The Relationship Between Participation in High School Athletics

and Academic Achievement

Nora E. O’Donnell

Athletics and Academics2

Theoretical Framework

Studies in the past have examined this very relationship

– Aries, McCarthy, Slovey, and Banaji (2004) found that all collegiate student-athletes involved underperformed academically.

– Cantor and Prentice (1996); Meyer (1990); and Parham (1993) determined that time demands of athletic programs make it difficult for the athletes to devote necessary study time.

– Pascarella et al. (1995) reported that male football and basketball players read fewer texts or assigned books than male non-athletes.

Athletics and Academics3

Participants and Setting

Members of the 2004 Chaminade-Julienne Varsity Football Team

Members of the graduating class of 2008

12 Sophomore males– 8 Caucasian– 4 African American

Chaminade-Julienne Catholic High School

Downtown Dayton, Ohio 2005-2006 School Year Examined grades at 4

different reporting periods– First Quarter Interim – First Quarter Report– Second Quarter Interim– First Semester Report

Athletics and Academics4

Data Collection

Artifact Analysis– Student report cards– Quantitative data

Student Responses– Survey for student athletes– Qualitative data

Athletics and Academics5

Data CollectedArtifact Analysis

Mean of all 12student-athletes during first 4 gradingperiods Of 12 athletes 9 increased G.P.A. Overall increase of3.04 percent Greatest change during First Quarter grade report date

83.00

84.00

85.00

86.00

87.00

88.00

89.00

9/30/2005 11/4/2005 12/6/2005 1/20/2006

Grading Period

Per

cent

age

Mean

Athletics and Academics6

Data CollectedArtifact Analysis—Continued

Grades of student-athletes whose gradesdecreased Greatest change duringFirst Quarter grade report date Show signs ofimprovement after firstreported decrease 84

85

86

87

88

89

90

9/30/05 11/4/05 12/6/05 1/20/06

Grading Period

Perc

enta

ge

A

B

C

Athletics and Academics7

Data CollectedStudent Responses

A majority (58.3%) of student-athletes reported they worry about academic eligibility “not at all.”

Student-athletes (66.7%) reported that they rely on additional study time to help maintain grade point average during football season.

When asked about programming that would assist their academic achievement, 50% responded that implementing tutoring or weekly progress reports would help.

Athletics and Academics8

Interpretation of Findings

Overall grade point average increased from a C average to a B average

Additional/Structured study time would assist student-athletes

Highly volatile time during football season is the time between First Quarter Interim and First Quarter grade report date

– Period of Adjustment– Lack of Structured Schedule– Unexpected high demands athletically and academically– Majority of players recognize importance

Athletics and Academics9

Conclusions

Currently negative reinforcement is the only motivation for football players to perform academically

Student-athletes need to balance their time between academics and athletics

– Coaching staff should provide tips– Teachers should offer auxiliary assistance

Student-athletes would benefit from mandatory, structured study time set forth by the Football coaching staff

Athletics and Academics10

Anticipated Action

Convey the plea made by the student-athletes themselves for additional study time

Implore teachers to offer tutoring before/after school working with the football team’s schedule

Create a spreadsheet of teacher availability outside of class period

Meet with Football Coaching Staff to determine the possibility of mandatory study time for these young men

Athletics and Academics11

References

Aries, E., McCarthy, D., Salovey, P., & Banaji, M. R. (2004). A comparison of athletes and non-athletes at highly selective colleges: Academic performance and personal development. Research in Higher Education, 45(6), 577-602.

Cantor, N. E., & Prentice, D. A. (1996). The life of the modern-day student athlete: Opportunities won and lost. Paper presented at the Princeton Conference on

Higher Education, Princeton University, Princeton, NJ.

Meyer, B. B. (1990). From idealism to actualization: The academic performance of female college athletes. Sociology of Sport Journal, 7(1), 218-227.

Parham, W. D. (1993). The intercollegiate athlete: A 1990s profile. The Counseling Psychologist, 21(3), 182-194.

Pascarella, E. T., Bohr, L., Nora, A., & Terenzini, P. T. (1995). Intercollegiate athletic participation and freshman-year cognitive outcomes. Journal of Higher

Education, 66(4), 24-52.