High School Graduation Rates and Sports - Essay Example

High School Graduation Rates: Do Sports Really Matter INTRODUCTION: Athletics and higher education are nearly synonymous in a society where competitive sports have such a major role. Do students who are involved in sports perform better academically than students who are not involved, and do high school graduation rates reflect this effort How many athletes go on to college and how important is academic ability in their acceptance This subject has created a great deal of controversy within the education system. The consensus seems to be that any student involved in athletics must lack academic skills. Like many common beliefs, however, this one isn't that clear cut and it probably isn't true. The object of this dissertation is to show the opposite--that athletes are more apt to excel academically than non-athletes, but even more than that is to show why they excel. PROBLEM STATEMENT: In contemporary society, the problems facing the education system are rampant, and statistics show that the increasing demands of curriculum in the schools negate a teacher's ability to give children individual attention. Therefore, many students who need extra help are not getting it. The extent of their athletic involvement may or may not be relevant, but those who are involved in sports might be more motivated to do well on their own, considering the special demands made on athletes. Is it true that students involved in sports are more ambitious and more enthusiastic about the future How much does attitude affect accomplishments Which sports appeal most to the high academic achievers and why How much do academics fit into an athlete's personal success in sports Do winning athletes receive more extra help than non-athletes in their academic subjects What are the factors that encourage academic achievement and how do they relate to sports In a society that reveres sports stars and degrades intelligence, are smart athletes more apt to succeed in their chosen field than those who think athletic ability alone will get them through If so, what is the major reason for their success LITERATURE SEARCH STRATEGY The methods used will be theoretical, empirical and statistical. Developing questionnaires, handling mail and compiling results will require assistance and research funds. Although travel is not a priority, visits to schools in different geographic areas of the country would be helpful. Statistical research is necessary to determine the facts and figures that begin to answer the questions raised in this proposal. It will also be necessary to read up-to-date publications to study the pros and cons of the position taken in this dissertation and how results will affect the way the public views athletes. One area is the stress faced by athletes, the injuries they often incur, and the star status that athletes sometimes achieve. Also, the professional arena in sports, to which all aspire and few reach, must be addressed. In this year of the Olympics, the broad range of sports represented offers an opportunity to accumulate background information on the winners and the non-winners, as this relates to athletes at various levels of achievement. Online research offers the most comprehensive material, both up-to-date and archival, on the proposed subject, with careful analysis of online content. Therefore, considering the many areas that need to be addressed, this would appear to be the most practical method of research. Conducting surveys would also offer timely information on athletic and non-athletic graduation rates, and, more specifically, on why athletes might perform better academically than non-athletes. The results would be included in the Appendices. The proposed form below is a table based on the content of survey questionnaires sent to high schools in different parts of the country. The questionnaires passed out to individual students would ask for name and location of high school, grade level, economic background, gender, athletic participation (varsity, intramural, or none), personal level of stress, time restraints, and extracurricular interests. Survey of U.S. High School Students: Athletes v. Non-Athletes Geographic Demographic Time Spent Time Spent GPA Location or Economic in Athletic in Academic Level Pursuits Pursuits Northeast Northwest Southeast Southwest Middle America It might be interesting to compare the results of the above survey with results of similar surveys conducted in the 1990s, as noted below (1994-1995): 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% "Case for High-School Activities" (sec. 3, par. 4) Careful reading and analysis of research materials will lead to further links that support the thesis and, since graduation rates seem to be related to the standards followed in individual states, comparison of different criteria in selected states should be made in an effort to reach an overall conclusion about American education as a whole. Certainly budgets affect results and should be discussed and included in the research material. Random comments from the Internet that could be explored further: In 1989, male athletes had a 30 percent better chance of being admitted than non-athletes with the same SAT scores. In North Carolina, high school student athletes had higher grade point averages than non-athletes. (1995) Women and girls who participate in sports and fitness programs are healthier and more academically successful. (2001) Athletic success is largely viewed in the United States as a vehicle for disadvantaged students to attain higher education. (2002). LITERATURE REVIEW [See References] References chosen at the present time address the major theme of the proposal as follows: 1. Surveys and Statistics Even though Anderson (2005) is referring to college graduation rates in her newspaper story, the changes made in the National Collegiate Athletic Association (NCAA) criteria will have an impact on high school students interested in higher education, and she includes a survey showing through comparisons of graduate rates in selected colleges between NCAA and Federal percentages that graduation rates are higher in the NCAA survey. In the paper titled "The Case for High School Activities" (2004), several activities are discussed, but a 1995 study on sports shows a higher graduation rate for athletes than for non-athletes, and this chart can be used for affirmation of the thesis statement. Also, SEE Kotlyarenko (2001) and Hildenbrand (2005) below for different results. 2. Issues Everhart (2001) explores the biases against women in the sport value system in her newsletter article. In addition to or in keeping with focus on gender, she offers a historical evaluation of sports from the 17th into the 21st century with society's view of women as a weaker sex, still an area of contention in contemporary society. The detailed history is a timeline for sports activities in this country. Priest (1994) in her article, addresses equity in girls' sports and concludes that although quality for girls' sports must match boys' sports, more money is spent on boys' sports. Weiler (1998) did a study on how race, ethnicity, socioeconomic status and area of residence impact girls' sports experiences. She notes that there is a positive relationship between sports involvement and academic achievement but not on occupational success, since non-athletes had the time to take on a part-time job and gain valuable experience in the work force. Another issue that impacts high school and college sports is hazing. According to Peluso (2006), hazing is any activity that "confuses, frustrates or causes stress," which in turn affects both sports ability and academic standing. Peluso has found that the issue is not gender sensitive, but it does have a negative impact on athletic programs and undermines strength, discipline and work ethic in the school setting. 3. Dilemmas Meiers (2000) analyzes the conflict between athletics and academic performance in a study of one Texas high school from 1997-2000 and the conclusion is that where school districts spend more on athletics, the result is positive for athletes but overall student academic performance is lower. In the NEA article "Cuts Leave More and More Public Students Behind" (2004) an overview of different states and how they have been affected by budget cuts offers specific geographic information in regard to this subject and how it affects sports. 4. Results of other studies Kotlyarenko (2001) discusses the financial importance of inter-collegiate sports and how a winning team influences the "quality and quantity" of high school applicants. He also presents the view that an athlete's graduation rates are "often much lower than the average graduation rate for the university as a whole." However, he never corroborates this statement in his paper. In addition, he limits his argument to Ivy League schools from 1981-1997. Hildenbrand (2005) presents the same argument by showing a table of statistics from 1993-1997. She, too, compares athletes to the general college student population. Every story has two sides, and these papers are important to include as an opposite view of the question. 5. Comparisons Helms (2005) discusses the changes recently implemented in the NCAA and this study can be used in conjunction with Anderson's article on the same subject. McEvoy (2006) also discusses the positive effect of NCAA changes in assessing graduation rates. Swanson (2003), on the other hand, discusses graduate rates as they relate to the No Child Left Behind (NCLB) act of 2002, and the fact that determination of graduation rates across the states is inconsistent. For purposes of this proposal, a comparison of NCLB with recent changes in NCAA standards should be made. Rishe (2003) focuses on graduation rates at the college level and how athletic success impacts these rates. The conclusion finds that athletes have higher graduation rates in college than all other students, but in the area of football and basketball, graduation rates are lower than in other sports teams. It is unfortunate to note in researching athletics that there are few archival programs in sports organizations. The field of sports is apt to be considered more of a leisure and recreation area than a subject of serious import in America's history. Yet, it is such a major part of American society that an overview of how athletes fit into society, past and present, is essential. One way of approaching this vast subject is to research biographical information about the most notable Olympic medalists and try to determine the factors that led to their success. A problem with this, especially in the United States, is the public relations aspect of any research attempted. Information on well-known sports stars tends to be either statistical or to present a timeline of their sports accomplishments. In keeping with the media visibility of high-profile Olympic winners, it might be possible to contact their public relations representatives and ask the following questions: "What impact did athletics have on the importance you placed on academic achievement Do you feel your goals were reached because you were able to plan your time well and set your priorities while still in high school" The four Olympic medalists that come to mind as being the most visible are Michael Phelps (2004), Mary Lou Retton (1984), Marion Jones (2000), and Mark Spitz (1972), representing swimming, gymnastics and track and field. SUMMARY OF STUDY As a study of the impact of athletics on student performance, the material presented would appear to confirm the premise that high school athletes have a higher graduation rate than non-athletics. However, even more important is the need to present both sides of the question, "Do students who are involved in sports perform better academically than students who are not involved, and do high school graduation rates reflect this effort" and focusing on the basic reason for the statistics presented is just as important as any positive results. Other studies have made an argument for the negative side, saying that athletes have a lower graduation rate than non-athletes. Hildenbrand's 2005 study of student athletes' academic achievement makes the argument that poor performance for athletes can be attributed to low high school academic standards. However, if a high school has low standards, wouldn't that affect all students, not just athletes Further analysis of her paper indicates that her statistics are based on a comparison of athletes to the overall student population, which would include athletes and create an inconsistent table. It has been found that American students, when compared with those in Europe, UK and Asia, fall behind in academic achievement because of lower standards and lower expectations in the American educational system (Mathews, 2006). One test of Hildenbrand's paper would be to read it and substitute "American" and "Non-American" whenever "Athlete" and "General Students" appears. Perhaps she should have changed her focus. She confirms the view of athletics as a recreation and leisure activity, dismissing any serious view of the athlete when she says, "the unprepared athletes attend classes filled with adequately prepared non-athletic peers" (Conclusion, 2005). Proving a thesis is relatively easy if all that is presented is the research that proves the point. Only when research includes conflicting conclusions can a true picture be formed. The basic weakness in Hildenbrand's paper and also in Kotlyarenko's (2001) is that the other side is not presented. Kotlyarenko doesn't even make an argument for his premise. In addition, both of these papers use outdated statistics that do not go beyond 1997. In Michael Bamberger's study of contemporary high school students titled Wonderland: A Year in the Life of an American High School, an overview of high school student life based on a specific school is presented, and the information on athletics is only one part of it. Even so, the book is eminently readable and offers an up-to-date portrait of American students in the 21st century. With the recent changes in the NCAA regarding the method of correlating graduation rates and concerns about the failure of the education system to meet the needs of students (education budgets are being cut in all areas of education, including athletics), the issue of whether athletic involvement of students adds or detracts from the graduate rate in a school becomes important. Seeing athletics in a more positive way and changing the public view of sports as a trivial undertaking is a worthwhile pursuit. CONCLUSION The underlying theme that runs through the various research materials chosen goes beyond simple statistics and opinions and ultimately will answer the question of why athletes are presently being credited with higher graduation rates than non-athletes. Research gathered so far indicates that athletes who do well academically and go on to higher education have learned to set priorities and structure their time in a way that allows them to actively participate in extra-curricular activities and still get high grades. How athletes cope with the special demands made on them is an indicator of the positive impact athletics can have on student performance. Any time a segment of the population is singled out, generalizations occur, especially in cases where facts and figures become more important than the reasons behind those facts and figures. Such generalizations are more apt to be evident in athletics than in other activities because of the many stereotypes that exist in this field. Therefore, the purpose of this paper is to overcome these stereotypes by addressing them one by one. One such stereotype is that all athletes are "dumb jocks." Another is that athletes get special treatment if they are playing on a winning team. A third is that the inclusion of athletics in the curriculum is a way of alleviating stress. True or False As this thesis is developed, the answers will be forthcoming, and the paper that emerges will offer a plan for success, whether in athletics or any other area of extra-curricular activity. References "American Teenager: In Their Own Words: Sports" (2005). eJournal USA, updated 1-11-2006, retrieved 1-19-2006t, from http://usinfo.state.gov/journals/itsv/0705/ijse/sports.htm. Anderson, Shelly. (2005). 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