Extra-curriculars are valuable, but how valuable? June Kronholz looks at the debate on Education Next.
With school districts struggling to keep their noses above choppy budget waters and voters howling about taxes, should schools really be funding ping-pong and trading-card clubs? Swim teams, swing dancing, moot court, powder-puff football? Latino unions, gay-straight alliances, the Future Business Leaders of America, the French Honors Society, the jazz band, the knitting club?
. . . There’s not a straight line between the crochet club and the Ivy League. But a growing body of research says there is a link between afterschool activities and graduating from high school, going to college, and becoming a responsible citizen.
Most high school students participate in sports, band, theater, clubs or other activities. Active students do considerably better academically than the disengaged. But is it cause or effect?
Some researchers argue that involvement helps students succeed by increasing their time with adult role models and making school more engaging, Kronholz writes.
When college students look back on high school, they remember extracurriculars and sports, not academics, says Tony Wagner, codirector of the Change Leadership Group at Harvard’s Graduate School of Education.
The takeaway, Wagner said, is that extracurriculars “teach a lot of the skills you need as an adult: time management, leadership, self-discipline, and persistence for doing work that isn’t extrinsically motivated.” That dovetails with Wagner’s academic work, which defines the “skills of the future” as including adaptability, leading by influence, and initiative.
“Kids who have a significant involvement in an extracurricular activity have a capacity for focus, self-discipline, and time management that I see lacking in kids who just went through school focused on their GPA,” he told me.
I was as managing editor of the school newspaper, editor of the literary magazine and copy writer for the yearbook. (You may sense a pattern.)