Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Hallums

Abstract

Graduating from high school is a step in preparing students for positive life outcomes, enabling them to participate in the economy and to engage in civic life. The purpose of this qualitative case study was to understand the perceptions of administrators, teachers, and student support staff regarding cocurricular learning and extracurricular activities and their influence on the graduation rate of at-risk students. Astin’s student involvement theory served as the framework for this study. The research questions addressed how administrators, teachers, and student support staff perceived how programs at an urban high school in a southeastern state influenced the graduation rate of at-risk students. Semistructured interviews were used to gather data using a purposeful sample of 11 participants who were employed at the high school during school years from 2016–2019. Data were coded using open, axial, and descriptive coding strategies and analyzed for common themes about cocurricular learning and extracurricular activities. Key findings from this case study were that most of the administrators, teachers, and student support staff reported that, in some form, cocurricular learning and extracurricular activities improved student behavior and motivation, met the unique needs of students until high school graduation, and promoted social involvement. The study may contribute to positive social change by providing recommendations to increase the graduation rate of at-risk students at urban high schools by encouraging students to participate in cocurricular learning and extracurricular activities. Cocurricular learning and extracurricular activities fostered a learning environment that helped keep at-risk students in school through graduation, setting them on course for greater earning potential as adults.

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