Date of Award

2026

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Jenny Yang

Second Advisor

Stephen Kotok

Third Advisor

Roger Bloom

Abstract

Extracurricular activity (ECA) participation has been linked to higher levels of student engagement, lower absenteeism, and stronger academic achievement. Ensuring equitable access remains critical, as socioeconomic status (SES) and gender may shape opportunities for involvement and the outcomes associated with participation. This study examined the relationships between extracurricular participation, absence rate, and grade point average (GPA) among high school students, while analyzing whether SES and gender moderate these relationships. Grounded in Coleman’s multiple-role theory and Hirschi’s social-control theory, this study employed a quantitative, nonexperimental, correlational design utilizing secondary data from a suburban high school in New York.. The sample included 1,051 students, with 1,044 retained after listwise deletion for missing values. The seven excluded cases contained incomplete data on one or more study variables (extracurricular participation, absence rate, GPA, SES, gender). Statistical analyses included ANOVA and mediation/moderation analyses using Hayes’ PROCESS macro to evaluate relationships among extracurricular participation, attendance, and GPA. Results indicate that students who participated in ECAs had significantly lower absence rates than nonparticipants. Although effect sizes were small to moderate, these differences were practically meaningful, with participants missing approximately 2–3 fewer percentage points of school. Attendance partially mediated the relationship between extracurricular participation and GPA, suggesting that improved attendance serves as one pathway through which involvement enhances achievement. The direct effect of participation on GPA remained significant, indicating that additional mechanisms such as increased responsibility, time management, or social support may also contribute to academic benefits. Contrary to much of the previous literature, neither SES nor gender significantly moderated these relationships. The benefits of extracurricular participation for all demographic groups may reflect the equity-oriented structures within the target district, including fee waivers, transportation supports, and inclusive enrollment policies that reduce barriers to participation. These findings suggest that when schools intentionally remove barriers, extracurricular participation can provide equitable benefits in academic achievement and engagement for all students. This study contributes to the growing research supporting extracurricular participation as a critical factor for student success, demonstrating its role in fostering engagement, promoting attendance, and supporting achievement across diverse populations.

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