The purpose of this ethnographic case study was to explore and investigate the adult perceptions of the influence or impact that student involvement in high school athletics has on student engagement and student success. Due to the fact that funding for education in California is tied to the state economy, it is continually susceptible to periods of economic boom as well as times of economic recession. The result is that educational leaders have to continually make decisions about what programs to cut or to continue to fund. In times of economic crisis, there is a documented tendency for schools across the nation to cut extracurricular programs in order to sustain the academic curricular programs. This study examines adult perceptions regarding the impact that they believe athletic involvement ultimately has on student engagement and student success in a secondary setting. Through a focus group with parents, a staff survey and semi-structured interviews with staff members, this study explored adult perceptions regarding the impact that athletics has on overall student engagement and success. Findings include the importance of athletics in providing “life lessons” and in teaching xi students skills that cannot be taught as easily, if at all, in the classroom; the importance of athletics in providing a “sense of belonging” or “being a part of a team”; and the role that athletic involvement plays in providing motivation for students to be academically more engaged and successful.

This study considered the perceptions of college students regarding the effect of their participation in high school athletics upon their resilience. This study explored the effect of athletic participation on students' academic achievement, capacity to overcome adversity, and ability to cope with stress. This study was conducted in a private, coeducational university in suburban, southeastern Pennsylvania. Seventy-five undergraduate college students who matriculated to this university and attended public, private, or parochial high schools participated. The results of this study suggested that participation in athletics supported most participants' academic achievement, developed their capacity to overcome challenges and adversity, and positively affected their ability to manage stress. The themes that emerged in this research study, when considered within the context of prior research related to protective factors and resilience, suggested that participation in athletic activities promoted resilience among these students.

Co-published in association with Big Picture Learning.Measuring Noncognitive Variables: Improving Admissions, Success, and Retention for Underrepresented Students is written for admissions professionals, counselors, faculty and advisers who admit, teach, or work with students during the admissions process and post-enrollment period. It brings together theory, research and practice related to noncognitive variables in a practical way by using assessment methods provided at no cost. Noncognitive variables have been shown to correlate with the academic success of students of all races, cultures, and backgrounds. Noncognitive variables include personal and social dimensions, adjustment, motivation, and student perceptions, rather than the traditional verbal and quantitative areas (often called cognitive) typically measured by standardized tests.Key Features include:* Models that raise concepts related to innovation, diversity and racism in proactive ways* Examples of admission and post-enrollment applications that show how schools and programs can use noncognitive variables in a variety of ways * Additional examples from foundations, professional associations, and K-12 programs* An overview of the limitations of traditional assessment methods such as admission tests, grades, and courses takenEducation professionals involved in the admissions process will find this guide effectively informs their practice. This guide is also appropriate as a textbook in a range of courses offered in Higher Education and Student Affairs Masters and PhD programs.

The purpose of this qualitative study was to investigate perceptions of secondary level athletic coaches' and student organization advisors about the reasons students participate in school-related activities, what impact those activities have on school culture and how the experiences garnered through participation in school-related activities impact a student's adult development. The researcher explored the findings from the responses of 58 middle and high school coaches and student organization advisors in a rural south central Pennsylvania school district. The participants completed a researcher-created online survey and questionnaire that was a combination of Likert-style statements and open-ended responses. Individual interviews conducted by the researcher with eight panicipants provided additional insight into the perceptions of athletic coaches and student organization advisors. The findings of the research affirmed that coaches and advisors identify criterion that students participate in school-related activities to include interest and peer involvement along with familial support. Responses from the data collected demonstrated that there is a perception of how student's school-related participation impact school culture. Participants in this study have shared that school culture improves with student involvement because students are building a shared culture and are accountable to the team, organization, their school, and their community. Results of the study investigated how student experiences in school-related activities impacts student's adult development. From data gathered, a theme emerged demonstrating that skills such as leadership, teamwork, and communication are among the skills students acquire from school-related activity participation. These findings may guide future research on student participation in school-related activities.

Ed. D.