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Essay Instructions: This paper is a Literature Review.
Topic: Extracurricular activites

Title: Classroom benefits of student participation in extracurricular activities

Research questions: How does participation in extracurricular activities affect students'' academic performance? Do students who participate in extracurricular activities achieve better scores in the classroom and on stadardized tests?Do participation requirements influence classroom achievements? How does participation in activities affect students'' time management skills?

There must be at least 15 sources of which 80% must be from "professional educational" sources (ERIC is a great source).

If you have any questions please contact me at rtmariii@eoni.com

The purpose of this paper is to line up ideas and sources to use for a Master research paper/thesis

Essay Instructions: I have included my topic and dissertation materials. I would like to have the latest source materials cited. I have about one hunderd sources I could fax to you if you would send me a fax number. Keep in mind this is a dissertation proposal. Thanks

A STUDY OF THE POSITIVE EFFECT OF EXTRACURRICULAR ACTIVITY ON ACADEMIC ACHIEVEMENT IN THE DISTRICT OF COLUMBIA’S HIGH SCHOOLS
Background
One of the most pressing issues facing school systems is the need to improve academic achievement while struggling with continued budge limitations. Washington DC Public Schools is one school system struggling with academic achievement under budgetary constraints. The District has 83.4% of its students are African American, 9.9% are Hispanic, 5.0% are White, 1.6% are Asian/Pacific Islander, and 0.1% American Indian/Alaskan Native (IES, 2007).
The district had significant gains of 8% and 11% respectively on reading and math in the elementary level and 9% and 9% respectively gains in reading and math on the secondary level for the 2008 District of Columbia Comprehensive Assessment System (DC CAS). The annual per-pupil expenditure is $13,780 for the district’s students ranking third national only to New York and New Jersey.
Do to the district’s declining tax base; the district’s public schools are at a crossroads in finances. The Washington Post (2009, January 19) indicated that Fairfax, Montgomery, Prince Georgie’s, Prince William, Anne Arundel, Loudon, Howard, Charles, Arlington, Calvert, St. Mary’s, and Alexandria Counties along with D.C. Public Schools face enormous budgetary burden. With the down turn in economic activity, home sales slowed and declining value of existing homes, automobile sales, and job loss; the tax coffers are dwindling. Therefore, schools systems have to cut spending, many of the extracurricular activities are under the budget ax, at the same time “No Child Left Behind” (NCLB) standards are increasing (NCLB, 2001).
According to the National Assessment of Educational Progress (2007), the District of Columbia’s eight graders rank last according to the proficiency index score. There are budget challenges facing the District of Columbia Public Schools, however, none of the challenges are specific to this school district, neither are some of the solutions.
Research Questions
Four research questions are going to be explored with this particular study. The questions are as follows:
1. What effect does athletic participation have on student GPA’s?
2. What effect does athletic participation have on student DC CAS math scores?
3. What effect does athletic participation have on student DC CAS English Reading scores?
4. What effect does music participation have on student GPA’s?
5. What effect does music participation have on student DC CAS math scores?
6. What effect does music participation have on student DC CAS English Reading scores?
Limitations
This is limited to the tenth grade students in the first semester of school year 2008 – 2009. One hundred and fifty students will comprise the control group of students not involved in any extracurricular activity and one hundred and fifty students will make up each of the two experimental groups, one of athletes and one group of music students.
Research Design
This is a quantitative study using t test for independent means used at the 0.05% level of significance in order to determine the comparative results of students involved in the athletic or extracurricular activities with students not involved in either activity. Students will be randomly selected using random stratification for all three groups.

Essay Instructions: Please briefly elaborate on one of your extracurricular activities or work experiences in the space below (1000 character maximum).

o I went to do community service in Africa in Ivory Coast while I was studying at Switzerland.

o I was there for 20 days during may.

o At the beginning it was hard to adapt, different people, different culture. We were strangers for them.

o It was hard to communicate with them because we had different languages, but this got me to practice my French and get better in it.

o A normal day at Ivory coast:
-we went to every house to talk to them and invite them to activities we organized.
-we gave them food, and doctors checked them if they had any disease.
-3 days a week we went to an orphanage of mother Theresa of calcuta and helped there. We cleaned the place, fed the children and played with them It was shocking to see them. Some of them were very sick and the others were very sad almost all the time. Every kid had a different story of why they were at the orphanage.

o When they saw us they really enjoyed it. We were people that cared for them and treated them well. They felt someone loved them.

o Great experience, people were very happy to see us

o Very poor people that needed our help

o Personal growth

o Generosity at all times.

o The last thing I did was thinking about myself, being there helped to always care for other´s necessities before mines.

Essay Instructions: I will be sending the Literature Review portion of the paper so that you will be able to see in what direction I headed. Also, I will send the survey results of teachers who work with Emotionally Disturbed students which also has to be included in the Methodology. I do not have a minimum amount of quotations,etc.

The results from the survey are as followed:

* 18 of the 20 teachers describe their students' diagnosis as Mildy ED.
* 2 of the 20 teachers describe their students' diagnosis as Severely ED.
* half the students are responding well to their IEP
* Most educators answered that their students need help managing their behavior and feelings.
* Each teacher surveyed felt that most of their students use their diagnosis as an excuse for avoiding responsibility.
* Of the 20 teachers surveyed, only 2 have students who participate in extracurricular activities.
* Although all the teachers admit to encouraging students to participate in extracurricular activites, they feel their efforts are in vain.
* 35% of the surveyed educators feel that way too often, their attention is redirected to the ED students.
There are faxes for this order.