University of Southern California Dissertations and Theses

STATE public charter schools and extracurricular activities

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STATE public charter schools and extracurricular activities

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Content STATE PUBLIC CHARTER SCHOOLS 1

STATE Public Charter Schools and Extracurricular Activities
by
Dotteanna P. Garlington

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2018

Copyright 2018 Dotteanna P. Garlington
STATE PUBLIC CHARTER SCHOOLS 2

TABLE OF CONTENTS

Introduction to the Problem of Practice………………………………………………….…...…4
Organizational Context and Mission…………………………………………………….………5
Importance of Addressing the Problem………………………………………………….………6
Purpose of the Project and Questions…………………………………………………….……...7
Organizational Performance Goal……………………………………………………….………9
Stakeholder Group of Focus………………………………………………………….…….……9
Review of Literature………………………………………………………………….………...10
Effects of Budget Cuts…………………………………………………………….………..10
Negative Effects Due to Lack of Extracurricular Activities…………….………….………11
Positive Effects of Extracurricular Activities……………………………...……….………12
Race and Socioeconomic Status……………………………………………...……….……13
Public Charter Schools……………………………………………………………….….…16
School Culture……………………………………………………………….……….….…18
Knowledge, Motivation and Organizational Influences………………………….…….………19
Knowledge Influences………………………………………………………….…….….…19
Motivation Influences………………………………………………………….…….……..22
Organizational Influences……………………………………………………….…..……...26
Data Collections and Instrumentation……………………………………………….….…...….29
Surveys………………………………………………………………………….….…….....30
Interviews……………………………………………………………………….….…….…30
Documents and Artifacts……………………………………………….……….…………..32
Results and Findings………………....……………………………………………….………...32
Participating Stakeholders………………………………………….....……………....…....34
Results and Findings……………………………………...............................………....…...34
How Does Leadership’s Knowledge of Extracurricular Activities, or Lack Thereof,
Affect Student Participation in Extracurricular Activities………………...……….…….…35
Knowledge of the Value of Extracurricular Activities……………..…………………..36
Knowledge of Extracurricular Activities Provided…………………….……………....39
How Does a School’s Organizational Culture Possibly Help or Interfere with
Increasing the Number of Extracurricular Activities Offered……………………….…….40
Academics First and Extracurricular Activities Last………………………….……….41
Professional Development…………………………………………………….……….43
Principal’s Mindset on the Organization………………………………………...…….47
Recommendations……………………………………………………………………….…….50
Knowledge Recommendations……………………………………....…………………….51
Motivation Recommendations……………………………………….……………………54
Organizational Recommendations………………………………...………………………57
Conclusion………………………………………………………………………….…………62
Appendix A: Participating Stakeholders with Sampling Criteria for Interview, Survey and
Observation……………………………………………………………………………………64
Appendix B: Protocols…………………………………………...……………………………68
Appendix C: Credibility and Trustworthiness………...………………………………………71
Appendix D: Validity and Reliability………………....………………………………………73
Appendix E: Ethics……………………………………………………………………………74
STATE PUBLIC CHARTER SCHOOLS 3

Appendix F: Integrated Implementation and Evaluation…………………..…………………76
References…………………………………………………………………………………….88

STATE PUBLIC CHARTER SCHOOLS 4

Introduction to Problem of Practice

STATE Public Charter Schools have been making strides in creating innovative schools
that develop students academically and socially. There is no denying that academics are
important, but STATE Public Charter Schools also see extracurricular activities as a positive
outlet for students. A school and/or an organization coordinates extracurricular activities, which
include after-school clubs, athletic participation, and involvement in the arts (Rosewater, 2009).
Most states have reduced support for K-12 education. Due to the overall reduction in funding,
many schools have decided not to provide or significantly decrease extracurricular activities.
Those who cannot afford it are not able to participate in extracurricular activities (Williams,
Leachman, & Johnson, 2011). This often creates a problem for low-income children who cannot
afford extracurricular activities outside of school and have no option other than to participate in
unsupervised leisure activities. This is particularly true if they have working parents and there is
no daycare available. Research highlights that there are many individuals who support
extracurricular activities in schools, but many low-income communities do not have the
resources to provide those activities (Rosewater, 2009). This further validates that children of
low socioeconomic status do not have the opportunity to participate in extracurricular activities
as much as children from a higher socioeconomic status. The problem of practice is that some
STATE Public Charter Schools are having difficulty keeping students engaged in extracurricular
activities. If STATE Public Charter Schools cannot, or will not, provide the extracurricular
activities, then those students will not have the exposure to the activities, which can affect them
both academically, as well as socially. This often weakens a school’s ability to develop the
intelligence and creativity of the next generation of workers and entrepreneurs.

STATE PUBLIC CHARTER SCHOOLS 5

Organizational Context and Mission

DC Public Charter Schools focus on education reform and school choice. The mission of
DC Public Charter Schools is to provide quality public charter school options for Washington,
DC students, families and the communities (About Us: DCPCSB, 2017). Their vision is to lead
the transformation of public education in a specific state and serve as a national paragon for
charter school models and accountability. In order for a potential charter school to be accepted
and authorized to open, the DC Public Charter School Board must approve the application. The
DC Public Charter School Board ensures that the charter schools that are being created will
succeed and it provides effective oversight and meaningful support to the DC Public Schools.
Currently, there are 118 public charter schools in the state. (About Us: DCPCSB, 2017). As of
2016, 48.7 percent of DC Charter Schools students were male and 51.3 percent were female.
African American students dominate the numbers of students in DC Public Charter Schools.
Approximately 76.3 percent of the students in DC Public Charter Schools are African American,
15.5 percent are Latino, and 5.2 percent are Caucasian.
DC Public Charter Schools are part of the free public-school system. Enrollment is open
to all students in normally within close proximity to the school and often in an area serving
primarily low-income and minority students. Currently, 50.7 percent are at-risk, 7.3 percent are
English Language Learners and 14.1 percent are Special Education (DCPCSB, 2017). According
to About Us: DCPCSB (2017), “Public charter schools serve a population that is more
economically disadvantaged than students who attend school citywide” (pg. 1). It is apparent that
school choice is becoming popular. Approximately 48,000 students are enrolled in DC public
charter schools. Furthermore, there are thousands of students, K-12
th
grade, waitlisted.
STATE PUBLIC CHARTER SCHOOLS 6

Charter schools are providing choice (Dressler, 2001). Focusing on DC Public Charter
Schools is advantageous because the state is comprised of approximately 50% charter and 50%
traditional public schools. Its vision of providing school choice is quickly evolving. The mission
of STATE Public Charter Schools varies depending on the academic focus, however they all
must demonstrate academic success. The individual mission for each school is for students to
excel academically and mature emotionally. Many STATE Public Charter Schools instruct
students who will be the first in their family to graduate. Preparing these students for college
involves more than academics; it should involve after-school activities as well. Participation in
extracurricular activities offers students an opportunity to understand the “team” concept, while
helping them to become more well-rounded. This affords the students life lessons that often are
not available in the standard academic arena. Unfortunately, many schools lack any focus on
extracurricular activities.
Families in this area have dozens of schools from which to choose, many with innovative
and differing approaches, as well as some which focus on the benefit of extracurricular offerings.
The plan is to be part of the change and open more charter schools in the state, whose vision and
model is to utilize extracurricular activities to keep students engaged in learning, while offering
the opportunity to work with others towards a common goal and, simultaneously, develop
appropriate social skills.
Importance of Addressing the Problem

It is important to find a solution for those charter school students who are not
participating in extracurricular activities because, as research has shown, those students tend to
perform lower academically and behaviorally. This often leads to lower GPAs, a smaller choice
of colleges and an increased dropout rate. Students who do not participate in extracurricular
STATE PUBLIC CHARTER SCHOOLS 7

activities also have increased behavior problems and lack discipline in drills, practices, and
routines (Massoni, 2011). According to Massoni (2011) research, the lack of participation
increases problem behaviors and discipline, leading to issues with self-esteem and confidence.
Some of the skills and characteristics that usually develop as a result of participating in
extracurricular activities include pride, self-confidence, teamwork, organization, analytical
thinking, better time management, problem solving, and discovering their own talents (Massoni,
2011). Participating in academic clubs is associated with higher academic performance and GPA
scores compared to children who do not participate (Metsapelto & Pulkkinen, 2011). Students
who participate in extracurricular activities are three times more likely to have a grade point
average of a 3.0 or higher (Massoni, 2011). According to Schlesser (2004), an overall grade
point average over 3.0, on a 4.0 scale, is earned by students participating in extracurricular
activities. Students not participating in extracurricular activities had a grade point average under
2.5. Other researchers suggest that participating in sports, as an extracurricular activity, is also
connected positively to educational aspirations, including aspirations for college (Rosewater,
2009). This could possibly affect students’ ability to attend college, helping to pave the way to a
high-paying job. The end result being life in a lower socioeconomic class.
Purpose of the Project and Questions

The purpose of this project is to conduct a mixed methods study to examine Leadership’s
knowledge, motivation and organizational influences to increase student engagement in
extracurricular activities. The analysis will begin in 2017 by interviewing Leadership, providing
a survey for Leadership to complete, and gathering data of students in extracurricular activities,
as well as their GPA. The Leadership team consists of the principal, assistant principal,
STATE PUBLIC CHARTER SCHOOLS 8

instructional coach, dean of students, director of student services and a director of operations.
Approximately ten high school (9
th
˗12
th
grade) STATE Public Charter Schools will participate.
As of 2011, over thirty-eight percent of students in this specific state are enrolled in
STATE Public Charter Schools (STATEPCS). With the increase in school choice, STATEPCS is
focusing on developing schools that are innovative and have a wide variety of programs which
can service every child. According to Frumkin, Manno and Edgington (2011), “It is critical for a
school to determine the social impact it wants to create, and chart a path to its goals” (p. 63).
STATE Public Charter Schools’ goal is for a ninety percent student participation rate in
extracurricular activities. Each STATE Public Charter School has its own vision and model. As
such, each school model is unique and there are questions that need to be addressed to
understand what may interfere with or impede an attempt to increase the number of
extracurricular activities in which students may engage.
The questions that guide this study are the following:

1. To what extent is the organization meeting its goal of 90 percent of students participating
in extracurricular activities?
2. What are the knowledge, motivational and organizational elements related to achieving
STATE Charter Schools’ goal of 90 percent of students participating in extracurricular
activities?
3. What are the recommendations for STATE Charter Schools’ practice in the areas of
knowledge, motivational and organizational resources?

STATE PUBLIC CHARTER SCHOOLS 9

Organizational Performance Goal
STATE Public Charter Schools’ goal is that by fall of 2019, ninety percent of students
will participate in extracurricular activities, which can improve students’ academic and social
skills. This goal will help students be better prepared for college and their overall life. Because
those in Leadership are the head stakeholders working at each school, it is their responsibility to
meet this goal. In order to improve the likelihood of achieving these performance goals, STATE
Public Charter Schools made the decision to incorporate extracurricular activities into part of
their school culture. Some schools have not. This decision for some schools was based on
observations and anecdotal reports from parents and teachers regarding students who have
succeeded. For example, students who participated in the arts, dance, theater, basketball,
cheerleading, etc. demonstrated greater success academically and socially. The variations in how
well, or poorly, schools are contributing to the overall goal of the STATE Public Charter School,
demonstrates a need for this evaluation study. This study evaluates where the STATE Public
Charter Schools stand in meeting their goal by exploring the leadership team’s knowledge and
motivation and the organizational factors that may impact participation in extracurricular
activities.
Stakeholder Group of Focus

The stakeholder group of focus for this study is the Leadership team at five public charter
high schools. Leadership consists of the principal, assistant principal, dean of students, dean of
instruction, director of operations and director of student services. They develop the culture of
their STATE Public Charter School, prepares the academic plans and goals of the school, tracks
the progress of each goal and develops and supervises the school’s culture. Leadership also
ensures that each part of the school operates efficiently. Their knowledge and motivation will be
STATE PUBLIC CHARTER SCHOOLS 10

analyzed, and will help to determine if it affects the overall organization and performance goal.
Because Leadership is the major stakeholder, they are responsible for the increase and decrease
of student participation in extracurricular activities. If the school culture does not support
students participating in extracurricular activities, then the number of participants decreases.
Review of the Literature

This section will first review the reasons why there has been a major decrease in
extracurricular activities over the years. The effects of the lack of extracurricular activities will
be addressed and the positive effects of participating in extracurricular activities will be
identified. The correlation between socioeconomic status and race will be acknowledged as
charter schools are often more racially isolated than traditional public schools in virtually every
state and large metropolitan area in the nation. While examples of truly diverse charter schools
exist, data shows that these schools are not reflective of broader charter trends. Lastly, The No
Child Left Behind Act will be discussed and how it has affected student participation in
extracurricular activities.
Effects of Budget Cuts
Due to budget cuts, there are not many extracurricular activity options or no extracurricular
activities available (Schlesser, 2004). This has continued to be a major issue. Many students
leave the school building without participating in clubs, band, or athletics (Everson & Millsap,
2005). Fifty percent of children and youth do not participate in extracurricular activities regularly
and approximately forty percent of twelve to fourteen year olds spend time at home with no adult
supervision during the week (Rosewater, 2009). There is a strong possibility that the reason for
this unsupervised time is because of the lack of available extracurricular activities. Schlesser
(2004) stated that lower grade point averages had a correlation to lack of participation in
STATE PUBLIC CHARTER SCHOOLS 11

extracurricular activities, and a lack of encouragement by teachers and parents.
Negative Effects Due to Lack of Extracurricular Activities
The peak time for juvenile crime is between 3:00 p.m. and 7:00 p.m. on school days, which
is the period between after school and when parents return from work (Cosden, Morrison,
Gutierrez, & Brown, 2004). According to Massoni (2011), students between the ages of twelve
and fourteen are the most at risk for committing violent acts and victimization during the 3:00pm
and 7:00pm timeframe. Students not participating in extracurricular activities have more
behavioral issues at school or lack social skills with other students (Howie (2010).
Extracurricular activities can play a primary role in engaging children. Activities that are
inconsistent can stunt a child’s growth in social behavior. Students who don’t participate in
extracurricular activities have increased behavior problems and lack discipline in drills,
practices, and routines (Massoni, 2011). According to Howie (2010), problem behaviors
correlate with lack of participation in extracurricular activities (p. 124). Massoni (2011), stated
that the lack of participation increases problem behaviors and discipline, leading to issues with
self-esteem and confidence. Some of the skills and characteristics that develop due to lack of
extracurricular activities are low self-esteem, diminished pride and self-confidence, a lack of
leadership skills, teamwork, and organizational skills, less analytical thinking, little or no time
management skills, poor problem-solving skills, difficulty juggling tasks and discovering their
own talents (Howie, 2010). Children who do not participate in extracurricular activities have
diminished social skills when compared to children who do participate in extracurricular
activities. This includes school performance, dropout rates, social skills and problem behaviors
(Howie, 2010). Students not participating in extracurricular activities have lower GPAs, which
affects their choices in college selections and other opportunities.
STATE PUBLIC CHARTER SCHOOLS 12

Positive Effects of Extracurricular Activities
Participating in extracurricular activities is associated with higher academics compared to
children who do not participate (Metsapelto & Pulkkinen, 2011). Students who participate in
extracurricular activities are three times more likely to have a grade point average of a 3.0 or
higher (Massoni, 2011). According to Schlesser (2004), overall grade point average over 3.0, on
a 4.0 scale, are earned by students participating in extracurricular activities. Students not
participating in extracurricular activities had a grade point average below 2.5. According to a
Shifrer, Pearson, Muller and Wilkinson (2011) study, GPA is positively associated with
participating in extracurricular activities. There is also a correlation between SAT scores and
extracurricular activities. According to an Everson and Millsap (2005) study, there was
compelling evidence showing that participation in extracurricular activities positively affect SAT
scores; especially for students from disadvantaged backgrounds or from a low socioeconomic
status. It is evident that children who participate well in these activities have greater success in
school, as well as later in life. (Schlesser, 2004). Being part of school extracurricular activities
helps students feel more involved in school. Reports have identified specific areas of gain,
including academic achievement, improved grades and an increase in potential for success in
college and the work force (Rosewater, 2009). According to a Shifrer, Pearson, Muller and
Wilkinson (2011) study, high school sports participation was positively associated with college
enrollment. The study also confirmed that there are positive benefits of sports when planning on
attending a 4-year college. Students who are involved in extracurricular activities become more
advantaged and have a stronger academic history than those students who are not participating.
According to a Shifrer, Pearson, Muller and Wilkinson (2011) study, the probability that a
student participating in extracurricular activities would attend a 4-year college was 17 percentage
STATE PUBLIC CHARTER SCHOOLS 13

points higher on average than a student was not participating in an extracurricular activity. High
school students who participate in extracurricular activities may experience an advantage in
college recruitment. They are seen as being “well-rounded” and someone with values, skills, and
experiences that will show college success (Shifrer, Pearson, Muller & Wilkinson, 2011). School
programs can encourage healthy behaviors. It can produce academic, social, and psychosocial
benefits (Shifrer, Pearson, Muller & Wilkinson, 2011). According to a Howie (2010) study,
students who participated in extracurricular activities had greater social competence than
students who did not participate.
Race and Socioeconomic Status
Students in lower socioeconomic status are more likely to take care of themselves at home
and not participate in extracurricular activities (Rosewater, 2009). Race is a significant factor in
economic status. (Covey and Carbonaro, 2010). According to one study, about 75 percent of
children from white middle-class backgrounds participated in organized sports activities,
compared to only 40 percent to 60 percent of low-income children of color. (Rosewater, 2009).
Participation in extracurricular activities depends on socioeconomic status (SES) and available
resources. Parents from higher socioeconomic status (SES) backgrounds are likely to have their
school-aged children in multiple sports and activities (Dumais, 2009). According to Shifrer,
Pearson, Muller and Wilkinson (2011), higher SES has become increasingly positive when
associated with participating in sports. Dumais (2006) examines elementary school students of
different races, classes and gender and their participation in different types of extracurricular
activities. Extracurricular activities, such as athletics, the arts and dance benefited less-privileged
children, but can be expensive (Covey and Carbonaro, 2010). Prior research shows that race is a
significant factor in economic status. (Covey and Carbonaro, 2010). Children from homes with
STATE PUBLIC CHARTER SCHOOLS 14

higher socioeconomic status participate in various scheduled activities more than children from
lower-SES homes.
A student’s home environment has a tremendous impact on achievement. According to
Dumais’ (2006) study, it’s demonstrated that in addition to SES, extracurricular activities have an
impact on student achievement. Rosewater (2009) states that for children who are on the margin,
such as being poor, sports participation can decrease feelings of difference and isolation and
increase the likelihood of attending college.
Closing the achievement gap has been a major priority in education. However, high
schools in low-income communities were not closing the achievement gap. In fact, the gap was
becoming wider. Due to the lack of improvement for many years, charter schools were
developed and quickly spread throughout the United States. According to Helzberg (2017),
charter public schools were created in the early 1990’s to improve the public-school systems
across the nation. Beginning at the state level, public charter school laws have been enacted to
address educational expectations and to help ensure the creation of numerous quality learning
opportunities for our nation’s children. They have allowed public charter school leaders the
freedom to be more innovative in helping students achieve. Both public and public charter
schools are funded by local, state and federal tax dollars based on student enrollment. Currently,
there are more than 6,700 public charter schools in 42 states and District of Columbia, which is
about 3 million children (Helzberg, 2017). Public charter schools were part of federal turnaround
models, such as the School Improvement Grants and the well-known No Child Left Behind Act
(Wohlstetter, Smith & Farrell, 2013). Public charter schools are tuition-free and are mainly
located in the urban areas of the city. This offers students of low socioeconomic status the
opportunity to receive a better and more equal education to students of high socioeconomic
STATE PUBLIC CHARTER SCHOOLS 15

status. They do not have the burden of the rules and regulations that constrain a traditional public
school. According to Wohlstetter, Smith and Farrell (2013), “Charter schools were expected to
broaden public school choice and serve as a model for improving teaching and learning in the
district-run public schools” (p. 3). Due to public charter schools receiving more money, with
fewer restrictions, than most traditional public schools, public charter schools are better able to
utilize their funds more freely.
Washington, DC is divided into eight wards. DC Public Charter Schools are placed in
wards 1, 2, 4, 5, 6, 7, and 8. However, most of the public charter schools are placed in wards 4,
5, 7 and 8 due to the need in underprivileged communities. Washington, DC serves 76 percent of
African American and 48 percent at-risk students. (DC Public Charter School Board, 2018).
Approximately 12,000 public charter school students reside in Ward 8, 9,500 students in Ward 7,
7,500 students in Ward 5, 6,400 students in Ward 4, 3,600 students in Ward 1 and 3,500 students
in Ward 6. There are less than 1,000 charter school students residing in Ward 2 and 3 (DC Public
Charter School Board, 2018). According to DC Public Charter School Board (2018),
approximately 9,4000 students attend a charter school in Ward 8 and 10,700 students attend in
Ward 5. In Ward 5, the median family income is 60,351 dollars and 90 percent of the children
are Black and Hispanic (Stein, 2017). In Ward 7, the median family income is 31,273 dollars and
100 percent of the children are Black and Hispanic. In Ward 8, the median family income is
24,096 dollars and 95 percent of the children are Black and Hispanic (Stein, 2017). Public
Charter Schools have been helping underprivileged communities receive higher quality
education for our minority children.

STATE PUBLIC CHARTER SCHOOLS 16

Public Charter Schools
Charter schools are tuition-free, tax-payer-supported schools that are independently run
and operated by a charter (Chronology, 2017). A charter can be run by school districts,
nonprofits, for-profit companies, educators or families. Charter schools were developed to
provide more freedom to be innovative than traditional public schools. Charter schools have been
focusing on improving student achievement in inner-city districts. They eliminate bureaucracy
and allow teachers to try different educational approaches (Chronology, 2017). The school
choice movement advocates for parents of K-12 students the option to choose a wider variety of
schools that could meet their child’s needs. It is an alternative to the traditional public school in
their community and paying an expensive tuition at a private school. Each charter school is
regulated by the state the school resides in and every state has their own requirements. In order
for the charter school to continue serving students and receive funding, they must meet or exceed
the requirements. Every charter school, including DCPCS is required to submit an annual report
on the academic performance based on the charter contract and a set of performance
expectations. This information is used to renew contracts and determine ongoing funding.
Authorizers can close charter schools that do not meet their performance expectations. Charter
schools that perform below a certain minimum threshold lose funding and eventually close.
In Washington, DC, public charter schools are put into tiers to rank their effectiveness as
a school. Tier 1 is the high performing charter schools, Tier 2 is performing average and Tier 3 is
performing below average. An evaluation called Performance Management Framework
calculates by points which will determine which tier that charter school falls in (DC Public
Charter School Board, 2016). This evaluation is completed by someone in the Public Charter
School Board, which is what every DC public charter school is under. In order to be Tier 1, you
STATE PUBLIC CHARTER SCHOOLS 17

must earn at least 65 percent of the possible points, 35 to 64.9 percent to be in Tier 2 and less
than 35 percent to be in Tier 3 (DC Public Charter School Board, 2016). The evaluation
measures how well students in charter schools are prepared for college, especially math and
reading skills. Unique aspects of charter schools are also considered, such as boarding,
extracurricular activities, language immersion, etc. The overall score is used to establish the tier
rating. Schools with higher ratings are awarded permission to expand or replicate their programs
and receive more funding, while lower performing schools are monitored and provided with
more on-site oversight and possibly lose funding (DC Public Charter School Board, 2016).
Public recognition is also given to high performing schools, which also affects funding. A charter
school that is receiving a lot of public recognition will have the platform to ask for additional
funding from private companies and grants. Being a Tier 1 charter school will allow the school
to have the ability to be more flexible in using funds for extracurricular activities. Being a Tier 1
charter school will also help the school receive more money from the state, which would mean
more money for extracurricular activities.
Public charter schools are financed through the federal, state and local government.
However, each state can create their own charter school laws, which can affect how much money
it will allocate to charter schools (Curtis, 2012). Public charter schools are able to receive private
grants and loans. Funds are determined by how many students attend the school, on average, per
day. According to Curtis (2012), Charter school will receive per pupil funding, allocated by the
state or local district according to the average amount of children that attend the school during
the month or year” (p. 1068). Public charter schools average $6585 per pupil per school year
(Curtis, 2012). However, public charter schools are underfunded compared to traditional public
schools, who receive $10,771 per pupil. Public charter schools are underfunded, which is why
STATE PUBLIC CHARTER SCHOOLS 18

most charter schools rely on private funding. When public charter schools receive little private
funding, it prevents that public charter school to spend funds on other opportunities, such as
extracurricular activities. Instead, funding goes to facility costs, start-up costs and other capital
costs (Curtis, 2012).
School Culture
Due to the No Child Left Behind Act, money has been used more to prepare students for
state testing rather than for extracurricular activities. School culture has changed, placing the
priority on academics and testing. According to Peterson (2015), the federal administration
continues to support testing every student in math and reading in grades three through twelve.
State testing has become the “performance test” for public charter schools. Many public charter
schools have become more concerned about performing well on state testing and receiving
positive recognition than focusing on the whole child. Since the tests are used to evaluate if the
student is learning what is specifically on the test, teachers are teaching to prepare for state
testing rather than teaching to prepare students for college and/or the workforce. Many public
charter schools believe that there needs to be more time for teachers to teach and prepare for the
state testing. Because of this change in school culture, extracurricular activities are being
eliminated or reduced significantly. Research shows that eliminating or significantly reducing
extracurricular activities will negatively affect students; especially students of low
socioeconomic status.
As of December 10, 2015, Every Student Succeeds Act (ESSA) was signed and later
implemented to improve the education system. This law helps support and protect
underprivileged students from low socioeconomic communities. Although ESSA continues
annual state testing, it allows local leaders more flexibility in spending, school improvement and
STATE PUBLIC CHARTER SCHOOLS 19

testing (Klein, 2018). Additionally, ESSA allows some districts to combine federal, state and
local dollars, which allows schools more flexibility on how they plan to spend their funds. The
Title I Set-Aside for School Improvement, sets aside funding for low-performing schools
funding to improve. These schools choose a school improvement strategy, which then provides
them with funding to develop the school (Klein, 2018). According to Klein (2018), “ESSA
requires states to look beyond tests scores in rating schools by choosing at least one indicator of
school quality or student success” (p. 1). Lastly, ESSA provides comprehensive and targeted
support and improvement to schools that aren’t meeting specific requirements.
Knowledge, Motivation and Organizational Influences

Knowledge Influences
According to Clark and Estes (2008), “Human beings are made up of two very distinct yet
cooperative psychological systems ˗ knowledge and motivation” (p. 80). Understanding the
influence knowledge plays is important and required for effective job performance (Clark &
Estes, 2008). Knowing how to accomplish the performance goals and anticipating future
challenges is critical. Stakeholders having the necessary knowledge and information is the only
way the performance goals will be achieved.
There are four knowledge types: factual, conceptual, procedural, and metacognitive.
Factual knowledge is knowledge based on facts based on specific disciplines, contexts or
domains (Rueda, 2011). You must know the details in order to understand or solve the problem.
Conceptual knowledge is knowledge based on categories (Rueda, 2011). It can also be based on
theories, principles, models or structures of the problem. Procedural knowledge is knowledge
based on technique. According to Rueda (2011), “Procedural knowledge refers to knowing how
to do something from driving a car, to knowing how to study and so forth” (p. 28).
STATE PUBLIC CHARTER SCHOOLS 20

Metacognitive knowledge is knowledge based on knowing when and why to do something. It is
a key aspect of strategic behavior in solving problems (Rueda, 2011).
Leadership team needs to know what extracurricular activities are available for their
students. This knowledge type is conceptual. In order for Leadership to increase student
engagement in extracurricular activities, they must know what extracurricular activities are
offered at their school, who is running the activities and how each activity is organized.
Leadership must have accurate information to provide to parents and students. If Leadership is
not knowledgeable about the extracurricular activities provided, parents will not see the activities
as necessary and students will not see the activities as important or purposeful.
Leadership needs to research what type of extracurricular activities are unique and
beneficial for their students based on college and student preference. This knowledge type is
conceptual. According to Swanson (2002), “Competitive advantages will accrue to students who
can demonstrate leadership, special athletic or artistic talents and accomplishments, or who have
had other unique experiences that serve to set them apart from the crowd” (p. 433). It is
important that Leadership knows what activities are seen as extracurricular activities to the
colleges to which they plan to apply. If Leadership has the knowledge of which extracurricular
activities receive scholarships at the colleges their students plan to apply, they may be able to
offer those extracurricular activities. This may offer students the opportunity to play that
particular extracurricular activity and receive a scholarship (Honken & Ralston, 2013). Having
the opportunity to offer students those activities and motivating them to participate can be very
beneficial. The knowledge influence assessment that will be used is Leadership researching and
classifying top extracurricular activities that would make their students’ applications stand out.
This will help Leadership not only learn about other extracurricular activities that they can offer,
STATE PUBLIC CHARTER SCHOOLS 21

but focus on the activities that will be the most attractive to the colleges to which their students
plan to apply.
Leadership needs to reflect on their students’ schedule and see if their extracurricular
activities are beneficial or hurting them academically. This knowledge type is metacognitive.
It is imperative that Leadership have the knowledge to know how to evaluate their students’
schedule and help them learn how to multitask and manage time with academics and
extracurricular activities. According to Honken and Ralston (2013), “Students with higher self-
control should have better grades due to making appropriate choices between studying and other
activities, using time wisely, and keeping emotional distractions from interfering with
performance” (p. 111). Having a schedule where students need to manage both school and
extracurricular activities helps to motivate students to learn how to juggle and manage a
schedule, which they will need to do in college and throughout their life. Students who know
themselves and what they can handle will have a greater chance of performing better in college.
Balancing enough extracurricular activities to show diversity while maintaining a high GPA is a
juggling act. Leadership must gain the knowledge of knowing how to provide their students with
assistance in choosing the correct schedule, activities and the
ability to maintain the best study habits that work best for them.
The knowledge influence assessment that will be used in interviewing Leadership will be
their students’ schedule and evaluating if their schedules are too stressful or affecting them
positively academically. This assessment will help students learn how to balance their priorities,
which is a critical lesson to learn prior to attending college. It will also help Leadership guide
their students in preparing them for college.

STATE PUBLIC CHARTER SCHOOLS 22

Knowledge Influence Knowledge Type (i.e.,
declarative (factual or
conceptual), procedural, or
metacognitive)
Knowledge Influence
Assessment
Leadership needs to know
what extracurricular
activities are available for
their students.
Declarative/conceptual Leadership was asked to
identify how many extra-
curricular activities are
available at their school.
Leadership needs to research
what type of extracurricular
activities are unique and
beneficial for their students
based on college and student
preference.
Declarative/conceptual Leadership was asked to
research and classify top
extracurricular activities that
would interest their students
and make their students’
college application stand out.
Leadership needs to reflect
on their students’ schedule
and see if their
extracurricular activities are
beneficial or hurting them
academically.
Metacognition Leadership was interviewed
on if their students’ schedules
are stressful or affecting them
positively academically.

Motivation Influences
Knowledge tells a person how to do things, but motivation keeps a person going and tells
how much effort needs to be spent on the task (Clark & Estes, 2008). There are seven
motivational principles: self-efficacy, attributes, value, goal content, goal orientation, emotions
and interest. (Rueda, 2011). Self-efficacy is one's belief in their ability to succeed in specific
situations or accomplish a task. Attributes is the belief the person has about the reasons for their
success or failure at the task. Value is a person’s attachment to the task. Goal content is what the
individual wants to achieve, but focuses on the characteristics of goals. Goal orientation is what
an individual wants to achieve, but focuses more on the purpose or reason for engaging in
achievement behaviors (Rueda, 2011). Emotions is when a person needs to experience positive
emotions to achieve the task. Interest is when the person needs to be interested in attaining the
task.
STATE PUBLIC CHARTER SCHOOLS 23

Leadership must feel motivated to provide extracurricular activities and value what
extracurricular activities can offer their students. Motivation influence is extremely important
because it is where Leadership finds the drive to complete certain tasks in order to achieve the
performance goal. Leadership can become motivated by understanding the value of
extracurricular activities and become interested in providing those opportunities to their students.
When students are involved in extracurricular activities and developing positive interpersonal
peer groups, it is influencing their attitudes towards the attainment of higher grades, academic
success, and aspirations to pursue higher education. If Leadership believes those skills are
valuable, they will be more motivated to achieve the performance goal.
The Leadership team values students becoming well-rounded individuals academically
and socially and believe that their students should be involved in extracurricular activities.
Leadership must value extracurricular activities in order to have the motivation to achieve the
performance goal utilizing the necessary tools to increase student involvement in extracurricular
activities. Leadership should be motivated to ensure all of their students are participating in
extracurricular activities. Students should take advantage of participating in leadership, as well as
special athletic and/or artistic activities that would set them apart from their peers (Swanson,
2002).
Leadership value. In order for students to see the value in participating in
extracurricular activities, Leadership must see the value as well. Leadership should want their
students to be well-rounded and attract the colleges to which their students plan to apply. The
importance of being well-rounded is stated and their motivation is driven by the possible
outcome. When Leadership has a clear understanding of what students need in order to be
considered well-rounded, they are motivated to continue providing the activities and researching
STATE PUBLIC CHARTER SCHOOLS 24

how to provide more activities. The motivation influence assessment will be an interview on
determining whether students feel motivated to improve their GPA, and if specific stakeholders
are helping them stay motivated.
Leadership is interested in making sure their students are engaged in extracurricular
activities. Leadership must have the motivation to encourage their students to be engaged in
extracurricular activities. Leadership plays a large role in students’ choices and experience in
school. It is imperative that Leadership has the motivation to advocate for extracurricular
activities. Research was discussed previously that extracurricular activities are normally the first
thing to be cut in school funding. In order for students to have multiple extracurricular activities
from which to choose, Leadership must be able validate why extracurricular activities need to
stay in the school.
Leadership interest. Leadership interest must be evaluated in order to depict whether
extracurricular activities is being promoted in their school. Leadership must have the motivation
to investigate how many extracurricular activities are available in their school and what is being
offered. There must be interest in providing extracurricular activities. Leadership ultimately
makes the decision on whether or not extracurricular activities should be offered. Leadership
must view extracurricular activities as a priority.
Assumed Motivation
Influences
(Choose 2)
Motivational Influence Assessment

Value: The Leadership
team is not aware that in
order for their students to
become well-rounded
individuals academically
and socially, their students
should be involved in
extracurricular activities.
Interview: Q1: What are the school models with which you are
familiar?
Q2: What is the model that you have and the positives and/or
negatives about your current model?
Q3: How does your leadership role impact an increase in
extracurricular activity participation?
Q4: As Leadership, what is your role in developing the school
model?
Q5: How do you have the power to develop the model?
STATE PUBLIC CHARTER SCHOOLS 25

Q6: What is the importance of extracurricular activities in your
school?
Q7: How does your schedule interfere with students being able
to participate in extracurricular activities?
Q8: How many students do you think are involved in
extracurricular activities?
Q9: What extracurricular activities are offered?
Q10: How are the extracurricular activities selected?
Q11: Which extracurricular activities are the most impactful in
the long-term success of student achievement?
Q12: How do extracurricular activities impact your students
academically and socially?
Q13: How have extracurricular activities improved their social
skills?
Q14: How have extracurricular activities improved your students’
academics?
Q15: What can you do to increase student participation in
extracurricular activities?
Interest: The Leadership
team is not interested in
making sure their students
are engaged in extra-
curricular activities.
Survey: Q1: I believe extracurricular activities is important at
my school.
Q2: I believe my school’s schedule benefits students participating
in extracurricular activities.
Q3: I believe my school has the resources to provide
extracurricular activities.
Q4: I believe extracurricular activities are beneficial for my
students.
Q5: Do you believe you have the knowledge to encourage
students to participate in extracurricular activities?
Q6: Does the principal encourage you to discuss extracurricular
activities with students?
Q7: How much are extracurricular activities encouraged in the
school culture?
Q8: Do you have knowledge on what extracurricular activities are
provided at your school?
Q9: I incorporate extracurricular activities into professional
development.
Q10: I encourage our students to participate in extra curricular
activities because I believe students will perform higher.
Q11: I incorporate extracurricular activities to our school culture.
Q12: I motivate my staff to encourage students to engage in
extracurricular activities.
Q13: To the best of your knowledge, what is the percentage of
students are engaged in extracurricular activities?

STATE PUBLIC CHARTER SCHOOLS 26

Organizational Influences
The lack of efficient and effective organizational work processes and material resources
can cause a performance gap (Clark & Estes, 2008). The three common approaches to culture in
organizations are: culture in the environment, groups, and individuals. Culture in environment
studies how developing and changing the culture of the organization can change performance
(Clack & Estes, 2008). STATE Public Charter Schools all have a different school model. A
school model is how the school is operated, which affects the culture. This can affect the
performance goal of increasing the number of students participating in extracurricular activities
if extracurricular activities aren’t a priority in the school model. A school model that is primarily
focused on academics may have Leadership who doesn’t see extracurricular activities as a
priority. Leadership may not make the effort in ensuring that the school model does not prevent
students from participating in extracurricular activities.
Culture in individuals is what work processes are effective for them, and how and why
they do things. It includes each person’s distinctly different motivational patterns about what
their skills are, what is worth doing and what makes them successful (Clark & Estes, 2008).
Leadership may not see the value in extracurricular activities, which affects their knowledge and
motivation and changes the organizational culture. Leadership sets the tone of the organizational
culture.
Assumed Organizational Influences

Organization Influence Assessment
Cultural Model Influence 1: Students are
encouraged to participate in extracurricular
activities.
Survey on if Leadership is motivated and has
the knowledge to encourage students to
participate in extracurricular activities
Cultural Model Influence 2: STATEPCSs’
main focus is performing high academically
and less on extracurricular activities.

Survey on if Leadership believes the school’s
culture focuses on extracurricular activities
as much as academics.
STATE PUBLIC CHARTER SCHOOLS 27

Cultural Setting Influence 1: STATEPCSs’
offers diverse extracurricular activities.

Survey on Leadership’s opinion on the
amount of extracurricular activities provided.
Cultural Setting Influence 2: STATEPCSs’
school day ends later than traditional public
school, which may interfere with student
involvement.

Interview with principal and providing
information on the school’s cultural setting.

STATE PUBLIC CHARTER SCHOOLS 28

Figure Y. Interactive Conceptual Framework

STATE Public Charter Schools (STATEPCS)
Institutional Factors:
§ Culture setting, which is the school model. A school’s model can have
academics or academics and extracurricular activities as the main
priority.
§ School schedules, which differ in each STATEPCS. Some STATEPCS
have a longer school day than traditional public schools and others
have regular school hours or unique schedules that cater to their
programs.

Leadership
Knowledge:
§ Declarative/conceptual: Leadership needs to know what
extracurricular activities are available to their students
§ Metacognition: Leadership needs to reflect on their students’
schedules and determine if their extracurricular activities are
beneficial or hurting students academically.
Motivation:
§ Value: Leadership values students becoming well-rounded
individuals academically and socially and believe that their
students should be involved in extracurricular activities.
§ Interest: Leadership is interested in making sure their
students are participating in extra-
curricular activities.
Increase number of students engaged in extracurricular
activities by fall 2019.
STATE PUBLIC CHARTER SCHOOLS 29

Figure Y is the framework that identifies the organization and the institutional factors that
affect the main stakeholder and causes the gaps. Some of the STATE Public Charter Schools’
(STATEPCS) institutional factors are related to cultural setting, which is how the school
operates, the culture model of the school and school schedule, which is how the classes are
organized and the associated academic hours. The Leadership team is the main stakeholder in the
study. Leadership’s knowledge factors are declarative/conceptual and the metacognition and
motivation factors are value and interest. The goal is to increase the number of students engaged
in extracurricular activities.
For the goal to be achieved, Leadership must focus on knowledge and motivation factors.
The importance of extracurricular activities is based on the culture setting or model of the school.
If the culture setting or model of the school prioritizes academics, then Leadership’s knowledge
and motivation will be different than if extracurricular activities are also a major priority.
Leadership may not have the knowledge of available extracurricular activities which, in turn,
would not motivate Leadership to make sure their students are engaged in such activities. When
this is the case, the STATEPCS may not view increasing participation as a performance goal.
Data Collection and Instrumentation

This study employs a qualitative analysis utilizing data from STATE Public Charter
Schools. Data collection from STATE Public Charter Schools was chosen in order to identify the
knowledge, motivation and organizational factors that affect the achievement of 90 percent of
students participating in extracurricular activities. This section describes the instruments that will
be utilized. For this study, data collection includes a survey administered to the leadership team,
followed by interviews with the principals and a review of school documents, including data
STATE PUBLIC CHARTER SCHOOLS 30

collection of out of school suspensions and graduation rates. Each data point will be explained
further and will include a rationale for data selection, recruitment and instrumentation.
Surveys
Each survey was given to the entire Leadership team. Simple Random Sampling was
utilized. According to Fink (2012), “A random sample is selected objectively.” (p. 81). This
ensured that each Leadership member has an equal chance to be selected. Due to having access
to each Leadership member’s name and the opportunity to sample the individuals directly, the
sampling procedure will be single stage. Each Leadership team member’s name was given a
number which prevented the Leadership member’s name from being exposed. Each Leadership
member took the survey on paper. This also ensured that the survey was taken in a timely
manner. There were 13 questions on the survey. There was 4 nominal, 1 interval and 8 ordinal
scales of measurement. This ensured that there is a variety of measurements, which increased
validity. The questions were measured factual knowledge, self-efficacy, goal orientation, cultural
models, and cultural setting.
Interviews
The goal of the interviews was to ascertain the information that we cannot directly
observe and will allow us to enter into their personal perspective (Patton, 2002). For this study,
five principals were interviewed, representing one from each of the five perspective high
schools. Each principal was interviewed once. The interviews were formal and in the principal’s
office or a private room of their choice with limited interruption, which helped to ensure the
principal’s comfort. The interview was semi-structured. It included structured/standardized
interview questions, which ensured the interview remains on topic (Merriam & Tisdell, 2016).
The order and wording of the questions was predetermined. According to Merriam and Tisdell
STATE PUBLIC CHARTER SCHOOLS 31

(2016), “The problem with using a highly structured interview in qualitative research is that the
rigidity adhering to predetermined questions may not allow you to assess participants’
perspectives and understandings of the world.” (p. 109). To ensure that the principals can share
their perspectives, some of the questions are designed to allow them the ability to share their
perspective and experience. Although the interviews were structured/standardized, the questions
were open-ended. According to Patton (2002), the four major reasons for using standardized
open-ended interviews are that they:
§ allow availability for your instrument to be inspected by those utilizing your findings of
the study
§ minimize the variation among interviewers
§ highly focus on the interviewee so that time is used efficiently
§ facilitate the analysis by making the responses easy to find and compare (Patton, 2002)
For this study, an open-ended standardized format was used to focus on the interviewee so
their time is used efficiently and to help ensure that their responses are easy to compare. The
questions were carefully worded prior to the interview. Each interviewee was asked the same
questions and the same stimuli in the same way and order, including standard probes (Patton,
2002). It is imperative in this study to provide each principal the opportunity to express their
experience with extracurricular activities. This helped determine the depth of knowledge and the
motivation the principal has in order to offer extracurricular activities. A structured interview
also helped ensure comparability data across setting, which, in this case, is the STATE Public
School setting (Maxwell, 2013). The schools differ due to their individual cultural setting, which
is developed by the principal. The semi-structured interview ensured that the differences were
STATE PUBLIC CHARTER SCHOOLS 32

evident based upon the responses to the questions. The interview questions tackles each
knowledge, motivation, and organizational influencer.
Documents and Artifacts
Research-generated documents were utilized for this study. According to Merriam and
Tisdell (2016), “Research-generated documentation are documents prepared by the researcher or
for the researcher by participants after the study has begun” (p. 173). Documentation of the
number of out of school suspensions and graduation rates were collected. This documentation
will provide information on how much extracurricular activities, suspensions and graduation
rates are correlated. With this collection of data, it showed if the organizational culture provides
the time and setting for students to participate in extracurricular activities. The goal of collecting
the data is to determine if there may be a knowledge, motivation and/or organizational gap.
RESULTS AND FINDINGS
STATE Public Charter Schools focus on education reform and school choice. The
mission of STATE Public Charter Schools is to provide quality public charter school options for
STATE students, families and the communities (About Us: STATEPCSB, 2017). Their vision is
to lead the transformation of public education in a specific state and serve as a national paragon
for charter school models and accountability. However, there has been concern regarding
students’ lack of participation in extracurricular activities at STATE Public Charter Schools.
There continues to be a high number of out of school suspensions, which the literature review
has stated can be decreased with student participation in extracurricular activities. The literature
review also provided detail on the other benefits of extracurricular activities. The goal of STATE
Public Charter Schools is that by fall of 2019, ninety percent of students will participate in
STATE PUBLIC CHARTER SCHOOLS 33

extracurricular activities, improving students’ academic and social skills. Successfully reaching
this goal should help students be better prepared for college and their overall life.
The purpose of this project was to conduct a mixed methods study to examine
Leadership’s knowledge, motivation and organizational influences to increase student
engagement in extracurricular activities. The analysis began in 2018 by interviewing members of
Leadership, providing a survey for them to complete, and gathering data of suspension rates, as
well as the graduation rates. The leadership team consisted of the principal, assistant principal,
instructional coach, dean of students, director of student services and a director of operations.
Five high school (9
th
˗12
th
grade) STATE Public Charter Schools participated.
The questions that guided this study were the following:
4. To what extent is the organization meeting its goal of 90 percent of students
participating in extracurricular activities?
5. What are the knowledge, motivational and organizational elements related to
achieving STATE Public Charter Schools’ goal of 90 percent of students
participating in extracurricular activities?
6. What are the recommendations for STATE Public Charter Schools’ practice in the
areas of knowledge, motivational and organizational resources?
This chapter will present the results and findings of the research and respond to the
questions of how the organization is meeting their goal and the knowledge, motivational and
organizational elements that help to achieve the goal. The chapter will begin with presenting the
stakeholders and how each school will be identified. The results and findings will follow.
Chapter 5 will provide the recommendations for STATE Public Charter School.

STATE PUBLIC CHARTER SCHOOLS 34

Participating Stakeholders
Five STATE Public Charter Schools participated in the study. Two of the schools were
Tier 1, two were Tier 2 and one was Tier 3. In the state, public charter schools are put into tiers
to rank their effectiveness as a school. Tier 1 is the high performing charter schools, Tier 2 is
performing average and Tier 3 is performing below average. Each school had five Leadership
members participate in the survey, for a total of 25 members, and the principal of each school,
who is also part of Leadership, participated in the interview, for a total of 5 principals. The
results of each STATE Public Charter School survey and interview will be discussed and
identified as follows:
STATE 1A: Tier 1 school
STATE 1B: Tier 1 school
STATE 2C: Tier 2 school
STATE 2D: Tier 2 school
STATE 3E: Tier 3 school
The STATE Public Charter School results as a whole will also be discussed.
Results and Findings
The findings indicate that in terms of knowledge, the Leadership team believes that
extracurricular activities are important and beneficial to their students. They also shared that they
have the knowledge to encourage students to participate in extracurricular activities and are
aware of what activities are provided at their school. From an organizational perspective, only
half of the Leadership team believes that the school’s schedule benefits students participating in
extracurricular activities and that the school has available resources. As it relates to motivation,
Leadership has difficulty encouraging students to participate because their principal does not
STATE PUBLIC CHARTER SCHOOLS 35

indicate that extracurricular activities are a priority. They don’t incorporate extracurricular
activities into the school culture, nor do they motivate staff to encourage students to engage in
extracurricular activities. The findings indicated that the problem also lies in principals not
encouraging Leadership to discuss extracurricular activities with students or making
extracurricular activities part of the school culture. Additionally, extracurricular activities are not
incorporated into professional development. All five principals interviewed expressed frustration
that there “isn’t time during academic school hours” to follow through and incorporate
extracurricular activities into the school culture because of concern that doing so would take time
away from academics. As stated in the literature review, due to the No Child Left Behind Act,
money has been used more to prepare students for state testing rather than for extracurricular
activities. Overall, school culture has changed, placing the priority on academics and
testing. According to Peterson (2015), the federal administration continues to support testing
every student in math and reading in grades three through twelve. State testing has become
the “performance test” for public charter schools. Many public charter schools have become
more concerned about performing well on state testing and receiving positive recognition than
focusing on the whole child. Since the tests are used to evaluate whether or not the student is
learning what is specifically on the test, teachers are teaching to prepare for state testing rather
than teaching to prepare students for college and/or the workforce. Many public charter schools
believe that there needs to be more time for teachers to teach and prepare for the state
testing. Because of this change in school culture, extracurricular activities are being eliminated
or reduced significantly.
How Does Leadership’s Knowledge of Extracurricular Activities, or Lack Thereof, Affect
Student Participation in Extracurricular Activities?
STATE PUBLIC CHARTER SCHOOLS 36

Knowledge of extracurricular activities did not affect student participation. Based on the
interviews that were completed, STATE Public Charter School principals possess the knowledge
of the positive effects of extracurricular activities. The principals believed that extracurricular
activities are important to the school and beneficial for students. They have the knowledge to
encourage students to participate and know what activities are provided at their school. In this
section, each theme will identify the principals’ knowledge on extracurricular activities in their
school. Knowledge of the importance of extracurricular activities will address the following:
1. Their personal experience in extracurricular activities
2. How their role impacts the increase of extracurricular activities
Knowledge of Extracurricular Activities Provided will address the following:
1. How decisions are made as to which extracurricular activities are selected.
2. The extracurricular activities which offer the greatest impact on the long-term success
of student achievement.
Additionally, the survey responses from Leadership will be provided in tables, which will
show patterns later in this chapter. This section provides data that shows Leadership’s knowledge
does not affect student participation at STATE Public Charter Schools.
Knowledge of the Value of Extracurricular Activities
All principals indicated that they recognize and value the importance of student
participation in extracurricular activities. This theme was evident in all five schools and answers
the question of awareness and understanding of the impact of students participating in
extracurricular activities. STATE 1B principal stated, “my own children participate in music and
sports and it helps with their academic achievement. All students should have these options.”
STATE 2D and STATE 3E principals also discussed their children participating in
STATE PUBLIC CHARTER SCHOOLS 37

extracurricular activities. STATE 1A principal further added, “I was a high school athlete and
thought about college scholarships at one point.” STATE 2C principal was also a high school
athlete. It was clear that each principal had their own positive feelings about, and experiences in,
extracurricular activities.
All STATE principals believed that their role directly impacts the increase of
extracurricular activities within their schools. However, STATE 1A principal differed in her
opinion when discussing her role and had less desire to increase and prioritize extracurricular
activities. She stated, “Although I may impact the increase of extracurricular activities, if the
students don’t want to participate then I won’t force them. Academics is a priority, and if they
have above a 3.0, then I’m not going to pressure them to participate in any activity.” She further
stated, “Our students are all graduating and getting accepted to college. Yes, extracurricular
activities are important, but to make it more of a priority would take away time for teachers and
staff to ensure lesson plans are exceptional. It will also take away students focusing on their
academics. The extracurricular activities are offered to them. It’s not a major priority to make
them participate.” STATE 1B and D principals were reflective on how their school could
increase student participation. “We have numerous sports, but I would like to add more non-
athletic extracurricular activities for students who may not like physical activity. We have to do
better at promoting non-athletic activities,” stated STATE 1B principal. “I would have to say that
I’m proud of the number of extracurricular activities we provide. I know we can work on
encouraging the scholars to participate, though. Sometimes when scholars know there are many
opportunities, they don’t take advantage of them, stated STATE 2D principal. Knowledge of the
importance of extracurricular activities and their impact are not major concerns since the
interviews and surveys report no lack of knowledge.
STATE PUBLIC CHARTER SCHOOLS 38

Knowledge influence survey results show that STATE Public Charter Schools have
significant knowledge in extracurricular activities in their school. All Leadership members
believe that extracurricular activities are important at their school and beneficial for their
students.
Table 2
Survey Results for Leadership’s Belief in the Importance and Benefit of Extracurricular
Activities
Knowledge Question Responded
Yes
Frequency
I believe extracurricular activities are important at my
school.

100%

25
I believe extracurricular activities are beneficial for my
students.

100%

25

Approximately half of Leadership members believe they have the knowledge to
encourage students to participate in extracurricular activities, while the other half somewhat
believe they have the knowledge. The majority of Leadership believe they have the knowledge
on what extracurricular activities are provided at their school and the rest believe somewhat.
STATE Public Charter School results showed high knowledge influence, which indicates very
little concern.
Table 3
Survey Results for Leadership’s in Knowledge to Encourage Students to Participate in
Extracurricular Activities
Percent Responded Frequency
Not at All 0% 0
Somewhat 48% 12
STATE PUBLIC CHARTER SCHOOLS 39

Definitely 52% 13

Table 4
Survey Results for Leadership’s in Knowledge on What Extracurricular Activities are Provided
Percent Responded Frequency
Not at All 0% 0
Somewhat 28% 7
Definitely 72% 18
Based on the survey results, Leadership’s declarative/conceptual knowledge is not a
concern. In fact, Leadership is fully aware of the benefits of extracurricular activities and have
the knowledge to encourage student participation.
Knowledge of Extracurricular Activities Provided
All STATE Public Charter Schools depend on the Leadership team to select
extracurricular activities that they believe students will show an interest. STATE 1B, C and D
principals also allow students to develop extracurricular activities in which there is considerable
interest. “Even though we pick pretty much which extracurricular activities are implemented, we
really encourage our students to implement their own with teachers or Leadership’s guidance,”
STATE 1B principals stated, “We want our students to feel empowered to participate in
extracurricular activities. So, if we see a majority of students with an interest in debate, of course
we will implement it. When it comes to extracurricular activities, I want everything to be
available to them,” STATE 2C principal stated.
When asked about the most impactful extracurricular activities, basketball and debate
were the most popular among all five schools. Each school knew exactly which extracurricular
STATE PUBLIC CHARTER SCHOOLS 40

activities were most popular and their benefits were recognized by the students. STATE 2D
principal stated, “Our scholars have many extracurricular activities to choose from; however,
scholars tend to gravitate towards debate, spoken word, basketball and volleyball. We have many
extracurricular activities for males and females, but also have coed extracurricular activities,
which I believe is just as important.” STATE 3E principal stated that “cheerleading, dance,
football and marching band were their most impactful activities since students learn to work as a
team. “It’s great because most of our students who have behavioral issues tend to choose
activities in which they need to work in groups. I laugh because they don’t realize how it’s
impacting them positively in a social environment; one of the many reasons why I love and
defend extracurricular activities.” STATE 1A principal discussed extracurricular activities from
an academic standpoint. “Our students who played basketball and debate have received college
scholarships, which has been wonderful.” Each principal knew which extracurricular activities
were impactful in their school.
All of the STATE Public Charter School principals indicated that they recognize and
value the importance of student participation in extracurricular activities. Leadership understands
how beneficial extracurricular activities are for their students and know to encourage students.
Lastly, Leadership knows the extracurricular activities that are provided and which activities are
most impactful.
How Does a School’s Organizational Culture Possibly Help or Interfere with Increasing the
Number of Extracurricular Activities Offered?
STATE Public Charter Schools’ culture can either help or hinder the increase of number
of extracurricular activities. Leadership believes that their school’s schedule does not interfere
with students participating in extracurricular activities and that there are multiple resources
STATE PUBLIC CHARTER SCHOOLS 41

available to them. However, the principals were not viewed as encouraging the rest of
Leadership and staff to discuss extracurricular activities with students or encouraging
incorporating the activities into the school culture. This clearly has an impact on increasing the
number of extracurricular activities offered. Based on the interviews, STATE Public Charter
Schools’ culture and lack of discussion during professional development also interferes with
increasing the number of extracurricular activities offered.
The “Academics First and Extracurricular Activities Last” section will discuss the
principals’ thoughts on the importance of extracurricular activities at their school and their belief
on how their school schedule affects, or does not affect, student participation. The “Professional
Development” section discusses the principals’ role in developing the school model/culture and
the impediments to prioritizing extracurricular activities. The “Principal’s Mindset vs.
Organizational Goal” discusses the impact extracurricular activities have on students’ academic
and social skills, how students’ academics improve due to extracurricular activities at their
school and how students’ social skills develop due to extracurricular activities at their school.
Academics First and Extracurricular Activities Last
The importance of extracurricular activities in STATE Public Charter Schools is reported
as very important based on the survey and interviews conducted. However, the principals’ feel
that due to the Charter School board pushing high scores on state testing and meeting other
requirements, extracurricular activities become less important. STATE 1B, C and D principals
all feel strongly that extracurricular activities are important. “Students need the social outlet in
order to gain social skills as well as other skills that academics can’t teach you. It just becomes
difficult when you know there are other priorities that tend to override extracurricular activities.
Unfortunately, academics are more important than extracurricular activities,” STATE 1B
STATE PUBLIC CHARTER SCHOOLS 42

principal stated. When discussing the topic with STATE 2C, he began to analyze how
extracurricular activities and academics are not blended together. “Actually, as I’m talking to
you, I never really thought about why extracurricular activities and academics are seen as two
different priorities. In some ways, if we use extracurricular activities in a way where students
could be penalized or rewarded during practice due to their negative or positive contributions
academically, then you’re really prioritizing both and using it to your advantage. But see, we
principals don’t think that way. It’s always seen as separate. I guess we have tunnel vision at
times.” However, STATE 1A principal had a different view. “Extracurricular activities are
clearly important. All I’m saying is that the main focus has to be on academics. It’s a school and
not a recreational facility. Yes, extracurricular activities have a great impact on students, but it
only impacts them but oh so much. They still need to know the fundamentals in math, reading
and writing. Extracurricular activities can’t do that. I think students should participate in
extracurricular activities. It’s important. Just not before your academics.” All STATE Public
Charter School principals have the knowledge to encourage and motivate students to participate
in extracurricular activities. However, interviews revealed that they are not a priority. Every
Student Succeeds Act (ESSA) was not discussed during each interview and the principals did not
share how they utilize the law in order to prioritize extracurricular activities and socioemotional
learning.
When discussing if the school schedule interferes with students being able to participate
in extracurricular activities, all STATE Public Charter School principals believed there wasn’t a
conflict. “About fifty percent of schools in [the state] are charter schools. Most of the charter
schools end around the same time. Students have the opportunity to play and compete against
STATE PUBLIC CHARTER SCHOOLS 43

other schools,” STATE 2C stated. Based on the survey and interviews, there was no evidence
that the school schedules were a conflict for students to participate in extracurricular activities.
Professional Development
STATE Public Charter School principals saw their role as the leader of modeling the
school culture and ensuring that the school culture is successful. STATE 1B stated, “Although I
am not the founder of [the school], I believe how I set the school culture is my priority. I set the
tone every day and create the temperature of the school”. Additionally, STATE 2C stated, “My
leadership is what holds the school culture. If I don’t provide great leadership, then the school
culture can be affected. Part of the position as principal is to set the school culture and ensure
that the school culture is effective”. However, all STATE Public Charter School principals
admitted to not implementing discussions about extracurricular activities in professional
development. Additionally, survey results showed 100 percent of Leadership do not incorporate
extracurricular activity discussion into professional development.
Table 5
Survey Results for Leadership’s Motivation in Incorporating Extracurricular Activities into
professional development
Percent Responded Frequency
Not Motivated 96% 24
Motivated 4% 1
Very Motivated 0% 0

Also, the principals are not seeing extracurricular activities as part of their school culture.
“School culture is more about during school hours and the model of our school, which is to
prepare the next generation and achieving their goal of getting accepted to college.
STATE PUBLIC CHARTER SCHOOLS 44

Extracurricular activities are after school, so it’s not part of the daily culture of [the school’s
name],” STATE 1A stated. STATE 1B responded, “When I think of the culture of the school, I
don’t necessarily think about extracurricular activities as part of our school culture. What comes
to mind is suspensions, discipline, how students feel and behave in and outside of class. So,
during PD, that’s part of our discussion. It never really occurred to me that discussing
extracurricular activities, and maybe the lack of student participation was the right time to
discuss it. I do think involving more teachers and Leadership to encourage students would be
beneficial.” STATE 2C and D principals responded similarly and believed that seeing
extracurricular activities as part of the culture of the school can be beneficial. “If more teachers
attended scholars’ games or events, I think it would build student/teacher rapport, which can lead
to students caring more about the class and perhaps performing better by putting more effort in
the class. Adding extracurricular activities as one of the discussion points would be very
beneficial. It may even motivate more staff to speak to the scholars about their extracurricular
activities,” STATE 2D stated. STATE 2C responded, “We don’t exactly implement
extracurricular activities into our school culture. It’s seen more as after-school athletics and
activities. Having discussions about extracurricular activities during PD isn’t exactly thought of.”
Survey results showed that majority of Leadership are not motivated to incorporate
extracurricular activities into the school culture.
Table 6
Survey Results for Leadership’s Motivation in Incorporating Extracurricular Activities into the
School Culture
Percent Responded Frequency
Not Motivated 68% 17
STATE PUBLIC CHARTER SCHOOLS 45

Motivated 32% 8
Very Motivated 0% 0

When asked about the impediments to prioritizing extracurricular activities, it was
suggested that there is pressure to perform well on state testing and receive a high score on their
annual report conducted by the charter school board. Each STATE Public Charter School
principal expressed that prioritizing extracurricular activities can take time away from academics
and possibly negatively impact student/staff academic focus. “If we were to prioritize
extracurricular activities, I believe staff would lose focus on the big picture of ensuring students
are performing at the best of their abilities academically,” STATE 1A principal stated. STATE
1B principal responded, “I don’t think prioritizing extracurricular activities would have major
negative effects. I believe it would help improve student performance. However, I do feel that
staff may have difficulty prioritizing both.” Survey results support the principals’ thoughts and
feelings on encouraging students to participate in extracurricular activities. Although Leadership
believes students will perform higher if engaged in extracurricular activities, approximately half
of Leadership is not motivated to encourage the students. However, approximately half stated
they are motivated. This data shows a split in Leadership’s motivation.
Table 7
Survey Results for Leadership’s Motivation in Encouraging Students to Participate in
Extracurricular Activities Because I Believe Students Will Perform Higher.
Percent Responded Frequency
Not Motivated 48% 12
Motivated 48% 12
STATE PUBLIC CHARTER SCHOOLS 46

Very Motivated 4% 1

STATE 2C principal stated, “I’m unsure of the benefit of prioritizing extracurricular
activities since it’s not part of the charter school board’s priority when completing an observation
for their annual report.” STATE 2D and E principals had similar responses, stating “it would be
difficult.” Survey results support that Leadership does not prioritize motivating staff to
encourage students to participate in extracurricular activities. Based on the survey, majority of
Leadership are not motivated in encouraging staff to discuss participating in extracurricular
activities with students.
Table 8
Motivation in Motivating Staff to Encourage Students to Participate in Extracurricular Activities
Percent Responded Frequency
Not Motivated 64% 16
Motivated 36% 9
Very Motivated 0% 0

Based on the survey and interview responses, motivational influences are low. This
affects the growth in adding extracurricular activities to professional development and
motivating staff to encourage students to participate in extracurricular activities. Leadership’s
belief in the benefits of students participating in extracurricular activities is not problematic.
However, there is great concern in Leadership’s interest in making sure their students are
participating in extracurricular activates.

STATE PUBLIC CHARTER SCHOOLS 47

Principal’s Mindset on the Organization
STATE Public Charter School principals’ mindset is that extracurricular activities are
improving students’ social skills and academics. STATE 1A principal stated, “Most of our
athletes and students who are in debate and robotics have above 3.0 and college acceptances. I do
believe having the structure of academics and extracurricular activities is the cause.” STATE 2C
principal expressed excitement in “seeing my students succeed academically and socially due to
the athletics department putting in time and dedication to my student.” STATE 1B, D, and E
principals used the word “excel” during the interview and stated that students’ GPAs were
higher. “I have noticed that during the fall when football and marching band season is in session,
our GPAs are higher. Mainly because students can’t attend games if they are not in good
standing,” STATE 3E principal stated. The interviews suggest that there is a major benefit to
students socially and academically when they are involved in extracurricular activities. STATE
3E school’s policy enforces academics by using the extracurricular events. However, survey
results show that majority of Leadership does not feel that the principal encourages discussions
with the students about extracurricular activities and is not encouraged in the school culture.
Table 9
Survey Results for Leadership’s Belief That Their Principal Encourages Discussions on
Extracurricular Activities
Percent Responded Frequency
Not at All 72% 18
Somewhat 28% 7
Definitely 0% 0
STATE PUBLIC CHARTER SCHOOLS 48

Table 10
Survey Results for Leadership’s Belief That Extracurricular Activities are Encouraged in the
School Culture
Percent Responded Frequency
Not at All 88% 22
Somewhat 12% 3
Definitely 0% 0
Additionally, survey results show the majority of Leadership believes that STATE Public
Charter Schools have the resources to provide extracurricular activities. This further proves what
the principals stated during their interview. The schools have the resources, which is why
students have the opportunity to participate in extracurricular activities. Majority of Leadership
stated that the resources are available on the survey. These students are performing well based on
the interviews. However, the survey results were split when asked if they believed the school’s
schedule benefits students participating in extracurricular activities. Approximately half of
Leadership believe their school schedule benefits students in participating in extracurricular
activities and half believe otherwise. This split result is due to each STATE Public Charter
School having different daily school schedules. Based on the survey results, although there is an
abundance of resources available, the school culture fails to motivate students to participate in
extracurricular activities. Because each school offers a different school schedule, it is difficult to
determine if the daily school schedule has a direct influence on Leadership encouraging students
to participate in extracurricular activities.

STATE PUBLIC CHARTER SCHOOLS 49

Table 11
Survey Results for Leadership’s Belief in Available Resources and Benefits in School Schedule
Knowledge Question Responded
Yes
Frequency
I believe my school has the resources to provide
extracurricular activities.

84%

21
I believe my school’s schedule benefits students
participating in extracurricular activities.

60%

15

Lastly, the 2017 School Quality Reports and Leadership surveys have shown that there
may be a correlation between suspensions and motivation with encouraging students to
participate in extracurricular activities. STATE 1A school had the highest suspensions during the
2016-2017 school year and the principal is the least motivated in prioritizing extracurricular
activities. STATE 1A’s four-year graduation rate was 89.4 percent and 496 out-of-school
suspensions. STATE 1B principal was the most receptive to prioritizing extracurricular activities
and had the least number of suspensions for the school year. STATE 1B’s graduation rate was 71
percent and 64 out-of-school suspensions. STATE 2C has the highest graduation rate, but the
second highest out-of-school suspensions for the school year. STATE 2C’s graduation rate was
91 percent and 236 out-of-school suspensions. STATE 2D’s graduation rate was 72 percent and
97 out-of-school suspensions. STATE 3E’s graduation rate was 52 percent and 130 out-of-school
suspensions. Although there was no correlation between graduation rates and extracurricular
activities, the number of out-of-school suspensions were higher in schools with lower graduation
rates. STATE 1A is a Tier 1 school; however, they have the highest number of suspensions. On
the survey, three out of five Leadership members identified only 26-50 percent of students
participating in extracurricular activities. STATE 2D, which is a Tier 2 school and reported 97
out-of-school suspensions, surveyed three out of five Leadership members believing 76 to 100
STATE PUBLIC CHARTER SCHOOLS 50

percent of students participated in extracurricular activities. STATE 1B surveyed 76-100 percent
of students participated in extracurricular activities. STATE 2C and 3E surveyed 51-75 percent
of students participated in extracurricular activities.
Table 12
STATE Public Charter School’s Graduate and Suspension Rates by School

STATE Public
Charter School

Graduation
Rate

Out-of-School
Suspension
Rate
Percentage of Students
Participating in Extracurricular
Activities (Ratio of Leadership’s
Response)

STATE 1A

89.4%

496

26-50% (3/5)

STATE 1B

71%

64

76-100% (4/5)

STATE 2C

91%

236

51-75% (4/5)

STATE 2D

72%

97

76-100% (3/5)

STATE 3E

52%

130

51-75 (4/5)

RECOMMENDATIONS
This section will discuss the recommendations for STATE Public Charter School, which
will help achieve their goal of 90 percent of students participating in extracurricular activities.
The knowledge recommendations will provide a table that states the declarative and
metacognitive knowledge influences and the context-specific recommendations. Additionally,
the table will show if the knowledge influence is a priority and valid. The motivation
recommendations will provide a table with a list of assumed motivation influences and their
probability of being validated based on the most frequently mentioned motivation influences.
The organizational influences will provide a table with a list of assumed organization influences
and their probability of being validated based on the most frequently mentioned organization
STATE PUBLIC CHARTER SCHOOLS 51

influences. Each recommendation will support Leadership and hopefully empower them to make
extracurricular activities a priority.
Knowledge Recommendations
Introduction. The knowledge influences in Table A represent the complete list of
assumed knowledge influences and their probability of being validated based on the most
frequently mentioned knowledge influences to achieving the stakeholders’ goal during informal
interviews and supported by the literature review. Clark and Estes (2008) suggest that declarative
knowledge about something is often necessary to know before applying it to classify or identify,
as in the case of reviewing drug applications for accuracy and completeness. As such, as
indicated in Table 1, it is shown that these influences are validated, partially validated or not
validated and are a high priority or not a priority for achieving the stakeholders’ goal. Table 1
also shows the recommendations for these highly probable influences based on theoretical
principles.
Table 1
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence: Cause, Need, or
Asset*

Validated,
Partially
Validated,
or Not
Validated
(V, PV, N)
Priorit
y
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Leadership does not know what
extracurricular activities are
available for their students. (D)
N N Creating schemata
helps learners to
organize declarative
knowledge in a
domain (Schraw,
Veldt, & Olafson,
2009).
This study found that
Leadership does have
the knowledge of what
extracurricular activities
are available for their
students.
STATE PUBLIC CHARTER SCHOOLS 52

Leadership does not research
what type of extracurricular
activities are unique and
beneficial for their students
based on college and student
preference. (D)
N N Acquiring skills for
expertise frequently
begins with learning
declarative
knowledge about
individual
procedural steps
(Clark et al., 2008).
This study found that
Leadership understands
the type of
extracurricular activities
that are unique and
beneficial for their
students based on
college and student
preference.
Leadership does not reflect on
their students’ schedule and see
if their extracurricular activities
are beneficial or hurting them
academically. (M)
PV Y Performance levels
increase and
completion times
decrease with
increased self-
regulation skills
(Clark & Estes,
2008).
Provide professional
development training on
how to analyze
students’ schedule and
provide support and
guidance to students on
managing academics
and extracurricular
activities.

*Indicate knowledge type for each influence listed using these abbreviations: (D)eclarative;
(P)rocedural; (M)etacognitive
Declarative knowledge solutions. Declarative knowledge is the interrelationships
among the basic elements within a larger structure, such as categories, classifications, theories,
principles or generalizations that enable them to function together (Rueda, 2011). The data
indicated that Leadership does know what extracurricular activities are available for their
students. (D) Creating schemata helps learners to organize declarative knowledge in a domain
(Schraw, Veldt, & Olafson, 2009). This suggests that Leadership’s knowledge of the
extracurricular activities available for their students does not affect the goal of STATE Public
Charter Schools increasing student participation. No recommendation is needed.
According to Martinez, Coker, McMahon, Cohen and Thapa (2016), “Social-ecological
theory suggests that the social contexts of different types of extracurricular activities may
differentially affect student outcomes” (p. 70). It is important that Leadership continues to
STATE PUBLIC CHARTER SCHOOLS 53

provide information on the number of extracurricular activities that are available to students and
a description of each extracurricular activity in order to help Leadership become knowledgeable
as to what extracurricular activities are available to students.
As stated, declarative knowledge is the interrelationships among the basic elements
within a larger structure, such as categories, classifications, theories, principles or generalizations
that enable them to function together (Rueda, 2011). This data indicated that Leadership does
research what type of extracurricular activities are unique and beneficial for their students based
on college and student preference. (D) Acquiring skills for expertise frequently begins with
learning declarative knowledge about individual procedural steps (Clark et al., 2008). This
suggests that there are no gaps in declarative knowledge. Leadership is aware of which
extracurricular activities are most beneficial for the future of their students. No recommendation
is needed.
For many universities, extracurricular activities noted on the college application is
important. It often can reveal a student’s personality and character. According to Sternberg
(2010) research, “Admissions officers often are interested in seeking future leaders and
productive citizens, and they know that test scores and grades only tell one so much” (P. 51). It is
important for admission counselors and staff to see the potential in the student by seeing how
well-rounded they are.
Metacognitive knowledge solutions. Metacognitive knowledge is being aware of your
own cognition and cognitive process, which is knowing when and why to do something (Rueda,
2011). This data indicated that Leadership does not always reflect on their students’ schedule to
determine if their extracurricular activities are beneficial or hurting them academically. (M)
Performance levels increase and completion times decrease with increased self-regulation skills
STATE PUBLIC CHARTER SCHOOLS 54

(Clark & Estes, 2008). This suggests that without Leadership’s knowledge in providing guidance
to students on their schedules, Leadership will have great difficulty in helping their students
manage their schedules and balance academics and extracurricular activities. The
recommendation is to provide Leadership professional development training on how to analyze
student schedules and provide support and guidance to students on managing academics and
extracurricular activities. Professional development is provided weekly and for approximately 3
hours. During professional development, Leadership will provide time to discuss the issues and
difficulties with students’ schedules. This will give Leadership the opportunity to provide
feedback to teachers and staff. Additionally, teachers and staff will have the opportunity to share
success stories and motivate them to continue encouraging students.
Early research that has focused on extracurricular activities have suggested that students
who are involved in multiple extracurricular activities have more favorable outcomes (Martinez,
Coker, McMahon, Cohen & Thapa, 2016). However, there have been questions regarding the
importance of the number of extracurricular activities versus the combination. Leadership must
receive professional development training on how to analyze students’ schedule and provide
support and guidance to students on managing academics and extracurricular activities.
Appropriate training will help Leadership ensure that each student is taking the correct number
of extracurricular activities that best fits them.
Motivation Recommendations
Introduction. The motivation influences in Table 2 represent the complete list of
assumed motivation influences and their probability of being validated based on the most
frequently mentioned motivation influences to achieving Leadership’s goal during informal
interviews and supported by the literature review, as well as the review of motivation theory.
STATE PUBLIC CHARTER SCHOOLS 55

Clark and Estes (2008) suggest that there are three indicators of motivation in task performance –
choice, persistence and mental effort. Choice is going beyond intention to start something.
Persistence is continuing to pursue a goal in the face of distractions, and mental effort is seeking
and applying new knowledge to solve a novel program or perform a new task. The assumed
causes appear to suggest choice and persistence may be lacking for Leadership in encouraging
students to participate in extracurricular activities. As such, as indicated in Table 2, the
motivational influences are validated and partially validated. However, both influences are a
priority for achieving Leadership’s goal. Table 2 also shows the recommendations for these
influences based on theoretical principles.
Table 2
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence: Cause, Need, or
Asset*

Validated,
Partially
Validated, or
Not Validated
(V, PV, N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
The Leadership team is not
aware that in order for their
students to become well-
rounded individuals
academically and socially,
their students should be
involved in extracurricular
activities. (V)
PV Y Effective observational
learning is achieved by first
organizing and rehearsing
modeled behaviors, then
enacting it overtly
(Ambrose, 2010).

Learning and motivation are
enhanced if the learner
values the task (Eccles,
2006).

Provide opportunities
during Leadership
team meeting to read
articles and discuss
and model the
importance of students
participating in
extracurricular
activities.
The Leadership team is not
interested in making sure
their students are engaged in
extracurricular activities. (I)
Y Y Task performance is
increased when rewarded
(Skinner, 1957; Clark &
Estes, 2008).
Provide incentives for
Leadership team to
encourage increased
student participation in
extracurricular
activities.

STATE PUBLIC CHARTER SCHOOLS 56

Value. Leadership is partially aware that in order for their students to become well-
rounded individuals academically and socially, their students should be involved in
extracurricular activities. Effective observational learning is achieved by first organizing and
rehearsing modeled behaviors, then enacting them overtly (Ambrose, 2010). Learning and
motivation are enhanced if the learner values the task (Eccles, 2006). This would suggest that
Leadership’s awareness in utilizing extracurricular activities to help students become well-
rounded will increase value. It is recommended that Leadership provide opportunities during
team meetings to read articles and discuss and model the importance of student participation in
extracurricular activities. During team meeting, Leadership will model how to discuss
extracurricular activities with students and the importance in participating. This will decrease
Leadership, teachers and staff from feeling inadequate and increase their motivation in speaking
with students.
According to Palen and Coatsworth (2007) research, involvement in extracurricular
activities significantly impacts a student’s well-being. Bundick (2011) states, “People who
engage frequently in activities they find personally meaningful are likely to have their meaning
systems reinforced and thus experience greater overall meaning in life” (p. 58). If students are
involved in extracurricular activities, they will have a better chance of becoming well-rounded
and better prepared for college. Csikszentmihalyi, Abuhamdeh and Nakamura (2005) research
shows that involvement in extracurricular activities is associated with positive psychological
outcomes, such as personal growth, self-efficacy, positive affect and intrinsic motivation. Steger,
Kashdan and Oishi (2008) research also found that daily student participation in extracurricular
activities is associated with a greater sense of global meaning of life and psychological well-
being.
STATE PUBLIC CHARTER SCHOOLS 57

Interest. The Leadership team is not interested in making sure their students are engaged
in extracurricular activities. Task performance is increased when rewarded (Skinner, 1957; Clark
& Estes, 2008). This would suggest that Leadership’s desire to ensure that students are engaged
in extracurricular activities will increase interest. It is recommended that Leadership be provided
with incentives for them to encourage increased student participation in extracurricular activities.
Leadership will provide a school wide incentive that will bring unity and motivation. For
example, when 90 percent of students are participating in extracurricular activities for the season,
the school will provide lunch at the end of the season. A smaller incentive would be the top five
staff members what attend most extracurricular activities will receive a gift card. Incentives or
external motivators can increase motivation and morale.
According to McKenzie and Lee (1998), “Incentives matter because information is
dispersed throughout the firm and those who have the information do not always have an interest
in using it for the benefit of the firm as a whole and its owners” (p. 3). Creating an interest by
utilizing incentives will motivate Leadership and teachers to commit to the goal of increasing
student participation in extracurricular activities. Having an interest in achieving the goal must
stem from motivating those individuals because motivation has been recognized as the most
important antecedent of productivity (Gagne & Gagné, 2014). Leadership and staff’s intrinsic
motivation does not always stay consistent naturally. Therefore, tangible incentives and rewards
will motivate Leadership in encouraging students to participate in extracurricular activities
(Gagne & Gagné, 2014).
Organization Recommendations
Introduction. The organization influences in Table 3 represent the complete list of
assumed organization influences and their probability of being validated based on the most
STATE PUBLIC CHARTER SCHOOLS 58

frequently mentioned organization influences to achieving Leadership’s goal during informal
interviews and supported by the literature review and the review of STATE Public Charter
Schools and their culture. Clark and Estes (2008) suggest that organization and stakeholder
goals are often not achieved due to a lack of resources, most often time and money, and
stakeholder goals that are not aligned with the organization’s mission and goals. Gallimore and
Goldenberg (2001) propose two constructs about culture – cultural models or the observable
beliefs and values shared by individuals in groups, and cultural models, or the settings and
activities in which performance occurs. Thus, both resources and processes, as well as cultural
models and settings must align throughout the organization’s structure to achieve the mission
and goals. As such, as indicated in Table 3, some of STATE Public Charter Schools’
organizational influences are validated and are a priority for achieving the Leadership’s goal.
Table 3 also shows the recommendations for these influences based on theoretical principles.
Table 3
Summary of Organization Influences and Recommendations
Assumed Organization
Influence: Cause, Need, or
Asset*

Validated,
Partially
Validated, or
Not Validated
(V, PV, N)
Priority
Yes, No
(Y, N)
Principle and Citation

Context-Specific
Recommendation
Cultural Model Influence 1:
Students are not encouraged
to participate in
extracurricular activities.
Y Y Organizational performance
increases when top
management is continually
involved in the
improvement process (Clark
& Estes, 2008).
Leadership will model
during teacher
professional
development how to
encourage student
participation in
extracurricular
activities.

Cultural Model Influence 2:
STATEPCSs’ main focus is
performing high
academically and less on
extracurricular activities.

Y Y Organizational performance
increases when processes
and resources are aligned
with goals established
collaboratively (Clark &
Estes, 2008).

Leadership will ensure
that school policies
and procedures are
positively affecting
and increasing student
participation in
extracurricular
STATE PUBLIC CHARTER SCHOOLS 59

activities instead of
limiting students the
opportunity to
participate.
Cultural Setting Influence 1:
STATEPCSs’ does not offer
diverse extracurricular
activities.

N N Organizational performance
increases when processes
and resources are aligned
with goals established
collaboratively (Clark &
Estes, 2008).
This study found that
STATEPCS offers
diverse extracurricular
activities.
Cultural Setting Influence 2:
STATEPCSs’ school day
ends later than traditional
public school, which may
interfere with student
involvement.
N N Organizational performance
increases when processes
and resources are aligned
with goals established
collaboratively (Clark &
Estes, 2008).
This study found that
STATEPCS’ school
hours don’t interfere
with student
involvement.

Cultural models. Students are not encouraged to participate in extracurricular
activities. Organizational performance increases when top management is continuously involved
in the improvement process (Clark & Estes, 2008). On-site and in-person inspection reveals
more nuanced judgments (Jerald, 2012). This suggests that during professional development,
Leadership needs to discuss and communicate with teachers on how to encourage student
participation in extracurricular activities. Professional development is an opportunity for
Leadership to provide feedback from the observations completed on how teachers and staff are
utilizing extracurricular activities and discussions during the school day. Designating time during
professional development to brainstorm and share effective ways to encourage students to
participate will help teachers and staff build skills and confidence.
Effective leaders utilize strong public speaking skills to communication ideas and a
vision to the organization and larger public circle. According to Lewis (2011), research suggests
that participative approaches, such as professional development is beneficial in changing
implementation. Professional development is an intensive and sustainable approach that
improves the effectiveness in Leadership and staff in raising achievement (National Staff
Development Council, 2009). Professional development can be utilized in order to collaborate
STATE PUBLIC CHARTER SCHOOLS 60

with experts and peers, address needs and then be able to discuss and monitor implementation of
plans (Brown & Militello, 2016). It can be a crucial part in achieving the goal of increasing
student participation in extracurricular activities.
STATEPCS’s main focus is performing high academically and focuses less on
extracurricular activities. Organizational performance increases when top management is
continually involved in the improvement process (Clark & Estes, 2008). On-site and in-person
inspection reveals more nuanced judgments (Jerald, 2012). This suggests that Leadership should
ensure that policies and procedures are positively affecting and increasing student participation
in extracurricular activities. Leadership will discuss policies during their leadership meetings and
identify any policies that may hinder, discourage or prevent students from having the opportunity
to participate in extracurricular activities. Grade or GPA requirements need to be fair and
feasible to achieve. Academic days should end early enough for students to attend extracurricular
activities and have time to complete homework at home. Policies must be continuously
monitored by Leadership and discussed during leadership meetings. Every Student Succeeds Act
(ESSA) also allows schools the flexibility to supplement funds and prioritize socioemotional
learning, which extracurricular activities provide. This law helps defend extracurricular activities
and socioemotional learning. Leadership must understand ESSA and how they can utilize the law
to their benefit.
Effective organizations insure that organizational messages, rewards, policies and
procedures that govern the work of the organization are aligned with or are supportive of
organizational goals and values (Clark and Estes, 2008). According to McGlawn, Datnow,
Rousseau and Weber (2008), “Policy entails the configuration of a deliberate plan of action
which guides decisions and propose to achieve outcomes” (p. 14). Policies help monitor and
STATE PUBLIC CHARTER SCHOOLS 61

improve the desired outcomes, such as increasing the number of students participating in
extracurricular activities. The policies set in place need to help and not hinder the achievement of
the goal.
Cultural settings. STATEPCS’s offers diverse extracurricular activities. Organizational
performance increases when processes and resources are aligned with goals established
collaboratively (Clark & Estes, 2008). This suggest that Leadership conduct necessary measures
to ascertain which extracurricular activities students favor, and implements those activities.
Leadership should provide a survey that students can complete that will identify the type of
activities students are interested in. The survey can ask specific questions about different sports
and have an open-ended question that allows students to provide suggestions on other activities
that may not have been considered. The survey can be provided at the end of the year, which will
give Leadership an opportunity to implement new extracurricular activities.
Organizational effectiveness increases when leaders facilitate creative and collaborative
problem solving. According to Schein (2004), “Leaders should not focus on culture change.
Focus on the business problem: what isn’t working. The key to problem identification is to
become very specific.” (p.5). According to Peterson (2015), the federal administration continues
to support testing every student in math and reading in grades three through twelve. State testing
has become the “performance test” for public charter schools. Due to this change in school
culture, extracurricular activities are being eliminated or reduced significantly. Many public
charter schools have become more concerned about performing well on state testing and
receiving positive recognition than focusing on the whole child.
STATEPCS’s school day ends later than that of traditional public schools, which may
interfere with student involvement. However, the study shows that it does not affect students at
STATE PUBLIC CHARTER SCHOOLS 62

STATEPCS. Organizational performance increases when processes and resources are aligned
with goals established collaboratively (Clark & Estes, 2008). This suggests that Leadership’s
restructure of their school day ensures extracurricular activities are available. If restructuring is
needed, Leadership will need to discuss possible changes such as earlier dismissal on specific
days or early dismissal for specific students who are participating in a specific activity that
involves more time than normal. This restructuring can increase student participation in that
particular extracurricular activity.
Effective organizations insure that organizational messages, rewards, policies and
procedures that govern the work of the organization are aligned with or are supportive of
organizational goals and values (Clark and Estes, 2008). There are policies that aim at increasing
the length of the academic school day in multiple schools; some of these schools include STATE
Public Charter Schools. Although there has been some research stating that there is a positive
impact in having longer school hours, there are also extensive amount of research that raises
question to the strength and validity of such evidence (Hincapie, 2016).
CONCLUSION
The purpose of this project was to conduct a mixed methods study to examine Leadership’s
knowledge, motivation and organizational influences to increase student engagement in
extracurricular activities. It is important to find a solution for those charter school students who
are not participating in extracurricular activities because, as research has shown, those students
tend to perform lower academically and behaviorally. The lack of participation increases
problem behaviors and discipline, leading to issues with self-esteem and confidence (Massoni,
2011). Participating in academic clubs is associated with higher academic performance and GPA
scores compared to children who do not participate (Metsapelto & Pulkkinen, 2011). STATE
STATE PUBLIC CHARTER SCHOOLS 63

Public Charter Schools’ goal is for a ninety percent student participation rate in extracurricular
activities. The study showed that Leadership’s lack of motivation and the organization’s culture
affects the increase in student participation in extracurricular activities. The recommendation is
for STATE Public Charter Schools to utilize professional development, performance evaluations
and incentives to motivate Leadership, teachers and staff to encourage students to participate in
extracurricular activities.
STATE Public Charter Schools have the ability to provide the best school choice in the
country. Students from low socioeconomic status will benefit from receiving high quality
learning. In order to provide the best, they must ensure that implementing extracurricular
activities is part of the school culture and a priority. STATE Public Charter Schools have
struggled to implement extracurricular activities into their school culture. Principals have to
value extracurricular activities as a priority as it relates to their current priorities of math and
literacy. STATE Public Charter School will be able to increase student participation if they
utilize the recommendations provided.

STATE PUBLIC CHARTER SCHOOLS 64

Appendix A: Participating Stakeholders with Sampling Criteria
for Interview, Survey and Observation
Participating Stakeholders
The population of focus is STATE Public Charter School Leadership teams. There are
approximately 5 educators that comprise the Leadership team; the principal, dean of students,
instructional coach, director of operations, and director of student life. There may be more than
one person in each position which would increase the number within the Leadership team. In the
state, there are approximately 118 charter schools, which totals approximately 590 educators in
Leadership. For this sampling, STATE Public Charter School Leadership servicing grades 9-12
will participate. There are approximately 20 STATE public charter high schools, which amounts
to an estimated 100 educators in Leadership. Only 10 sites will be selected for the study. The
sites selected will be a wide range of schools that are based on the tier. Approximately four Tier
1, three Tier 2, and three Tier 3 will be selected.
This sampling will utilize a mixed method approach. There are both quantitative and
qualitative components, which will involve a mixed sampling framework (Onwuegbuzie &
Collins, 2007). The phases occur concurrently because leadership’s knowledge and motivation
of the importance of extracurricular activities, or the lack thereof, affects student participation in
extracurricular activities. At the same time, the organizational structure can often interfere with
the Leadership team’s knowledge and motivation to increase the number of students engaged in
extracurricular activities. By using a concurrent time orientation, data can be collected for both
the quantitative phase and qualitative phase of the study at the same, or during approximately the
same, time period (Onwuegbuzie & Collins, 2007). The same leaders can participate in both the
quantitative and qualitative phases of the investigation. Leaders will complete a survey that
STATE PUBLIC CHARTER SCHOOLS 65

contains questions regarding their knowledge of the available extracurricular activities and their
thoughts on the importance of extracurricular activities. An interview will be conducted where
members of the Leadership team will discuss their school and the organizational structure.
Lastly, documents of school schedules and GPA averages across the board will be gathered and
analyzed.
Survey Sampling Criteria and Rationale
Leadership. The Leadership team will be the main stakeholders since the most
influential stakeholders usually have the responsibility for the direction of the school. They have
the power to change and modify the school’s direction in order to meet specific goals. Although
the CEO/founder of the school develops the overall vision for the school, Leadership further
promotes this vision, makes reasonable plans and executes. Per Dressler (2001), “Charter schools
are no different ˗ they too need leadership that is transforming and provides vision,
encouragement and a sense of team” (p. 175). Leadership is best for exploring the research
question because they have, or can acquire, the necessary knowledge to inform students and
parents of the benefits of extracurricular activities. Leadership guides and influences the culture
and options that schools offer. When examining budgets and how funds are allocated, leaders
determine what will be provided, particularly related to extracurricular activities. Parents
typically respect the knowledge leaders impart and perceive them as an authority figure.
Although teachers also have influence, they follow the direction and structure imposed by
Leadership. Teachers have the priority of focusing on academics and Leadership can incorporate
extracurricular support into the responsibilities of the teachers.
STATE PUBLIC CHARTER SCHOOLS 66

High School. STATE Public Charter Schools servicing grades nine to twelve will be
selected since they tend to offer more extracurricular activities. Most high schools offer more
extracurricular activities because it is frequently a prerequisite for many colleges.
Survey Sampling (Recruitment) Strategy and Rationale
The sampling strategy for this study will be random. Although this sampling will be
pulled from the high schools, there are 20 high schools that are eligible to be sampled. For this
survey, only 10 high schools need to participate, which includes 10 Leadership teams. In order to
recruit the 10 high schools, each of the 20 high schools will be contacted by phone or email
which is provided on the STATE Public Charter School Board website and the specific charter
school website. One half of the high schools will suffice since many are very similar in their
approach because they function under the same charter organization. For example, Cesar Chavez
Public Charter Schools has two high schools. Both high schools function on a similar design.
The survey, interview and data collection will be conducted in the spring of 2018.
Interview and/or Focus Group Sampling Criteria and Rationale
Principal. Per Clark & Estes (2008), “The goal of conducting interviews and focus
groups and studying work records is to collect the views of people who must close the
performance gaps” (p. 105). The principal will be interviewed since his/her role is at the top of
the leadership group. This interview is extremely important since he/she has the final word on
how the school operates. When other Leadership roles were designated, the principal conducted
the interview. It is common for someone to be hired in a specific role due to their views and
beliefs being consistent with those of the principal. The principal is responsible for hiring and/or
terminating the other educators in Leadership, such as the dean of students, instructional coach,
director of operations and the director of student life.
STATE PUBLIC CHARTER SCHOOLS 67

Interview and/or Focus Group Sampling (Recruitment) Strategy and Rationale
The strategy in recruiting the principals of the 10 schools randomly selected is to contact
the principal directly, as they had originally been contacted to gain access to the school. A
homogeneous sample selection will be conducted due to limiting interviews to approximately 10
principals. According to Johnson & Christensen (2015), “The focus group facilitator attempts to
gain an in-depth understanding of how the people in the group think about the topic” (p.270).
The goal will be to find out if the principal views extracurricular activities as a priority or why it
is not seen as important. It will also provide an idea of the principal’s knowledge on
extracurricular activities. Having an in-depth understanding of the principal’s views and
knowledge will help identify how motivated he/she is in making sure students are participating in
extracurricular activities. It will also help to identify the organizational model and focus.

STATE PUBLIC CHARTER SCHOOLS 68

Appendix B: Protocols
Interview
1. What is your personal experience in extracurricular activities? (M)
2. What is your background in STATE Public Charter Schools? (K)
3. What is your school model/culture that you have and the positives and/or
negatives about your current model/culture? (No Nonsense Model, Non-
restrictive, ect.) (O)
4. How does your leadership role impact an increase in extracurricular activity
participation? (K)
5. As Leadership, what is your role in developing the school model/culture? (O)
6. How do you have the power to develop the model? (O)
7. What is the importance of extracurricular activities in your school? (O)
8. How does your schedule interfere with students being able to participate in
extracurricular activities? (O)
9. How many students do you think are involved in extracurricular activities? (M)
10. What extracurricular activities are offered? (M)
11. As principal, do you know how decisions are made about which extracurricular
activities are selected? (K)
12. What factors go into making those decisions? (K)
13. Do students have a voice in the decision-making of which extracurricular
activities should be provided? (M)
14. Which extracurricular activities have the most impact in the long-term success of
student achievement? (K)
15. How does extracurricular activities impact your students academically and
socially? (M)
16. How have extracurricular activities improved students’ social skills? (M)
17. How have extracurricular activities improved your students’ academics? (M)
18. What are some of the impediments of prioritizing extracurricular activities? (M)
19. How can extracurricular activities impact students who are not participating in
extracurricular activities? (M)
STATE PUBLIC CHARTER SCHOOLS 69

20. What can you do to increase student participation in extracurricular activities? (K)
Survey
The questions that guide this study are the following:

1. How does Leadership’s knowledge of extracurricular activities, or the lack thereof, affect
student participation in extracurricular activities?

1. How does a school’s organizational culture possibly help or interfere with increasing the
number of extracurricular activities offered?

Not at all Somewhat Definitely
5. Do you believe you have the knowledge to encourage
students to participate in extracurricular activities?

6. Does the principal encourage you to discuss
extracurricular activities with students?

7. How much are extracurricular activities encouraged
in the school culture?

8. Do you have knowledge on what extracurricular
activities are provided at your school?

Not
motivated
Motivated Very
motivated
9. I incorporate extracurricular activities into
professional development.

10. I encourage our students to participate in extra-
curricular activities because I believe students will
perform higher.

11. I incorporate extracurricular activities to our school
culture.

12. I motivate my staff to encourage students to engage
in extracurricular activities.

YES NO
1. I believe extracurricular activities are important at my school.
2. I believe my school’s schedule benefits students participating in
extracurricular activities.

3. I believe my school has the resources to provide extracurricular activities.
4. I believe extracurricular activities are beneficial for my students.
>25% 26-
50%
51-
75%
76-100%
STATE PUBLIC CHARTER SCHOOLS 70

13. To the best of your knowledge, what is the
percentage of students who are engaged in
extracurricular activities?

STATE PUBLIC CHARTER SCHOOLS 71

Appendix C: Credibility and Trustworthiness
According to Merriam and Tisdell (2016), “In assessing the trustworthiness of qualitative
research, it is important to back up and ask what kinds of questions or problems qualitative
research is designed to address” (p. 52). The principal will be notified on the topic and variety of
questions they will be asked. This will allow the principal to have a familiarity with the questions
that may be asked. According to Merriam and Tisdell (2016) “Determining the authenticity and
accuracy of written documents is part of the research process” (p. 175). The questions that will
be asked after receiving the documentation are the following:
1. Has it been tampered with or edited?
2. What was the maker’s source of information?
3. What was the maker’s possible bias?
These questions will ensure that the documentation provided is credible. Unfortunately,
some schools may not want this information provided since it may reflect negatively on them as
leaders and/or on the school. This could lead to the documentation being tampered or edited.
There is a major bias with Leadership providing the required information. In order to reduce the
possibility of discrediting, Leadership must be ensured that the school name and their name will
not be identified in the study.
According to Merriam and Tisdell (2016), for observations, it is important to be prepared
to answer the following questions that may be asked by Leadership:
1. What are you actually going to do?
2. Will you be disruptive?
3. What are you going to do with your findings?
4. Why us? Why is their school being singled out for the study?
STATE PUBLIC CHARTER SCHOOLS 72

5. What will the school get out of the study?
Answering this set of questions will help leadership, teachers and students feel more comfortable
with being observed and have a better understanding of the purpose of the study and the
observation. These two strategies will help ensure that credibility and trustworthiness are intact.

STATE PUBLIC CHARTER SCHOOLS 73

Appendix D: Validity and Reliability
It is important that validity and reliability is maintained in this study. Content validity
will be looked for in this survey data. Content validity identifies if the items measure the content
for which they were intended. The scores must show that it is useful and has positive
consequences when it is used in practice (Creswell, 2008). It is important to utilize the analysis
plan and ensure that each question on the survey ties to one of the research questions. Reliability
looks for consistency. In order to ensure reliability, it is important to refrain from modifying the
instrument. Staying consistent with each school and how the survey is implemented is crucial. A
cover page will be attached to the survey to remind each participant what the survey is for, how
the questions are formatted and the major content. This will ensure that each participant
understands how to answer the questions. The cover letter will also remind the participants that
the survey will only be for the study and their name will not be released.

STATE PUBLIC CHARTER SCHOOLS 74

Appendix E: Ethics
Approximately 10 STATE charter schools will be utilized in the study. As the researcher,
I will contact all 118 STATE charter schools via email, which will allow each school to have the
option to volunteer or decline. In the email, it will clearly state that it is voluntary and the school
name will not be disclosed. The email will also state that Leadership must receive permission
from the CEO or director so as to ensure there are no legal issues. Lastly, the email will state that
the scoring and data will only be utilized for the study and dissertation.
My relationship to the STATE Public Charter Schools is diverse. I completed part of my
graduate school internship at a STATE public charter school, and after I graduated, I worked at
another STATE public charter school. During my time employed by a STATE public charter
school, my position was as a special education teacher and special education specialist. I am
currently developing and submitting my charter school application to the STATE Public Charter
School Board, for which I hope to receive an acceptance. I am interested in the results of this
project because it will help me understand how I can guarantee that my future students are
engaged in extracurricular activities and that staff has the knowledge and motivation to ensure
that students are staying engaged. According to Merriam and Tisdell (2016), “Being able to trust
research results is especially important to professionals in applied fields because practitioners
intervene in people’s lives” (p.237). During the study, Leadership will be informed of the goal of
the research and their role. In order to minimize discomfort from Leadership with expressing
their feelings on the charter school in which they are currently employed, their name and the
school’s name will not be exposed in the study. However, their position at the school will be
unprotected. During the interview, it should be relational by treating Leadership as valuable and
important individuals rather than subjects in an experiment (Merriam & Tisdell, 2016).
STATE PUBLIC CHARTER SCHOOLS 75

According to Merriam and Tisdell (2016), “Although policies, guidelines and codes of
ethics have been developed by the federal government, institutions, and professional
associations, actual ethical practice comes down to the individual researcher’s own values and
ethics" (p.261).
As an African American, working with at-risk youth for over 10 years, and working in a
Leadership role for over 4 years, there may be assumed some bias with the research. It is
imperative that during the research, my own work and personal experience does not become a
topic or exposed. In order to ensure that I am ethical during the study, I will utilize an Ethical
Issues Checklist of 12 items. The 12 items are explaining the purpose of the inquiry and methods
to be used, reciprocity, promises, risk assessment, confidentiality, informed consent, data access
and ownership, interviewer mental health, ethical advice, data collection boundaries, ethical and
methodological choices and ethical versus legal. This checklist will help ensure that ethics is
being assessed properly.

STATE PUBLIC CHARTER SCHOOLS 76

Appendix F: Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The model that informed this implementation and evaluation plan is the New World
Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016), based on the original Kirkpatrick Four
Level Model of Evaluation (Kirkpatrick & Kirkpatrick, 2006). This model suggests that
evaluation plans start with the goals of the organization and work backwards and that, by doing
so, the “leading indicators” that bridge recommended solutions to the organization’s goals are
both easier to identify and more closely aligned with organizational goals. Further, this “reverse
order” of the New World Kirkpatrick Model allows for a sequence of three other actions: a) first,
the development of solution outcomes that focus on assessing work behaviors, b) next, the
identification of indicators that learning occurred during implementation, and c) finally, the
emergence of indicators that organizational members are satisfied with implementation
strategies. Designing the implementation and evaluation plan in this manner forces connections
between the immediate solutions and the larger goal and solicits proximal “buy in” to ensure
success (Kirkpatrick and Kirkpatrick, 2016).
Organizational Purpose, Need and Expectations
The purpose of STATE Public Charter Schools is to focus on education reform and
school choice. The mission of STATE Public Charter Schools is to provide quality public charter
school options for STATE students, families and the communities (About Us: STATEPCSB,
2017). Their vision is to lead the transformation of public education in a specific state and serve
as a national paragon for charter school models and accountability. The problem of practice is
that some STATE Public Charter Schools are not motivating or encouraging students to
participate in extracurricular activities. If STATE Public Charter Schools cannot, or will not,
STATE PUBLIC CHARTER SCHOOLS 77

make the necessary changes, then those students will not have the exposure to the activities,
which can affect them both academically, as well as socially. STATE Public Charter Schools’
goal is that by fall of 2019, ninety percent of students will participate in extracurricular activities,
which can improve students’ academic and social skills. This goal will help students be better
prepared for college, as well as have a positive effect on their overall social wellbeing.
Level 4: Results and Leading Indicators
Table 4 shows the Level 4: Results and Leading Indicators in the form of outcomes,
metrics and methods for both external and internal outcomes for STATE Public Charter Schools.
If the internal outcomes are met as expected because of training and organizational support for
Leadership and teachers, then the external outcomes should also be realized.
Table 4

Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
Internal Outcomes
1. Increase the number of
students participating in
extracurricular activities.
The number of extracurricular
activities available.
Collect annual data on the number of
extracurricular activities available and
the percentage of students participating
in each activity.
2. Increase the retention of
students participating in
extracurricular activities.
2a. The number of teachers attending
extracurricular activity events.
Monitor the number of teachers that
attend extracurricular activities
weekly.
2b. The number of teachers following
up on students participating in
extracurricular activities.
Include in Performance Evaluation that
evaluates teachers’ effort in
encouraging students to participate in
extracurricular activities.
External Outcomes
1. Receive more government
funding by being a Tier 1
charter school.
The tier on the charter school system
(Tier 1, 2, or 3).
Monthly pre-evaluation check to
ensure a high score on the School
Quality Report, which is completed by
the Public Charter School Board
annually.

STATE PUBLIC CHARTER SCHOOLS 78

Level 3: Behavior
Critical behaviors. The Leadership team’s focus is to increase the percentage of
students participating in extracurricular activities to ninety percent. The first critical behavior is
to identify any gap in participation in extracurricular activities. The second critical behavior is
that Leadership must identify staff engagement in extracurricular activities. The third critical
behavior is that the principals must encourage staff to motivate students to participate in
extracurricular activities. The specific metrics, methods, and timing for each of these outcome
behaviors appear in Table 5.
Table 5

Critical Behaviors, Metrics, Methods, and Timing for New Reviewers
Critical Behavior Metric(s)
Method(s)
Timing
1. Identify gap in
participation of
extracurricular activities.
The number of students
not participating in
extracurricular activities.

Leadership should track
participation by connecting
with each extracurricular
activity coach and developing
a tool to track the
extracurricular activities each
student is participating in.
During first 90 days,
identify which students
have not registered for
an extracurricular
activity.

Thereafter - monthly,
check on if there was a
decrease in participation
2. Identify teacher
engagement in
extracurricular activities.
The number of staff
attending extracurricular
events.
Leadership should track
which staff attend the
extracurricular activity events
and reward them with a
reasonable gift (lunch, gift
card, etc.)
Monitor which staff
attended extracurricular
activities weekly.

Thereafter – monthly, so
long as previously
successful of more than
75% of staff attending.
3. Show principals’
encouragement towards
staff in motivating
students to participate in
extracurricular activities.
The number of
extracurricular activity
discussions during
professional development.

Principal and Leadership
should track staff discussions
with students about
extracurricular activities by
observations.
During weekly
professional
development meetings,
identify barriers of
increasing discussions
about extracurricular
activities in school
culture.

Thereafter- monthly
discussions during
professional
development.
STATE PUBLIC CHARTER SCHOOLS 79

Required drivers. Leadership requires team meetings to collaboratively troubleshoot
any barriers to achieving the goal of 90% of students participating in extracurricular activities.
There should be encouragement of Leadership by collaborating and utilizing peer modeling
during team professional development meetings. Rewards should be established for achievement
of performance goals to motivate teachers. Table 6 shows the recommended drivers to support
critical behaviors of STATE Public Charter Schools.
Table 6
Required Drivers to Support Leadership’s Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Leadership team meeting to troubleshoot
collaboratively any barriers to achieving the
goal of 90 percent of students participating in
extracurricular activities.
Bi-weekly 1, 2, 3
Encouraging
Collaboration and peer modeling during team
professional development meetings.
Bi-weekly 1, 2, 3
Rewarding
Performance incentive when teachers attend
scheduled extracurricular activity events.
Quarterly 2
School-wide incentive for teachers when 90
percent of students are participating in
extracurricular activities.
Quarterly 2

Monitoring
Tool to track the extracurricular activities in
which each student is participating.

Bi-monthly 1
Principal can monitor Leadership on their
discussions with teachers on implementing
conversations with students about
extracurricular activities.
Quarterly 3

Organizational support. In order to hold STATE Public Charter Schools accountable
for increasing student participation in extracurricular activities, Leadership must provide
STATE PUBLIC CHARTER SCHOOLS 80

reinforcement, encouragement, rewards and monitoring. Having Leadership meet bi-weekly to
troubleshoot collaboratively about any barriers that would affect the goal achievement of 90
percent of students participating in extracurricular activities is critical. This will allow
Leadership time to develop additional plans that they can share with teachers and staff and
implement as a school. Collaborating and leading peer modeling during team professional
development meetings bi-weekly will help Leadership encourage teachers to think and develop
ways to encourage students in their classrooms to participate in extracurricular activities.
Quarterly performance incentives for teachers who attend scheduled extracurricular activity
events will increase motivation for teachers to encourage students to participate in extracurricular
activities. It also shows Leadership’s dedication to the achievement goal. Providing a school-
wide quarterly incentive for teachers when 90 percent of students are participating in
extracurricular activities will motivate Leadership and teachers to utilize the action plan and
consistently monitor students’ participation. The incentive will also help the culture have a
positive mindset to increase participation and enforce the importance of extracurricular activities.
Leadership should develop a tool to track the extracurricular activities in which each student
participates. The system will help Leadership, as well as teachers to check on the students who
are and are not participating in extracurricular activities. It will provide an easy and accessible
way to track when students decide to drop or add an extracurricular activity. Monitoring the
usage of the tool bi-weekly will allow Leadership to identify any issues or concerns with the
tool. The principal can monitor Leadership’s quarterly discussions with teachers encouraging
conversations with students regarding extracurricular activities. This will help principals identify
if Leadership is following through with supporting teachers in increasing student participation in
extracurricular activities.
STATE PUBLIC CHARTER SCHOOLS 81

Level 2: Learning
Learning goals. Following completion of the recommended solutions, Leadership will be
able to:
1. Know effective ways to encourage students to participate in extracurricular
activities.(D)
2. Value attending extracurricular activity events to support students. (V)
3. Recognize which students are not participating in extracurricular activities using the
extracurricular activity tracker. (D)
4. Create an appropriate timeline for when teachers should have attended three or more
extracurricular activity events. (P)
5. Identify any barriers to achieving the goal of 90% of student participation in
extracurricular activities. (P)
6. Value extracurricular activities being implemented into the school culture. (V)
7. Value monitoring student engagement in extracurricular activities. (Value)
Program. The learning goals listed in the previous section, will be achieved with a
professional development that explores how to encourage students to participate in
extracurricular activities and increase the number of students engaged. Leadership will provide
information and guidance on effective strategies, possible barriers, the extracurricular activities
provided and how to identify which students are not participating. Professional development will
be mandatory for teachers and staff. Leadership will implement the professional development,
which will be weekly and approximately 40 weeks. During professional development,
Leadership will model how to encourage students in participating in extracurricular activities and
help student choose the best extracurricular activity based on the student. Professional
STATE PUBLIC CHARTER SCHOOLS 82

development will be a designated time for Leadership to answer and questions or concerns and
share the action plan to increase the percentage of students participating in extracurricular
activities. During professional development, Leadership will discuss school policies and
procedures and allow teachers and staff to provide feedback on how policies and procedures are
positively or negatively affecting the increase in student participation in extracurricular activities.
Personal stories and articles will be shared of the value of extracurricular activities. Leadership
and veteran teachers will share the value of previous students participating in extracurricular
activities.
Components of learning. Demonstrating declarative knowledge is often necessary as a
precursor to applying the knowledge to solve problems. Thus, it is important to evaluate
learning for both declarative and procedural knowledge being taught. It is also important that
Leadership value the professional development as a means of implementing their newly-learned
knowledge, skills and feedback at STATE Public Charter Schools. However, they must also be
confident that they can succeed in applying their knowledge, skills and feedback and be
committed to using them at STATE Public Charter School. As such, Table 7 lists the evaluation
methods and timing for these components of learning.
Table 7
Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks through discussions during
professional development.
Periodically during professional development.

Procedural Skills “I can do it right now.”
Demonstration in professional development of
effective ways to encourage students to
participate.
Periodically during professional development.
Feedback from Leadership on the number of
staff attending extracurricular activity events.
Periodically during professional development.
STATE PUBLIC CHARTER SCHOOLS 83

Attitude “I believe this is worthwhile.”
Leadership statements and actions
demonstrating that they see the benefit of
encouraging students to attend extracurricular
activities.
Periodically during professional development.
Leadership statements and actions
demonstrating that they see the benefit of
attending extracurricular activity even.
Periodically during professional development.
Confidence “I think I can do it on the job.”
Discussions following practice and feedback.

Periodically during professional development.
Commitment “I will do it on the job.”
Discussions following practice and feedback.

During professional development and one-on-
one meetings.
Create a whole school action plan.

During the Leadership Team Meeting.

Level 1: Reaction
Table 8 lists the methods used to determine how Leadership reacts to the learning event(s).
Table 8
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Continued participation in professional
development.
Weekly during professional development.
Observation by principal During extracurricular activities.
Staff attendance During extracurricular activities.
Student attendance During extracurricular activities.
Relevance
Pulse-check with staff via survey (online) on
their knowledge and motivation of student
participation in extracurricular activities.
After extracurricular activity season.

Customer Satisfaction
Brief pulse-check with Leadership via survey
(online) and discussion (ongoing) on the
effectiveness of the professional development
discussing extracurricular activities.
Weekly during professional development.

STATE PUBLIC CHARTER SCHOOLS 84

Evaluation Tools
Immediately following the program implementation. Once the school year begins,
Leadership will provide professional development to teachers and staff. The professional
development will provide guidance on how teacher and staff can incorporate discussions about
extracurricular activities in the school culture. Data will be collected by completing a survey on
the professional development and the effectiveness. It will indicate the engagement during
professional development and satisfaction with the content.
For Level 1, During the in professional development, Leadership will conduct periodic
brief pulse-checks with staff via survey on their knowledge and motivation of student
participation in extracurricular activities and their effectiveness of the professional development
discussing extracurricular activities. Level 2 will include knowledge checks for understanding
using discussions and demonstration through modeling during professional development.
Delayed for a period after the program implementation. Approximately a week after
each quarter, Leadership will administer a survey containing scaled items using the Blended
Evaluation approach to measure, from the participant’s perspective, satisfaction and relevance of
the professional development (Level 1), confidence and value of applying their training and
action plan (Level 2), application of the action plan (Level 3), and the extent to which their
increase in student participation in extracurricular activities is being achieved (Level 4).
Data Analysis and Reporting
The goal of ninety percent of students participating in extracurricular activities will be
measured by how many students are actively participating in extracurricular activities every
quarter/season. Each week during professional development, Leadership will dedicate ten
minutes or more to discuss the potential barriers and successes in students participating in
STATE PUBLIC CHARTER SCHOOLS 85

extracurricular activities. An immediate evaluation survey will be given to determine some of the
barriers Leadership feel in motivating teachers and staff in encouraging students to participate in
extracurricular activities and attending the activities to support their students. During the
Leadership Team Meeting, Leadership will develop an action plan involving how teachers and
staff will incorporate encouragement and guidance to students who are currently not participating
in extracurricular activities. Leadership will plan to observe teacher and staff engagement in
attending the extracurricular activity events. At the end of the quarter, the delayed evaluation
survey will be given to Leadership, which will determine how the professional development and
action plan is succeeding. Leadership will continue observing teachers and staff while providing
guidance and feedback on how they are implementing extracurricular activities discussions in the
school culture. Leadership will continue to meet during Leadership Team Meetings and make
and necessary changes to the action plan. This plan will increase Leadership’s guidance in
making sure teachers are motivating students to participate in extracurricular activities and
continuing a school culture that believes extracurricular activities is a priority as well.
STATE PUBLIC CHARTER SCHOOLS 86

Summary
The New World Kirkpatrick Model was implemented in order to provide an effective plan that
would help STATE Public Charter Schools to achieve the goal of ninety percent of students
participating in extracurricular activities. Improving the program, maximizing transfer of
learning behavior, achieving organizational results and demonstrating the value of training to the
organization are the three major reasons for evaluating a training program (Kirkpatrick &
Kirkpatrick, 2016). This model helps determine STATE Public Charter Schools’ process in
planning, implementing and monitoring a system such as professional development. Level 1 was
used for Leadership to analyze and determine if the professional development made a positive
effect on teacher and staff to implement the action plan and utilize the skills and guidance
provided. Level 2 helps Leadership to assess if the information provided during professional
development was internalized and utilized and if teachers and staff have the confidence and
value students’ participation in extracurricular activities. Level 3 focuses on the critical
STATE PUBLIC CHARTER SCHOOLS 87

behaviors that need to be shown in order for the goal of 90 percent of students participating in
extracurricular activities to be achieved. The required drivers are reinforcing, encouraging,
rewarding and monitoring (Kirkpatrick & Kirkpatrick, 2016). Professional development will be
the center of the action plan. Dedicating a specific time to discuss extracurricular activities
during professional development, utilizing the tool to determine which students are not
participating in extracurricular activities and teacher and staff observations will ensure that
extracurricular activities is a priority in STATE Public Charter Schools’ culture.
STATE PUBLIC CHARTER SCHOOLS 88

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Abstract (if available)

Abstract DC Public Charter Schools have been making strides in creating innovative schools that develop students academically and socially. However, due to the overall reduction in funding and the need to perform well on state testing, many schools have decided not to provide or significantly decrease extracurricular activities. Extracurricular activities have become less of a priority. It is important to find a solution for those charter school students who are not participating in extracurricular activities because, as research has shown, those students tend to perform lower academically and behaviorally. The purpose of this project is to conduct a mixed methods study on STATE Public Charter Schools and examine Leadership’s knowledge, motivation and organizational influences to increase student engagement in extracurricular activities.

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Asset Metadata

Creator Garlington, Dotteanna Powell (author)

Core Title STATE public charter schools and extracurricular activities

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 08/08/2018

Defense Date 08/07/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag charter schools,extracurricular activities,OAI-PMH Harvest,public charter schools,Washington, DC

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Castro, Roderick (committee chair), Hasan, Angela (committee chair), Mora-Flores, Eugenia (committee chair)

Creator Email dgarling@usc.edu,drleigh08@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-59942

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Legacy Identifier etd-Garlington-6696.pdf

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Document Type Dissertation

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Rights Garlington, Dotteanna Powell

Type texts

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