to school and sports? 0%
a Friend 7-9-15% 20% -5% 0.15 0.2
b Administrator 2-1-5% 2% 3% 0.05 0.02
c Coach 15-17-33% 40% -7% 0.33 0.4
d Counselor 11 9-25% 20% 5% 0.25 0.2
e Parent 10 7-22% 17% 5% 0.22 0.17
45 43-101% 100% 1%
8. What is the biggest advantage of playing sports in high school? 0%
a fun 3-9-6% 20% -14% 0.06 0.2
b peer group 11 6-25% 15% 10% 0.25 0.15
c challenge, competition 8-11-18% 25% -7% 0.18 0.25
d self-discipline 9-11-20% 25% -5% 0.2-0.25
e opportunity for future sports, scholarships 14 6-30% 15% 15% 0.3-0.15
45 43-100% 100% 0%
Sheet4
0 0
0 0
0 0
0 0
0 0
M
F
Time Spent on Sports Practice
Sheet3
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
& A
Page & P
Sports M
Sports F
Study M
Study F
Sports vs. Study Time
0 0
0 0
0 0
0 0
0 0
Sports M
Study M
Male Sports vs. Study Times
0 0
0 0
0 0
0 0
0 0
Sports F
Study F
Female Sports vs. Study Time
13 13 15
15 9 7
9 12
7 11 9
12 45 43
12
11
9
88
Chart1
0.0404040404 0.0404040404
0.101010101 0.0808080808
0.2525252525 0.
0.404040404 0.5050505051
0.202020202 0.1515151515
M
F
Time Spent on Sports Practice
Sheet1
Student Characteristics White Black Hispanic Asian-American Indian
Georgia 53.80% 38.20% 5.50% 2.40% 0.20%
Muscogee County 37.91% 56.51% 3.71% 1.58% 2.85%
Hardaway High School 62.10% 33.10% 3.40% 1.20% 1.00%
Student Characteristics Number enrolled: Free Lunch Pupil/teacher ratio Number of FTE teachers
Georgia 1,470,634 44.20% 15.90-92,732.00
Muscogee County 9,602 17.71
Hardaway High School 1,687 24.48% 20-86.5
Sheet2
History of NAEP Participation and Performance
Scale Score Achievement Level
State [Nat. Percent at or Above
Subject Grade Year Avg. Avg.]* Basic Proficient Advanced Graphics
Mathematics 4 1992n 216 [219] 53-15 1 Scale Scores
(scale: 0-500) 1996n 215 [222] 53-13 1 Achievement Levels
2000n 220 [226] 58-18 1 Cross-state Comparison Maps:
Scale Scores
8 1990n 259 [262] 47-14 2% at or Above Proficient
1992n 259 [267] 48-13 1
1996n 262 [271] 51-16 2
2000n 266 [274] 55-19 3
Reading 4 1992n 212 [215] 57-25 5 Scale Scores
(scale: 0-500) 1994n 207 [212] 52-26 7 Achievement Levels
1998 209 [213] 54-24 5 Cross-state Comparison Maps:
2002 215 [217] 59-28 6 Scale Scores
Percent at or Above Proficient
8 1998 257 [261] 68-25 1
2002 258 [263] 70-26 2
Science 4 2000n 143 [148] 58-23 3 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1996n 142 [148] 49-21 1 Scale Scores
2000n 144 [149] 52-23 2% at or Above Proficient
Writing 4, 2002 149 [153] 83-23 2 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1998 146 [148] 83-23 1 Scale Scores
2002 147 [152] 82-25 1% at or Above Proficient
* Includes public schools only n Accommodations were not permitted for this assessment
* Includes public schools only n Accommodations were not permitted for this assessment
National Center for Education Statistics
Institute of Education Sciences, U.S. Dept. Of Education
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Last updated 10 June 2003 (DSS)
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Sheet4
Figure 1. Survey of Student Perceptions of High School Sports Participation.
MF 45 43
1. How much time do you spend on practice for your sport during an average school week? MF
a less than 1 hour 2-2-4% 4% 0% 0.04 0.04 less than 1 hour 4% 4%
b 1-3 hrs 5-3-10% 8% 2% 0.1-0.08 1-3 hrs 10% 8%
c 3-6 hrs 11 9-25% 22% 3% 0.25 0.22 3-6 hrs 25% 22%
d 6-9 hrs 18-22-40% 51% -10% 0.4-0.5 6-9 hrs 40% 51%
e 10 hrs or more 9-6-20% 15% 5% 0.2-0.15-10 hrs or more 20% 15%
45 43-100% 100% 0%
2. How much time do you spend studying during an average school week? 0%
a less than 1 hour 7-3-15% 8% 7% 0.15 0.08
b 1-3 hrs 12-10-26% 23% 3% 0.26 0.23
c 3-6 hrs 18-19-40% 45% -4% 0.4-0.45
d 6-9 hrs 6-8-13% 19% -6% 0.13 0.19
e 10 hrs or more 2-3-5% 6% -1% 0.05 0.06
45 43-100% 100% 0%
3. How do you feel about mandatory eligibility requirements for sports participation? 0%
a Doesn't apply to me 2-4-5% 10% -5% 0.05 0.1
b Helps maintain focus 3-4-7% 9% -2% 0.07 0.09
c Helps maintain balance 5-6-10% 15% -5% 0.1-0.15
d Increases motivation for schoolwork 9-9-20% 20% 0% 0.2-0.2
e Hinders athletic progress 26-19-59% 45% 13% 0.58 0.45
45 43-101% 100% 1%
4. Do you feel pressured by parent s to perform during an athletic season? 0%
a None at all 2-7-5% 17% -12% 0.05 0.17
b One parent is hyped 7-6-15% 15% 0% 0.15 0.15
c Interest but not pressure 8-8-18% 18% 0% 0.18 0.18
d Some pressure 11 9-25% 20% 5% 0.25 0.2
e Lots of pressure 17-13-37% 30% 7% 0.37 0.3
45 43-101% 100% 1%
5. When season is over, how much more time is devoted to academics? 0%
a No difference 5-9-10% 20% -10% 0.1-0.2
b I catch up on work that's behind 11 6-25% 15% 10% 0.25 0.15
c Yes, I have more time for studies 14-14-30% 33% -2% 0.3-0.33
d I study hard 14-13-30% 30% 1% 0.3-0.3
e Less time - I take a break 2-1-5% 3% 2% 0.05 0.03
45 43-101% 100% 1%
6. Do teachers make themselves available for extra help with school work, particularly during season? 0%
a They say that's what tutors are for 5-4-10% 10% 0% 0.1-0.1
b They will schedule time upon request 9-11-20% 25% -5% 0.2-0.25
c They make themselves available 11-11-25% 25% 0% 0.25 0.25
d There is an open door policy 18-15-40% 35% 5% 0.4-0.35
e I don't need any help 2-2-5% 5% 0% 0.05 0.05
45 43-101% 100% 1%
7. Who are you most likely to go to for advice relating to school and sports? 0%
a Friend 7-9-15% 20% -5% 0.15 0.2
b Administrator 2-1-5% 2% 3% 0.05 0.02
c Coach 15-17-33% 40% -7% 0.33 0.4
d Counselor 11 9-25% 20% 5% 0.25 0.2
e Parent 10 7-22% 17% 5% 0.22 0.17
45 43-101% 100% 1%
8. What is the biggest advantage of playing sports in high school? 0%
a fun 3-9-6% 20% -14% 0.06 0.2
b peer group 11 6-25% 15% 10% 0.25 0.15
c challenge, competition 8-11-18% 25% -7% 0.18 0.25
d self-discipline 9-11-20% 25% -5% 0.2-0.25
e opportunity for future sports, scholarships 14 6-30% 15% 15% 0.3-0.15
45 43-100% 100% 0%
Sheet4
0 0
0 0
0 0
0 0
0 0
M
F
Time Spent on Sports Practice
Sheet3
13 13 15
15 9 7
9 12
7 11 9
12 45 43
12
11
9
88
Chart2
0.0404040404 0.1515151515
0.101010101 0.2626262626
0.2525252525 0.404040404
0.404040404 0.1313131313
0.202020202 0.0505050505
Sports M
Study M
Male Sports vs. Study Times
Sheet1
Student Characteristics White Black Hispanic Asian-American Indian
Georgia 53.80% 38.20% 5.50% 2.40% 0.20%
Muscogee County 37.91% 56.51% 3.71% 1.58% 2.85%
Hardaway High School 62.10% 33.10% 3.40% 1.20% 1.00%
Student Characteristics Number enrolled: Free Lunch Pupil/teacher ratio Number of FTE teachers
Georgia 1,470,634 44.20% 15.90-92,732.00
Muscogee County 9,602 17.71
Hardaway High School 1,687 24.48% 20-86.5
Sheet2
History of NAEP Participation and Performance
Scale Score Achievement Level
State [Nat. Percent at or Above
Subject Grade Year Avg. Avg.]* Basic Proficient Advanced Graphics
Mathematics 4 1992n 216 [219] 53-15 1 Scale Scores
(scale: 0-500) 1996n 215 [222] 53-13 1 Achievement Levels
2000n 220 [226] 58-18 1 Cross-state Comparison Maps:
Scale Scores
8 1990n 259 [262] 47-14 2% at or Above Proficient
1992n 259 [267] 48-13 1
1996n 262 [271] 51-16 2
2000n 266 [274] 55-19 3
Reading 4 1992n 212 [215] 57-25 5 Scale Scores
(scale: 0-500) 1994n 207 [212] 52-26 7 Achievement Levels
1998 209 [213] 54-24 5 Cross-state Comparison Maps:
2002 215 [217] 59-28 6 Scale Scores
Percent at or Above Proficient
8 1998 257 [261] 68-25 1
2002 258 [263] 70-26 2
Science 4 2000n 143 [148] 58-23 3 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1996n 142 [148] 49-21 1 Scale Scores
2000n 144 [149] 52-23 2% at or Above Proficient
Writing 4, 2002 149 [153] 83-23 2 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1998 146 [148] 83-23 1 Scale Scores
2002 147 [152] 82-25 1% at or Above Proficient
* Includes public schools only n Accommodations were not permitted for this assessment
* Includes public schools only n Accommodations were not permitted for this assessment
National Center for Education Statistics
Institute of Education Sciences, U.S. Dept. Of Education
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Last updated 10 June 2003 (DSS)
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Sheet4
Figure 1. Survey of Student Perceptions of High School Sports Participation.
MF 45 43
1. How much time do you spend on practice for your sport during an average school week? MF
a less than 1 hour 2-2-4% 4% 0% 0.04 0.04 less than 1 hour 4% 4%
b 1-3 hrs 5-3-10% 8% 2% 0.1-0.08 1-3 hrs 10% 8%
c 3-6 hrs 11 9-25% 22% 3% 0.25 0.22 3-6 hrs 25% 22%
d 6-9 hrs 18-22-40% 51% -10% 0.4-0.5 6-9 hrs 40% 51%
e 10 hrs or more 9-6-20% 15% 5% 0.2-0.15-10 hrs or more 20% 15%
45 43-100% 100% 0%
2. How much time do you spend studying during an average school week? 0%
a less than 1 hour 7-3-15% 8% 7% 0.15 0.08
b 1-3 hrs 12-10-26% 23% 3% 0.26 0.23
c 3-6 hrs 18-19-40% 45% -4% 0.4-0.45
d 6-9 hrs 6-8-13% 19% -6% 0.13 0.19
e 10 hrs or more 2-3-5% 6% -1% 0.05 0.06
45 43-100% 100% 0% Sports M. Sports F. Study M. Study F
3. How do you feel about mandatory eligibility requirements for sports participation? 0% less than 1 hour 4% 4% 15% 8%
a Doesn't apply to me 2-4-5% 10% -5% 0.05 0.1 1-3 hrs 10% 8% 26% 23%
b Helps maintain focus 3-4-7% 9% -2% 0.07 0.09 3-6 hrs 25% 22% 40% 45%
c Helps maintain balance 5-6-10% 15% -5% 0.1-0.15 6-9 hrs 40% 51% 13% 19%
d Increases motivation for schoolwork 9-9-20% 20% 0% 0.2-0.2-10 hrs or more 20% 15% 5% 6%
e Hinders athletic progress 26-19-59% 45% 13% 0.58 0.45
45 43-101% 100% 1%
4. Do you feel pressured by parent s to perform during an athletic season? 0%
a None at all 2-7-5% 17% -12% 0.05 0.17
b One parent is hyped 7-6-15% 15% 0% 0.15 0.15
c Interest but not pressure 8-8-18% 18% 0% 0.18 0.18
d Some pressure 11 9-25% 20% 5% 0.25 0.2
e Lots of pressure 17-13-37% 30% 7% 0.37 0.3
45 43-101% 100% 1%
5. When season is over, how much more time is devoted to academics? 0% Sports M. Study M
a No difference 5-9-10% 20% -10% 0.1-0.2 less than 1 hour 4% 15%
b I catch up on work that's behind 11 6-25% 15% 10% 0.25 0.15 1-3 hrs 10% 26%
c Yes, I have more time for studies 14-14-30% 33% -2% 0.3-0.33 3-6 hrs 25% 40%
d I study hard 14-13-30% 30% 1% 0.3-0.3 6-9 hrs 40% 13%
e Less time - I take a break 2-1-5% 3% 2% 0.05 0.03-10 hrs or more 20% 5%
45 43-101% 100% 1%
6. Do teachers make themselves available for extra help with school work, particularly during season? 0%
a They say that's what tutors are for 5-4-10% 10% 0% 0.1-0.1 Sports F. Study F
b They will schedule time upon request 9-11-20% 25% -5% 0.2-0.25 less than 1 hour 4% 8%
c They make themselves available 11-11-25% 25% 0% 0.25 0.25 1-3 hrs 8% 23%
d There is an open door policy 18-15-40% 35% 5% 0.4-0.35 3-6 hrs 22% 45%
e I don't need any help 2-2-5% 5% 0% 0.05 0.05 6-9 hrs 51% 19%
45 43-101% 100% 1% 10 hrs or more 15% 6%
7. Who are you most likely to go to for advice relating to school and sports? 0%
a Friend 7-9-15% 20% -5% 0.15 0.2
b Administrator 2-1-5% 2% 3% 0.05 0.02
c Coach 15-17-33% 40% -7% 0.33 0.4
d Counselor 11 9-25% 20% 5% 0.25 0.2
e Parent 10 7-22% 17% 5% 0.22 0.17
45 43-101% 100% 1%
8. What is the biggest advantage of playing sports in high school? 0%
a fun 3-9-6% 20% -14% 0.06 0.2
b peer group 11 6-25% 15% 10% 0.25 0.15
c challenge, competition 8-11-18% 25% -7% 0.18 0.25
d self-discipline 9-11-20% 25% -5% 0.2-0.25
e opportunity for future sports, scholarships 14 6-30% 15% 15% 0.3-0.15
45 43-100% 100% 0%
Sheet4
0 0
0 0
0 0
0 0
0 0
M
F
Time Spent on Sports Practice
Sheet3
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
& A
Page & P
Sports M
Sports F
Study M
Study F
Sports vs. Study Time
0 0
0 0
0 0
0 0
0 0
Sports M
Study M
Male Sports vs. Study Times
0 0
0 0
0 0
0 0
0 0
Sports F
Study F
Female Sports vs. Study Time
13 13 15
15 9 7
9 12
7 11 9
12 45 43
12
11
9
88
Chart10
Athletics
GPAs for Athletic Students
Sheet1
Student Characteristics White Black Hispanic Asian-American Indian
Georgia 53.80% 38.20% 5.50% 2.40% 0.20%
Muscogee County 37.91% 56.51% 3.71% 1.58% 2.85%
Hardaway High School 62.10% 33.10% 3.40% 1.20% 1.00%
Student Characteristics Number enrolled: Free Lunch Pupil/teacher ratio Number of FTE teachers
Georgia 1,470,634 44.20% 15.90-92,732.00
Muscogee County 9,602 17.71
Hardaway High School 1,687 24.48% 20-86.5
Sheet2
History of NAEP Participation and Performance
Scale Score Achievement Level
State [Nat. Percent at or Above
Subject Grade Year Avg. Avg.]* Basic Proficient Advanced Graphics
Mathematics 4 1992n 216 [219] 53-15 1 Scale Scores
(scale: 0-500) 1996n 215 [222] 53-13 1 Achievement Levels
2000n 220 [226] 58-18 1 Cross-state Comparison Maps:
Scale Scores
8 1990n 259 [262] 47-14 2% at or Above Proficient
1992n 259 [267] 48-13 1
1996n 262 [271] 51-16 2
2000n 266 [274] 55-19 3
Reading 4 1992n 212 [215] 57-25 5 Scale Scores
(scale: 0-500) 1994n 207 [212] 52-26 7 Achievement Levels
1998 209 [213] 54-24 5 Cross-state Comparison Maps:
2002 215 [217] 59-28 6 Scale Scores
Percent at or Above Proficient
8 1998 257 [261] 68-25 1
2002 258 [263] 70-26 2
Science 4 2000n 143 [148] 58-23 3 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1996n 142 [148] 49-21 1 Scale Scores
2000n 144 [149] 52-23 2% at or Above Proficient
Writing 4, 2002 149 [153] 83-23 2 Scale Scores
(scale: 0-300) Achievement Levels
Cross-state Comparison Maps:
8 1998 146 [148] 83-23 1 Scale Scores
2002 147 [152] 82-25 1% at or Above Proficient
* Includes public schools only n Accommodations were not permitted for this assessment
* Includes public schools only n Accommodations were not permitted for this assessment
National Center for Education Statistics
Institute of Education Sciences, U.S. Dept. Of Education
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Last updated 10 June 2003 (DSS)
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
Scale Scores
Achievement Levels
Scale Scores
Percent at or Above Proficient
(map) 1990 K. Street, NW, Washington, DC 20006, USA, Phone [HIDDEN]
Sheet4
Figure 1. Survey of Student Perceptions of High School Sports Participation.
MF 45 43
1. How much time do you spend on practice for your sport during an average school week? MF
a less than 1 hour 2-2-4% 4% 0% 0.04 0.04 less than 1 hour 4% 4%
b 1-3 hrs 5-3-10% 8% 2% 0.1-0.08 1-3 hrs 10% 8%
c 3-6 hrs 11 9-25% 22% 3% 0.25 0.22 3-6 hrs 25% 22%
d 6-9 hrs 18-22-40% 51% -10% 0.4-0.5 6-9 hrs 40% 51%
e 10 hrs or more 9-6-20% 15% 5% 0.2-0.15-10 hrs or more 20% 15%
45 43-100% 100% 0%
2. How much time do you spend studying during an average school week? 0%
a less than 1 hour 7-3-15% 8% 7% 0.15 0.08
b 1-3 hrs 12-10-26% 23% 3% 0.26 0.23
c 3-6 hrs 18-19-40% 45% -4% 0.4-0.45
d 6-9 hrs 6-8-13% 19% -6% 0.13 0.19
e 10 hrs or more 2-3-5% 6% -1% 0.05 0.06
45 43-100% 100% 0% Sports M. Sports F. Study M. Study F
3. How do you feel about mandatory eligibility requirements for sports participation? 0% less than 1 hour 4% 4% 15% 8%
a Doesn't apply to me 2-4-5% 10% -5% 0.05 0.1 1-3 hrs 10% 8% 26% 23%
b Helps maintain focus 3-4-7% 9% -2% 0.07 0.09 3-6 hrs 25% 22% 40% 45%
c Helps maintain balance 5-6-10% 15% -5% 0.1-0.15 6-9 hrs 40% 51% 13% 19%
d Increases motivation for schoolwork 9-9-20% 20% 0% 0.2-0.2-10 hrs or more 20% 15% 5% 6%
e Hinders athletic progress 26-19-59% 45% 13% 0.58 0.45
45 43-101% 100% 1%
4. Do you feel pressured by parent s to perform during an athletic season? 0%
a None at all 2-7-5% 17% -12% 0.05 0.17
b One parent is hyped 7-6-15% 15% 0% 0.15 0.15
c Interest but not pressure 8-8-18% 18% 0% 0.18 0.18
d Some pressure 11 9-25% 20% 5% 0.25 0.2
e Lots of pressure 17-13-37% 30% 7% 0.37 0.3
45 43-101% 100% 1%
5. When season is over, how much more time is devoted to academics? 0% Sports M. Study M
a No difference 5-9-10% 20% -10% 0.1-0.2 less than 1 hour 4% 15%
b I catch up on work that's behind 11 6-25% 15% 10% 0.25 0.15 1-3 hrs 10% 26%
c Yes, I have more time for studies 14-14-30% 33% -2% 0.3-0.33 3-6 hrs 25% 40%
d I study hard 14-13-30% 30% 1% 0.3-0.3 6-9 hrs 40% 13%
e Less time - I take a break 2-1-5% 3% 2% 0.05 0.03-10 hrs or more 20% 5%
45 43-101% 100% 1%
6. Do teachers make themselves available for extra help with school work, particularly during season? 0%
a They say that's what tutors are for 5-4-10% 10% 0% 0.1-0.1 Sports F. Study F
b They will schedule time upon request 9-11-20% 25% -5% 0.2-0.25 less than 1 hour 4% 8%
c They make themselves available 11-11-25% 25% 0% 0.25 0.25 1-3 hrs 8% 23%
d There is an open door policy 18-15-40% 35% 5% 0.4-0.35 3-6 hrs 22% 45%
e I don't need any help 2-2-5% 5% 0% 0.05 0.05 6-9 hrs 51% 19%
45 43-101% 100% 1% 10 hrs or more 15% 6%
7. Who are you most likely to go to for advice relating to school and sports? 0%
a Friend 7-9-15% 20% -5% 0.15 0.2
b Administrator 2-1-5% 2% 3% 0.05 0.02
c Coach 15-17-33% 40% -7% 0.33 0.4
d Counselor 11 9-25% 20% 5% 0.25 0.2
e Parent 10 7-22% 17% 5% 0.22 0.17
45 43-101% 100% 1%
8. What is the biggest advantage of playing sports in high school? 0%
a fun 3-9-6% 20% -14% 0.06 0.2
b peer group 11 6-25% 15% 10% 0.25 0.15
c challenge, competition 8-11-18% 25% -7% 0.18 0.25
d self-discipline 9-11-20% 25% -5% 0.2-0.25
e opportunity for future sports, scholarships 14 6-30% 15% 15% 0.3-0.15
45 43-100% 100% 0%
Sheet4
0 0
0 0
0 0
0 0
0 0
M
F
Time Spent on Sports Practice
Sheet4 (2)
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
0 0-0 0
& A
Page & P
Sports M
Sports F
Study M
Study F
Sports vs. Study Time
Sheet3
0 0
0 0
0 0
0 0
0 0
Sports M
Study M
Male Sports vs. Study Times
0 0
0 0
0 0
0 0
0 0
Sports F
Study F
Female Sports vs. Study Time
Figure 1. Survey of Student Perceptions of High School Sports Participation.
MF 45 43
1. How much time do you spend on practice for your sport during an average school week?
a less than 1 hour 2-2-4% 4% 0% 0.04 0.04
b 1-3 hrs 5-3-10% 8% 2% 0.1-0.08
c 3-6 hrs 11 9-25% 22% 3% 0.25 0.22
d 6-9 hrs 18-22-40% 51% -10% 0.4-0.5
e 10 hrs or more 9-6-20% 15% 5% 0.2-0.15
45 43-100% 100% 0%
2. How much time do you spend studying during an average school week? 0%
a less than 1 hour 7-3-15% 8% 7% 0.15 0.08
b 1-3 hrs 12-10-26% 23% 3% 0.26 0.23
c 3-6 hrs 18-19-40% 45% -4% 0.4-0.45
d 6-9 hrs 6-8-13% 19% -6% 0.13 0.19
e 10 hrs or more 2-3-5% 6% -1% 0.05 0.06
45 43-100% 100% 0%
3. How do you feel about mandatory eligibility requirements for sports participation? 0%
a Doesn't apply to me 2-4-5% 10% -5% 0.05 0.1
b Helps maintain focus 3-4-7% 9% -2% 0.07 0.09
c Helps maintain balance 5-6-10% 15% -5% 0.1-0.15
d Increases motivation for schoolwork 9-9-20% 20% 0% 0.2-0.2
e Hinders athletic progress 26-19-59% 45% 13% 0.58 0.45
45 43-101% 100% 1%
4. Do you feel pressured by parent s to perform during an athletic season? 0% MF
a None at all 2-7-5% 17% -12% 0.05 0.17 None at all 5% 17%
b One parent is hyped 7-6-15% 15% 0% 0.15 0.15 One parent is hyped 15% 15%
c Interest but not pressure 8-8-18% 18% 0% 0.18 0.18 Interest but not pressure 18% 18%
d Some pressure 11 9-25% 20% 5% 0.25 0.2 Some pressure 25% 20%
e Lots of pressure 17-13-37% 30% 7% 0.37 0.3 Lots of pressure 37% 30%
45 43-101% 100% 1%
5. When season is over, how much more time is devoted to academics? 0%
a No difference 5-9-10% 20% -10% 0.1-0.2
b I catch up on work that's behind 11 6-25% 15% 10% 0.25 0.15
c Yes, I have more time for studies 14-14-30% 33% -2% 0.3-0.33
d I study hard 14-13-30% 30% 1% 0.3-0.3
e Less time - I take a break 2-1-5% 3% 2% 0.05 0.03
45 43-101% 100% 1%
6. Do teachers make themselves available for extra help with school work, particularly during season? 0% MF
a They say that's what tutors are for 5-4-10% 10% 0% 0.1-0.1 They say that's what tutors are for 10% 10%
b They will schedule time upon request 9-11-20% 25% -5% 0.2-0.25 They will schedule time upon request 20% 25%
c They make themselves available 11-11-25% 25% 0% 0.25 0.25 They make themselves available 25% 25%
d There is an open door policy 18-15-40% 35% 5% 0.4-0.35 There is an open door policy 40% 35%
e I don't need any help 2-2-5% 5% 0% 0.05 0.05 I don't need any help 5% 5%
45 43-101% 100% 1%
7. Who are you most likely to go to for advice relating to school and sports? 0%
a Friend 7-9-15% 20% -5% 0.15 0.2
b Administrator 2-1-5% 2% 3% 0.05 0.02
c Coach 15-17-33% 40% -7% 0.33 0.4
d Counselor 11 9-25% 20% 5% 0.25 0.2
e Parent 10 7-22% 17% 5% 0.22 0.17
45 43-101% 100% 1%
8. What is the biggest advantage of playing sports in high school? 0%
a fun 3-9-6% 20% -14% 0.06 0.2 MF
b peer group 11 6-25% 15% 10% 0.25 0.15 Friend 15% 20%
c challenge, competition 8-11-18% 25% -7% 0.18 0.25 Administrator 5% 2%
d self-discipline 9-11-20% 25% -5% 0.2-0.25 Coach 33% 40%
e opportunity for future sports, scholarships 14 6-30% 15% 15% 0.3-0.15 Counselor 25% 20%
45 43-100% 100% 0% Parent 22% 17%
M
fun 6%
peer group 25%
challenge, competition 18%
self-discipline 20%
opportunity for future sports, scholarships 30%
F
fun 20%
peer group 15%
challenge, competition 25%
self-discipline 25%
opportunity for future sports, scholarships 15%
0.0505050505 0.17
0.1515151515 0.15
0.1818181818 0.18
0.2525252525 0.2
0.3737373737 0.3
M
F
Parental Pressure to Excel In Sports
0.101010101 0.1
0.202020202 0.25
0.2525252525 0.25
0.404040404 0.35
0.0505050505 0.05
M
F
Teacher Accessibility for Academic Assistance
0 0
0 0
0 0
0 0
0 0
M
F
Student Confidante
0 0
0 0
0 0
0 0
0 0
M
F
Advantages of Playing Sports - Men
0
0
0
0
0
Advantages of Playing Sports - Women
F
13 13 15
15 9 7
9 12
7 11 9
12 45 43
12
11
9
88
Activity .00-.1.499 1.50-1.999 2.00-2.499 2.50-2.999 3.00-3.499 3.50-3.99 4.00-5.00
Athletics 205-161 263-222 220-148 213
0
0
0
0
0
0
0
Athletics
GPAs for Athletic Students
Chart3
17.525 9.6
21.05-15.9
25.525 29.5
Average Sports Participation
Academic honor society
Sports vs. Academics by Socioeconomic Status
male_fem
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
Percent who participated in school activities
1992 12th graders 1992 12th Graders 1992 12th Graders
Extracurricular | Sex | Race/ethnicity | Socioeconomic | Control of school attended activities Total | | _ _ _ _ _ _ _ _ _ | status1 |
| _ _ _ | | | His- | | American | _ _ _ _ _ | | | Other
| Male | Female | White | Black | panic | Asian | Indian | Low | Middle | High | Public | Catholic | private
Athletics | | | | | | | | | | | | |
Interscholastic team sport 30.4 | 41.2 | 19.7 | 30.8 | 32.3 | 25.8 | 28.3 | 30.4 | 25.3 | 30.1 | 34.4 | 29.6 | 31.2 | 48.9
Interscholastic individual sport 20.3 | 26.8 | 13.9 | 20.9 | 21.2 | 14.9 | 21.6 | 20.7 | 13.6 | 18.7 | 27.7 | 20.0 | 24.6 | 21.8
Intramural team sport 22.7 | 31.8 | 13.8 | 22.3 | 25.8 | 20.8 | 24.9 | 27.9 | 20.4 | 22.9 | 24.1 | 22.0 | 29.7 | 29.6
Intramural individual sport 13.3 | 16.7 | 10.0 | 12.5 | 16.7 | 14.0 | 14.7 | 18.2 | 10.8 | 12.5 | 15.9 | 13.5 | 13.3 | 10.7
Average Sports Participation 21.675 29.125 14.35-21.625 24-18.875 22.375 24.3-17.525 21.05-25.525 21.275 24.7-27.75
Academic honor society 18.5 | 14.4 | 22.7 | 19.6 | 14.0 | 12.5 | 27.2 | 13.6 | 9.6 | 15.9 | 29.5 | 17.7 | 28.0 | 22.9
Variance Sports vs. Honors 15% 51% -58% 9% 42% 34% -22% 44% 45% 24% -16% 17% -13% 17%
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
Male Female
Average Sports Participation 29.125 14.35
Academic honor society 14.4-22.7
male_fem
Average Sports Participation
Academic honor society
Sports vs. Academics
RACE
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
1992 12th Graders 1992 12th Graders
Extracurricular Race/ethnicity | Socioeconomic | Control of school attended activities _ _ _ _ _ _ _ _ _ | status1 |
| | His- | | American | _ _ _ _ _ | | | Other
White | Black | panic | Asian | Indian | Low | Middle | High | Public | Catholic | private
Athletics | | | | | | | | | |
Interscholastic team sport 30.8 | 32.3 | 25.8 | 28.3 | 30.4 | 25.3 | 30.1 | 34.4 | 29.6 | 31.2 | 48.9
Interscholastic individual sport 20.9 | 21.2 | 14.9 | 21.6 | 20.7 | 13.6 | 18.7 | 27.7 | 20.0 | 24.6 | 21.8
Intramural team sport 22.3 | 25.8 | 20.8 | 24.9 | 27.9 | 20.4 | 22.9 | 24.1 | 22.0 | 29.7 | 29.6
Intramural individual sport 12.5 | 16.7 | 14.0 | 14.7 | 18.2 | 10.8 | 12.5 | 15.9 | 13.5 | 13.3 | 10.7
Average Sports Participation 21.625 24-18.875 22.375 24.3-17.525 21.05-25.525 21.275 24.7-27.75
Academic honor society 19.6 | 14.0 | 12.5 | 27.2 | 13.6 | 9.6 | 15.9 | 29.5 | 17.7 | 28.0 | 22.9
Variance Sports vs. Honors 9% 42% 34% -22% 44% 45% 24% -16% 17% -13% 17%
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
White Black Hispanic Asian-American Indian
Average Sports Participation 21.625 24-18.875 22.375 24.3
Academic honor society 19.6-14-12.5-27.2-13.6
RACE
Average Sports Participation
Academic honor society
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
1992 12th Graders 1992 12th Graders
Extracurricular Socioeconomic | Control of school attended activities status1 |
_ _ _ _ _ | | | Other
Low | Middle | High | Public | Catholic | private
Athletics | | | | |
Interscholastic team sport 25.3 | 30.1 | 34.4 | 29.6 | 31.2 | 48.9
Interscholastic individual sport 13.6 | 18.7 | 27.7 | 20.0 | 24.6 | 21.8
Intramural team sport 20.4 | 22.9 | 24.1 | 22.0 | 29.7 | 29.6
Intramural individual sport 10.8 | 12.5 | 15.9 | 13.5 | 13.3 | 10.7
Average Sports Participation 17.525 21.05-25.525 21.275 24.7-27.75
Academic honor society 9.6 | 15.9 | 29.5 | 17.7 | 28.0 | 22.9
Variance Sports vs. Honors 45% 24% -16% 17% -13% 17%
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
Low Middle High
Average Sports Participation 17.525 21.05-25.525
Academic honor society 9.6-15.9-29.5
Average Sports Participation
Academic honor society
Sports vs. Academics by Socioeconomic Status
SCHOOL
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
1992 12th Graders
Extracurricular Control of school attended activities
| | Other
Public | Catholic | private
Athletics | |
Interscholastic team sport 29.6 | 31.2 | 48.9
Interscholastic individual sport 20.0 | 24.6 | 21.8
Intramural team sport 22.0 | 29.7 | 29.6
Intramural individual sport 13.5 | 13.3 | 10.7
Average Sports Participation 21.275 24.7-27.75
Academic honor society 17.7 | 28.0 | 22.9
Variance Sports vs. Honors 17% -13% 17%
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
| Percent who participated in school activities
| | 1992 12th graders
Extracurricular | Total | | Sex | Race/ethnicity | Socioeconomic | Control of school attended activities | 1990 | Total | | _ _ _ _ _ _ _ _ _ | status1 |
| 10th | | _ _ _ | | | His- | | American | _ _ _ _ _ | | | Other
| graders | | Male | Female | White | Black | panic | Asian | Indian | Low | Middle | High | Public | Catholic | private
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16
Athletics | | | | | | | | | | | | | | |
Interscholastic team sport | -- | 30.4 | 41.2 | 19.7 | 30.8 | 32.3 | 25.8 | 28.3 | 30.4 | 25.3 | 30.1 | 34.4 | 29.6 | 31.2 | 48.9
Interscholastic individual sport | -- | 20.3 | 26.8 | 13.9 | 20.9 | 21.2 | 14.9 | 21.6 | 20.7 | 13.6 | 18.7 | 27.7 | 20.0 | 24.6 | 21.8
Intramural team sport | -- | 22.7 | 31.8 | 13.8 | 22.3 | 25.8 | 20.8 | 24.9 | 27.9 | 20.4 | 22.9 | 24.1 | 22.0 | 29.7 | 29.6
Intramural individual sport | -- | 13.3 | 16.7 | 10.0 | 12.5 | 16.7 | 14.0 | 14.7 | 18.2 | 10.8 | 12.5 | 15.9 | 13.5 | 13.3 | 10.7
Performing arts | | | | | | | | | | | | | | |
Cheerleading | 5.9 | 7.6 | 2.0 | 13.0 | 7.4 | 10.6 | 6.7 | 5.1 | 11.9 | 6.5 | 7.9 | 7.8 | 7.6 | 8.3 | 5.9
School band or orchestra | 20.9 | 19.8 | 15.1 | 24.5 | 19.6 | 24.4 | 16.9 | 17.7 | 16.8 | 17.6 | 19.6 | 22.0 | 19.8 | 12.0 | 31.3
School play or musical | 11.0 | 15.4 | 14.1 | 16.7 | 16.1 | 15.9 | 10.6 | 13.7 | 14.0 | 11.4 | 14.8 | 19.4 | 15.0 | 14.2 | 26.2
School government/clubs | | | | | | | | | | | | | | |
Student government | 7.3 | 15.4 | 13.1 | 17.7 | 15.4 | 16.7 | 14.7 | 14.6 | 14.3 | 11.0 | 14.7 | 19.8 | 15.0 | 14.5 | 27.9
Academic honor society | 7.7 | 18.5 | 14.4 | 22.7 | 19.6 | 14.0 | 12.5 | 27.2 | 13.6 | 9.6 | 15.9 | 29.5 | 17.7 | 28.0 | 22.9
School yearbook/newspaper | 8.8 | 18.8 | 14.0 | 23.5 | 19.7 | 14.3 | 16.8 | 18.9 | 21.2 | 14.3 | 16.9 | 25.1 | 17.0 | 28.0 | 46.7
School service clubs | 11.5 | 13.9 | 10.3 | 17.4 | 13.6 | 13.6 | 14.4 | 19.3 | 11.6 | 8.4 | 12.5 | 19.6 | 13.6 | 17.3 | 15.4
School academic clubs | 30.7 | 25.1 | 22.9 | 27.4 | 25.8 | 20.7 | 22.6 | 32.3 | 17.7 | 18.8 | 24.1 | 31.1 | 25.1 | 26.4 | 24.5
School hobby clubs | 7.3 | 7.7 | 8.1 | 7.4 | 7.4 | 6.6 | 9.1 | 11.3 | 10.8 | 6.7 | 7.0 | 9.3 | 7.4 | 9.8 | 11.0
School FTA, FHA, and FFA | 11.7 | 17.7 | 14.7 | 20.7 | 17.6 | 22.5 | 16.4 | 8.8 | 22.1 | 24.8 | 19.7 | 9.9 | 19.4 | 2.4 | 2.9
1Socioeconomic status was measured by a composite score on parental education and occupations, and family income. The "Low" SES
group is the lowest quartile; the "Middle" SES group is the middle two quartiles; and the "High" SES group is the upper quartile.
- -- Data not available.
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
Chart4
21.275 17.7
24.7 28
27.75-22.9
Average Sports Participation
Academic honor society
Sports vs. Academics by School Type
male_fem
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
Percent who participated in school activities
1992 12th graders 1992 12th Graders 1992 12th Graders
Extracurricular | Sex | Race/ethnicity | Socioeconomic | Control of school attended activities Total | | _ _ _ _ _ _ _ _ _ | status1 |
| _ _ _ | | | His- | | American | _ _ _ _ _ | | | Other
| Male | Female | White | Black | panic | Asian | Indian | Low | Middle | High | Public | Catholic | private
Athletics | | | | | | | | | | | | |
Interscholastic team sport 30.4 | 41.2 | 19.7 | 30.8 | 32.3 | 25.8 | 28.3 | 30.4 | 25.3 | 30.1 | 34.4 | 29.6 | 31.2 | 48.9
Interscholastic individual sport 20.3 | 26.8 | 13.9 | 20.9 | 21.2 | 14.9 | 21.6 | 20.7 | 13.6 | 18.7 | 27.7 | 20.0 | 24.6 | 21.8
Intramural team sport 22.7 | 31.8 | 13.8 | 22.3 | 25.8 | 20.8 | 24.9 | 27.9 | 20.4 | 22.9 | 24.1 | 22.0 | 29.7 | 29.6
Intramural individual sport 13.3 | 16.7 | 10.0 | 12.5 | 16.7 | 14.0 | 14.7 | 18.2 | 10.8 | 12.5 | 15.9 | 13.5 | 13.3 | 10.7
Average Sports Participation 21.675 29.125 14.35-21.625 24-18.875 22.375 24.3-17.525 21.05-25.525 21.275 24.7-27.75
Academic honor society 18.5 | 14.4 | 22.7 | 19.6 | 14.0 | 12.5 | 27.2 | 13.6 | 9.6 | 15.9 | 29.5 | 17.7 | 28.0 | 22.9
Variance Sports vs. Honors 15% 51% -58% 9% 42% 34% -22% 44% 45% 24% -16% 17% -13% 17%
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
Male Female
Average Sports Participation 29.125 14.35
Academic honor society 14.4-22.7
male_fem
Average Sports Participation
Academic honor society
Sports vs. Academics
RACE
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
1992 12th Graders 1992 12th Graders
Extracurricular Race/ethnicity | Socioeconomic | Control of school attended activities _ _ _ _ _ _ _ _ _ | status1 |
| | His- | | American | _ _ _ _ _ | | | Other
White | Black | panic | Asian | Indian | Low | Middle | High | Public | Catholic | private
Athletics | | | | | | | | | |
Interscholastic team sport 30.8 | 32.3 | 25.8 | 28.3 | 30.4 | 25.3 | 30.1 | 34.4 | 29.6 | 31.2 | 48.9
Interscholastic individual sport 20.9 | 21.2 | 14.9 | 21.6 | 20.7 | 13.6 | 18.7 | 27.7 | 20.0 | 24.6 | 21.8
Intramural team sport 22.3 | 25.8 | 20.8 | 24.9 | 27.9 | 20.4 | 22.9 | 24.1 | 22.0 | 29.7 | 29.6
Intramural individual sport 12.5 | 16.7 | 14.0 | 14.7 | 18.2 | 10.8 | 12.5 | 15.9 | 13.5 | 13.3 | 10.7
Average Sports Participation 21.625 24-18.875 22.375 24.3-17.525 21.05-25.525 21.275 24.7-27.75
Academic honor society 19.6 | 14.0 | 12.5 | 27.2 | 13.6 | 9.6 | 15.9 | 29.5 | 17.7 | 28.0 | 22.9
Variance Sports vs. Honors 9% 42% 34% -22% 44% 45% 24% -16% 17% -13% 17%
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
White Black Hispanic Asian-American Indian
Average Sports Participation 21.625 24-18.875 22.375 24.3
Academic honor society 19.6-14-12.5-27.2-13.6
RACE
Average Sports Participation
Academic honor society
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
1992 12th Graders 1992 12th Graders
Extracurricular Socioeconomic | Control of school attended activities status1 |
_ _ _ _ _ | | | Other
Low | Middle | High | Public | Catholic | private
Athletics | | | | |
Interscholastic team sport 25.3 | 30.1 | 34.4 | 29.6 | 31.2 | 48.9
Interscholastic individual sport 13.6 | 18.7 | 27.7 | 20.0 | 24.6 | 21.8
Intramural team sport 20.4 | 22.9 | 24.1 | 22.0 | 29.7 | 29.6
Intramural individual sport 10.8 | 12.5 | 15.9 | 13.5 | 13.3 | 10.7
Average Sports Participation 17.525 21.05-25.525 21.275 24.7-27.75
Academic honor society 9.6 | 15.9 | 29.5 | 17.7 | 28.0 | 22.9
Variance Sports vs. Honors 45% 24% -16% 17% -13% 17%
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
Low Middle High
Average Sports Participation 17.525 21.05-25.525
Academic honor society 9.6-15.9-29.5
Average Sports Participation
Academic honor society
Sports vs. Academics by Socioeconomic Status
SCHOOL
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
1992 12th Graders
Extracurricular Control of school attended activities
| | Other
Public | Catholic | private
Athletics | |
Interscholastic team sport 29.6 | 31.2 | 48.9
Interscholastic individual sport 20.0 | 24.6 | 21.8
Intramural team sport 22.0 | 29.7 | 29.6
Intramural individual sport 13.5 | 13.3 | 10.7
Average Sports Participation 21.275 24.7-27.75
Academic honor society 17.7 | 28.0 | 22.9
Variance Sports vs. Honors 17% -13% 17%
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
Public Catholic Private
Average Sports Participation 21.275 24.7-27.75
Academic honor society 17.7-28.0-22.9
SCHOOL
Average Sports Participation
Academic honor society
Sports vs. Academics by School Type
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
| Percent who participated in school activities
| | 1992 12th graders
Extracurricular | Total | | Sex | Race/ethnicity | Socioeconomic | Control of school attended activities | 1990 | Total | | _ _ _ _ _ _ _ _ _ | status1 |
| 10th | | _ _ _ | | | His- | | American | _ _ _ _ _ | | | Other
| graders | | Male | Female | White | Black | panic | Asian | Indian | Low | Middle | High | Public | Catholic | private
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16
Athletics | | | | | | | | | | | | | | |
Interscholastic team sport | -- | 30.4 | 41.2 | 19.7 | 30.8 | 32.3 | 25.8 | 28.3 | 30.4 | 25.3 | 30.1 | 34.4 | 29.6 | 31.2 | 48.9
Interscholastic individual sport | -- | 20.3 | 26.8 | 13.9 | 20.9 | 21.2 | 14.9 | 21.6 | 20.7 | 13.6 | 18.7 | 27.7 | 20.0 | 24.6 | 21.8
Intramural team sport | -- | 22.7 | 31.8 | 13.8 | 22.3 | 25.8 | 20.8 | 24.9 | 27.9 | 20.4 | 22.9 | 24.1 | 22.0 | 29.7 | 29.6
Intramural individual sport | -- | 13.3 | 16.7 | 10.0 | 12.5 | 16.7 | 14.0 | 14.7 | 18.2 | 10.8 | 12.5 | 15.9 | 13.5 | 13.3 | 10.7
Performing arts | | | | | | | | | | | | | | |
Cheerleading | 5.9 | 7.6 | 2.0 | 13.0 | 7.4 | 10.6 | 6.7 | 5.1 | 11.9 | 6.5 | 7.9 | 7.8 | 7.6 | 8.3 | 5.9
School band or orchestra | 20.9 | 19.8 | 15.1 | 24.5 | 19.6 | 24.4 | 16.9 | 17.7 | 16.8 | 17.6 | 19.6 | 22.0 | 19.8 | 12.0 | 31.3
School play or musical | 11.0 | 15.4 | 14.1 | 16.7 | 16.1 | 15.9 | 10.6 | 13.7 | 14.0 | 11.4 | 14.8 | 19.4 | 15.0 | 14.2 | 26.2
School government/clubs | | | | | | | | | | | | | | |
Student government | 7.3 | 15.4 | 13.1 | 17.7 | 15.4 | 16.7 | 14.7 | 14.6 | 14.3 | 11.0 | 14.7 | 19.8 | 15.0 | 14.5 | 27.9
Academic honor society | 7.7 | 18.5 | 14.4 | 22.7 | 19.6 | 14.0 | 12.5 | 27.2 | 13.6 | 9.6 | 15.9 | 29.5 | 17.7 | 28.0 | 22.9
School yearbook/newspaper | 8.8 | 18.8 | 14.0 | 23.5 | 19.7 | 14.3 | 16.8 | 18.9 | 21.2 | 14.3 | 16.9 | 25.1 | 17.0 | 28.0 | 46.7
School service clubs | 11.5 | 13.9 | 10.3 | 17.4 | 13.6 | 13.6 | 14.4 | 19.3 | 11.6 | 8.4 | 12.5 | 19.6 | 13.6 | 17.3 | 15.4
School academic clubs | 30.7 | 25.1 | 22.9 | 27.4 | 25.8 | 20.7 | 22.6 | 32.3 | 17.7 | 18.8 | 24.1 | 31.1 | 25.1 | 26.4 | 24.5
School hobby clubs | 7.3 | 7.7 | 8.1 | 7.4 | 7.4 | 6.6 | 9.1 | 11.3 | 10.8 | 6.7 | 7.0 | 9.3 | 7.4 | 9.8 | 11.0
School FTA, FHA, and FFA | 11.7 | 17.7 | 14.7 | 20.7 | 17.6 | 22.5 | 16.4 | 8.8 | 22.1 | 24.8 | 19.7 | 9.9 | 19.4 | 2.4 | 2.9
1Socioeconomic status was measured by a composite score on parental education and occupations, and family income. The "Low" SES
group is the lowest quartile; the "Middle" SES group is the middle two quartiles; and the "High" SES group is the upper quartile.
- -- Data not available.
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
Chart1
29.125 14.4
14.35-22.7
Average Sports Participation
Academic honor society
Sports vs. Academics by Sex
male_fem
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
Percent who participated in school activities
1992 12th graders 1992 12th Graders 1992 12th Graders
Extracurricular | Sex | Race/ethnicity | Socioeconomic | Control of school attended activities Total | | _ _ _ _ _ _ _ _ _ | status1 |
| _ _ _ | | | His- | | American | _ _ _ _ _ | | | Other
| Male | Female | White | Black | panic | Asian | Indian | Low | Middle | High | Public | Catholic | private
Athletics | | | | | | | | | | | | |
Interscholastic team sport 30.4 | 41.2 | 19.7 | 30.8 | 32.3 | 25.8 | 28.3 | 30.4 | 25.3 | 30.1 | 34.4 | 29.6 | 31.2 | 48.9
Interscholastic individual sport 20.3 | 26.8 | 13.9 | 20.9 | 21.2 | 14.9 | 21.6 | 20.7 | 13.6 | 18.7 | 27.7 | 20.0 | 24.6 | 21.8
Intramural team sport 22.7 | 31.8 | 13.8 | 22.3 | 25.8 | 20.8 | 24.9 | 27.9 | 20.4 | 22.9 | 24.1 | 22.0 | 29.7 | 29.6
Intramural individual sport 13.3 | 16.7 | 10.0 | 12.5 | 16.7 | 14.0 | 14.7 | 18.2 | 10.8 | 12.5 | 15.9 | 13.5 | 13.3 | 10.7
Average Sports Participation 21.675 29.125 14.35-21.625 24-18.875 22.375 24.3-17.525 21.05-25.525 21.275 24.7-27.75
Academic honor society 18.5 | 14.4 | 22.7 | 19.6 | 14.0 | 12.5 | 27.2 | 13.6 | 9.6 | 15.9 | 29.5 | 17.7 | 28.0 | 22.9
Variance Sports vs. Honors 15% 51% -58% 9% 42% 34% -22% 44% 45% 24% -16% 17% -13% 17%
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
Male Female
Average Sports Participation 29.125 14.35
Academic honor society 14.4-22.7
male_fem
0 0
0 0
Average Sports Participation
Academic honor society
Sports vs. Academics
RACE
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
1992 12th Graders 1992 12th Graders
Extracurricular Race/ethnicity | Socioeconomic | Control of school attended activities _ _ _ _ _ _ _ _ _ | status1 |
| | His- | | American | _ _ _ _ _ | | | Other
White | Black | panic | Asian | Indian | Low | Middle | High | Public | Catholic | private
Athletics | | | | | | | | | |
Interscholastic team sport 30.8 | 32.3 | 25.8 | 28.3 | 30.4 | 25.3 | 30.1 | 34.4 | 29.6 | 31.2 | 48.9
Interscholastic individual sport 20.9 | 21.2 | 14.9 | 21.6 | 20.7 | 13.6 | 18.7 | 27.7 | 20.0 | 24.6 | 21.8
Intramural team sport 22.3 | 25.8 | 20.8 | 24.9 | 27.9 | 20.4 | 22.9 | 24.1 | 22.0 | 29.7 | 29.6
Intramural individual sport 12.5 | 16.7 | 14.0 | 14.7 | 18.2 | 10.8 | 12.5 | 15.9 | 13.5 | 13.3 | 10.7
Average Sports Participation 21.625 24-18.875 22.375 24.3-17.525 21.05-25.525 21.275 24.7-27.75
Academic honor society 19.6 | 14.0 | 12.5 | 27.2 | 13.6 | 9.6 | 15.9 | 29.5 | 17.7 | 28.0 | 22.9
Variance Sports vs. Honors 9% 42% 34% -22% 44% 45% 24% -16% 17% -13% 17%
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
1992 12th Graders 1992 12th Graders
Extracurricular Socioeconomic | Control of school attended activities status1 |
_ _ _ _ _ | | | Other
Low | Middle | High | Public | Catholic | private
Athletics | | | | |
Interscholastic team sport 25.3 | 30.1 | 34.4 | 29.6 | 31.2 | 48.9
Interscholastic individual sport 13.6 | 18.7 | 27.7 | 20.0 | 24.6 | 21.8
Intramural team sport 20.4 | 22.9 | 24.1 | 22.0 | 29.7 | 29.6
Intramural individual sport 10.8 | 12.5 | 15.9 | 13.5 | 13.3 | 10.7
Average Sports Participation 17.525 21.05-25.525 21.275 24.7-27.75
Academic honor society 9.6 | 15.9 | 29.5 | 17.7 | 28.0 | 22.9
Variance Sports vs. Honors 45% 24% -16% 17% -13% 17%
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
SCHOOL
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
1992 12th Graders
Extracurricular Control of school attended activities
| | Other
Public | Catholic | private
Athletics | |
Interscholastic team sport 29.6 | 31.2 | 48.9
Interscholastic individual sport 20.0 | 24.6 | 21.8
Intramural team sport 22.0 | 29.7 | 29.6
Intramural individual sport 13.5 | 13.3 | 10.7
Average Sports Participation 21.275 24.7-27.75
Academic honor society 17.7 | 28.0 | 22.9
Variance Sports vs. Honors 17% -13% 17%
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
Table 144. -- Participation of 10th- and 12th-graders in extracurricular activities, by selected student characteristics: 1990 and 1992
| Percent who participated in school activities
| | 1992 12th graders
Extracurricular | Total | | Sex | Race/ethnicity | Socioeconomic | Control of school attended activities | 1990 | Total | | _ _ _ _ _ _ _ _ _ | status1 |
| 10th | | _ _ _ | | | His- | | American | _ _ _ _ _ | | | Other
| graders | | Male | Female | White | Black | panic | Asian | Indian | Low | Middle | High | Public | Catholic | private
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16
Athletics | | | | | | | | | | | | | | |
Interscholastic team sport | -- | 30.4 | 41.2 | 19.7 | 30.8 | 32.3 | 25.8 | 28.3 | 30.4 | 25.3 | 30.1 | 34.4 | 29.6 | 31.2 | 48.9
Interscholastic individual sport | -- | 20.3 | 26.8 | 13.9 | 20.9 | 21.2 | 14.9 | 21.6 | 20.7 | 13.6 | 18.7 | 27.7 | 20.0 | 24.6 | 21.8
Intramural team sport | -- | 22.7 | 31.8 | 13.8 | 22.3 | 25.8 | 20.8 | 24.9 | 27.9 | 20.4 | 22.9 | 24.1 | 22.0 | 29.7 | 29.6
Intramural individual sport | -- | 13.3 | 16.7 | 10.0 | 12.5 | 16.7 | 14.0 | 14.7 | 18.2 | 10.8 | 12.5 | 15.9 | 13.5 | 13.3 | 10.7
Performing arts | | | | | | | | | | | | | | |
Cheerleading | 5.9 | 7.6 | 2.0 | 13.0 | 7.4 | 10.6 | 6.7 | 5.1 | 11.9 | 6.5 | 7.9 | 7.8 | 7.6 | 8.3 | 5.9
School band or orchestra | 20.9 | 19.8 | 15.1 | 24.5 | 19.6 | 24.4 | 16.9 | 17.7 | 16.8 | 17.6 | 19.6 | 22.0 | 19.8 | 12.0 | 31.3
School play or musical | 11.0 | 15.4 | 14.1 | 16.7 | 16.1 | 15.9 | 10.6 | 13.7 | 14.0 | 11.4 | 14.8 | 19.4 | 15.0 | 14.2 | 26.2
School government/clubs | | | | | | | | | | | | | | |
Student government | 7.3 | 15.4 | 13.1 | 17.7 | 15.4 | 16.7 | 14.7 | 14.6 | 14.3 | 11.0 | 14.7 | 19.8 | 15.0 | 14.5 | 27.9
Academic honor society | 7.7 | 18.5 | 14.4 | 22.7 | 19.6 | 14.0 | 12.5 | 27.2 | 13.6 | 9.6 | 15.9 | 29.5 | 17.7 | 28.0 | 22.9
School yearbook/newspaper | 8.8 | 18.8 | 14.0 | 23.5 | 19.7 | 14.3 | 16.8 | 18.9 | 21.2 | 14.3 | 16.9 | 25.1 | 17.0 | 28.0 | 46.7
School service clubs | 11.5 | 13.9 | 10.3 | 17.4 | 13.6 | 13.6 | 14.4 | 19.3 | 11.6 | 8.4 | 12.5 | 19.6 | 13.6 | 17.3 | 15.4
School academic clubs | 30.7 | 25.1 | 22.9 | 27.4 | 25.8 | 20.7 | 22.6 | 32.3 | 17.7 | 18.8 | 24.1 | 31.1 | 25.1 | 26.4 | 24.5
School hobby clubs | 7.3 | 7.7 | 8.1 | 7.4 | 7.4 | 6.6 | 9.1 | 11.3 | 10.8 | 6.7 | 7.0 | 9.3 | 7.4 | 9.8 | 11.0
School FTA, FHA, and FFA | 11.7 | 17.7 | 14.7 | 20.7 | 17.6 | 22.5 | 16.4 | 8.8 | 22.1 | 24.8 | 19.7 | 9.9 | 19.4 | 2.4 | 2.9
1Socioeconomic status was measured by a composite score on parental education and occupations, and family income. The "Low" SES
group is the lowest quartile; the "Middle" SES group is the middle two quartiles; and the "High" SES group is the upper quartile.
- -- Data not available.
SOURCE: U.S. Department of Education, National Center for Education Statistics, "National Education Longitudinal Study of
1988," First and Second Followup surveys. (This table was prepared March 1994.)
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