Making It Count: Breadth and Intensity of Extracurricular Engagement and High School Dropout

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Abstract
Previous research suggests that extracurricular engagement reduces the likelihood of high school dropout, particularly among traditionally at-risk populations such as racial and ethnic minorities and students from low-income families. Using social bond theory, we examine how the breadth and intensity of extracurricular engagement are related to the likelihood of dropout among a nationally representative sample of students over three years of schooling. Using logistic regression models, we use data from the Education Longitudinal Study of 2002 to examine how extracurricular participation relates to the potential of dropping out by accounting for known correlates and potential selection biases. We find a significant positive relationship between engagement in extracurricular activities (both in number and distribution over different types of activities) and a reduced likelihood of dropout. This relationship is particularly strong in the case of athletic involvement among African American students and for students who simultaneously participate in both athletic and academic/fine arts activities. Implications of these findings are discussed in light of current policy trends toward the elimination of extracurricular programming and the assessment of student participation fees.

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