This phenomenological study examines the experiences of at-risk high school students who participated in extracurricular activities like athletics and fine arts. The study aims to understand how involvement in these activities impacts students' academic trajectories. Previous research found lower dropout rates for students involved in athletics and fine arts. The problem is certain groups, like racial minorities and those in poverty, have less access to the full high school curriculum. Through interviews and a focus group, the study seeks to understand what participation means to these students and how it may guide policies to increase funding and encourage involvement in extracurricular activities.

1. AT-RISK HIGH SCHOOL STUDENTS AND HIGH
PRE STIGE
E X TRACURRICUL AR ACTIVITIE S: A
PHE NOME NOL OGICAL INQUIRY
Todd Redalen

2. ABSTRACT
 American politicians, policy makers, and educationalists continue to grapple with ways to improve academic
achievement for all student groups. In spite of recent reform efforts such as the No Child Left Behind Act, as evidence
suggests that America still has yet to adopt reform efforts that not only improve achievement for all student groups but
also reduce the high school dropout rate for its highest risk students. When students are involved in the extra-curricular
areas of athletics and on a more individual basis, fine arts, they tend to stay in school and not drop out. This
phenomenological study involved gathering information through one-on-one interviews and from a focus group with
high-risk students who participated in extracurricular activities, progressed to a trajectory for success in conventional
terms and move toward realizing the American Dream. Findings of this research may be helpful in revealing the meaning
that students attach to their involvement, and which may provide guidance to policy makers, educators, communities, and
families and students themselves. To not only encourage greater pupil participation in the full curriculum but also sustain
and possibly increase funding for the extra curriculum that could be increasingly vulnerable to cuts during fiscal
challenges. As student share these things…. about their experiences.

3. DE L INE ATION OF THE PROBL E M
 After decades of well-intentioned educational reform efforts aimed at
improving the effectiveness of educational institutions, Muhammad (2009)
suggested that this system that we call education is absolutely broken. In fact, some
specific groups of students, bound by demographics such as race and poverty have
long been underserved by the U.S. educational system (Muhammad, 2009). Access
to the entire curriculum, including the perceived high prestige arenas of high school
athletics and fine arts, is elusive for certain student groups, those typically identified
as at risk of school failure. Which are students that the probability of dropping out
is greater when compared to other student groups.

4. OUTCOME ASSOCIATED
WITH INVOLVEMENT
McNeal (1995) found, using a large sample of over 14,000 students,
that when high school students were involved in athletics (including
cheerleading, in this case), and to a lesser degree, fine arts, as part of
their overall school curriculum, students were less likely to drop out
of high school

5. RESEARCH QUESTION
 What is it like for high-risk students to participate in high school
level fine arts and athletics?