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Evan Fry

English Composition II

Professor Dunham

19 March 2021

Do Athletes Have More Success in School than Their Peers?

If someone went out and told people at their local grocery store or shopping mall that

athletes have more academic success than their peers, they would most likely laugh and strongly

disagree. Throughout my years of school and experience with many different types of people, I

have found that this statement is, quite frankly, the truth. For most people, high school is the time

when they decide what kind of student they aspire to be. As an athlete and someone that loves to

procrastinate, I also found this out. I was determined to become the best student I could possibly

be starting my freshman year. The year began and I found this desire to be much more work than

I originally thought it would be. My schoolwork got very hard and I found myself constantly

wanting to give up and not dedicate myself. Although this was the case, as things continued to

get hard, I found myself reminding myself time and time again that I had to keep pushing

through even though things were hard, that school would take me further in life than any sport

can, and that quitting was not an option. All of these were lessons learned from past coaches on

sports teams that I had played on. I would give the credit to my success throughout high school

to sports and all the lessons that coaches and being part of something bigger taught me. Not only

from personal experiences have I seen this but from my friends and teammates as well. Time

after time I have seen sports be the reason for students to come to school and do the best they

can. Athletic participation has more positive effects than negative on academic success. Student
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athletes, when compared to their non-athlete peers, typically have better attendance, a stronger

sense of self work and work ethic, and improved grade point averages.

The NCAA, which stands for the National Collegiate Athletic Association, studied

student-athletes at four division three universities and examined the correlation between

student-athletes and their academic success and degree completion compared to non athletes.

This study was done at a Division III college meaning the athletes received no athletic financial

aid as Division III schools can only offer academic scholarships. This levels the playing field

even more as student-athletes do not have the motivation of potentially losing their athletic

scholarships due to bad grades. The results of the study showed that “Division III

student-athletes are graduating at higher rates than their non-athlete peers.”(Gilmour, 5) The

number of students meeting graduation requirements is a true indicator of academic success as

students have to succeed to graduate. These results show that student-athletes are graduating at

higher rates therefore showing that they are having more academic success. In 2010, the NCAA

released the graduation rates for Division I and Division II athletes that entered school in 2003.

Athletes that attended a Division I university had a graduation rate of sixty-four percent

compared to non-athletes who had a graduation rate of sixty-three percent. Athletes at Division II

universities had a graduation rate fifty-six percent compared to non-athletes who had a

graduation rate of forty-seven percent(Gilmour 14). In Division I and Division II colleges, the

focus of student-athletes is heavily concentrated on their athletic career, especially in Division I,

compared to in Division III colleges where the focus is equally concentrated on athletics and

academics. Although this is the case, the same results still show that athletes have higher

graduation rates and therefore higher academic success than their non athlete counterparts.
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Athletic participation has also been found to have positive effects on academic

performance of middle and high school students. A study was conducted by Christopher J.

Wretman to evaluate a possible connection between academic achievement and athletic

participation. In this study Wretman evaluated a group of three-thousand one hundred and

eighty-six students in the sixth through ninth grade from a plethora of schools in North Carolina.

The average age of the students was 12.8 years with ages ranging from 11 to 15. The School

Success Profile survey was given to these students and the data was collected from the survey

results. Wretman concluded that middle and high school student athletes showed a direct

correlation with better grades.. The results showed that, “Raw academic achievement scores

were 6.1% higher for students participating in school sports compared with those who were not”

(Wretman 12). Not only did the results of the study show this but they also showed student

athletes with 4.8 percent higher scores relating to self esteem (Wretman 12). Self-esteem level is

also a high indicator of how a student will perform academically. If a student does not believe in

themselves and has a low level of self respect, it makes it harder for them to learn. The results

from this study showed that students participating in athletics had higher academic achievement

scores and self-esteem further proving this idea that students with higher self-esteem have better

learning experiences.

A study by Troy Urdahl was also conducted to evaluate the possibility of increased

academic success of student athletes. Urdahl’s study used GPA and attendance data from

students grades 9th-12th at a Minnesota high school. Urdahl stated, “For those students who do

not play a sport at St, Anthony Village High School, the average GPA is 2.72. For those playing

one sport, the average jumped to 3.01, two-sport athletes’ GPAs climbed to 3.31, and three-sport

athletes collectively hold an amazing 3.51GPA” (Urdahl). The results showed students that
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participate in sports, no matter the number of sports, all had higher average GPAs than the

students who do not. Urdahl also compared attendance rates for athletes against the attendance of

non-athletes. The results showed that students who did not participate in at least one athletic

activity missed on average 11.55 days of school, those who did participate in one athletic activity

missed on average 9.08 days of school, those who participated in two missed 6.19 days of

school, and those who participated in three averaged 5.65 days of school missed (Urdahl). These

results showcase the idea that participating in sports gives students the motivation to continue to

show up to school and therefore have a higher chance at success. Later in the study Urdahl

referenced a different study done on athletes in Kansas by Lumpkin and Favor. Urdahl explained

that Lumpkin and Favor found student athletes to have better grades, higher graduation rates,

lower chances of dropping out, and better scores on state tests (Urdahl). In the study conducted

by Urdahl and the study he referenced conducted by Lumpkin and Favor, the same results

prevailed. Student athletes achieved greater academic success than their non-athlete peers.

Meg Stucko conducted research to find literature on athletic participation as motivation

for higher academic achievement among high school students. She aimed to research the high

school student athlete dropout rate compared to the dropout rate of high school students that did

not participate in athletics. In her research she also referenced the study done by Lumpkin and

Favor on high school students in Kansas. The study conducted in several high schools included

139,349 high school students in grades 9th-12th. 62,297 of the 139,349 participants were

involved in a school sport. “This study concluded that athletes did graduate at a much higher rate

compared to their non-athlete counterparts: the athletes’ graduation rate being 98% versus the

88% of non-athletes. The results of this study also found that the likelihood of non-athletes

dropping out of school was significantly higher (15 times more likely) than that of
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athletes''(Stucko 17). Dropping out of high school reflects low academic success as it shows that

they could not leg it out and finish their diploma. Results from a study that was performed by

Lumpkin and Favor accurately demonstrated that student athletes have a lower chance of

dropping out of high school leading to better academic performance. In Stucko’s research she

also found that participating in athletics does not only result in higher academic performance but

can have many other benefits as well. She explains that participation in sports is also linked to

character development, the formation of valuable skills such as time management, and improved

discipline and dedication (Stucko 18). These skills are valuable skills that not only help students

succeed in the classroom but in their life after high school.

Athletic participation has not only been shown to increase academic performance in

white students, but African American students as well. In a study conducted by Gallup they sent

out surveys to college graduates. The survey received 75,000 respondents and contained college

graduates from 1,900 different universities. The results of the survey showed that 39% of NCAA

student athletes attained advanced education compared to 32% of non athletes (Gallup). Survey

results also showed that “...Black graduates who were athletes in college are 10 percent more

likely to attain a master’s or doctoral degree than Black nonathletes'' (Gallup). The data brings

even more credibility to the idea that athletic participation contributes to more academic success

as the same results were shown for African American students. Additionally this study showed

that 47% of African American athletes felt cared about on a personal level by their professors in

comparison to 30% of African American non-athletes with the same feelings (Gallup). The

results of this study show that African American athletes not only have a better chance of

obtaining an advanced degree but also showed that African American athletes felt more cared

about and appreciated compared to their non athlete counterparts. A student feeling cared about
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and appreciated is a big factor in the success they have academically. Students are much more

likely to succeed at higher rates and have a better overall academic experience if they feel

appreciated and recognized on a personal level by their professors.

Athletic participation has also been linked to building character and teaching valuable

lessons. In research conducted by Naomi Fejgin, she drew data from a study with a sample of

26,432 students from 1,052 schools. These students were eighth graders when the study began

and a follow up study was done when they were sophomores. Data from the study determined

participation in sports has shown positive effects on outcomes and character building. Aspects

shown to be affected include opportunities for educational and occupational advancement, social

prestige, acceptance of authority, honesty and courage (Fejgin 212). These character and

outcome aspects are important for becoming a successful, well-rounded person. This study also

showed that athletic participation enforces the connection between personal performance and

achievement. This relationship helps develop the locus of control by offering the opportunity to

experience success and failure. The recognition from being on a team is valuable for social

recognition which leads to increased self-concept and esteem. Athletes hold themselves

accountable for their performance, good or bad. This ownership of performance makes it difficult

and unlikely to place blame on others for circumstances, outcomes, or even failure. (Fejgin 223).

This study concludes that athletes learn through team membership and competition that personal

performance leads to achievement and that this lesson carries over to academics. Athletes also

learn personal responsibility for their performance and actions and are less likely to blame others

for their success or failures. This is a life lesson that will benefit student athletes throughout their

adult lives.
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(Figure 1, McCarthy 18)

The graphic above referenced by Robert McCarthy represents the Developmental Theory.

The Developmental Theory demonstrates how athletic participation has many positive outcomes

that lead to improved academic performance. The main idea of the theory is that when students

participate in athletics it makes them feel good about themselves and has a snowball effect which

results in improved academic performance(McCarthy 19). In his research McCarthy claims that

student athletes obtain a high sense of efficacy which has positive impacts on work ethic,

participation in the classroom, and ability to persist longer when faced with obstacles (McCarthy
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19). This theory supports my thesis by graphically displaying the many benefits of athletic

participation that result in improved academic performance.

Although athletic participation has been shown time and time again to have positive

impacts on academic success, some still believe that it has a negative impact. In a study

conducted by Tim Klein, he took a sample of 9th and 11th graders from a small religious school

in the midwest. He aimed to study the correlation between the number of sports a student played

and their average GPAs and math and reading test results. Study results showed that, “For ninth

grade students who participated in one activity, there was a 0.27 drop in their GPA, while

students who participated in four athletic activities saw a drop of 0.92”(Klein 16). Klein went

further into analyzing the results by explaining how students with the highest amount of athletic

participation received an average score 28.33 points lower on reading tests than those who did

not participate. The math test results showed the same trend as 9th grade athletes participating in

four athletic activities scores dropped by 22.5 points and 11th grade athletes participating in four

sports scores decreased by 22.44 points(Klein 17). From these results, the conclusion can be

drawn that as the number of athletic activities increased, academic performance decreased. This

is counterintuitive to the results shown again and again in the above referenced studies. While

Klein acknowledged that additional research studying a larger control group could be useful, he

affirmed the results from his research clearly indicated no proven connection between more

abundant athletic participation and academic achievement at a higher level. Klein also brings up

another valid point when referencing a study he came across in his research. He explained that

students participating in sports had a higher chance of being involved in questionable behavior

and used drugs and alcohol more than the other non athlete groups they studied. Tim Klein

brings up multiple valid arguments connecting athletic participation to a decline in academic

achievement. Although this is true, arguments and evidence for athletic participation having a

positive effect on academic performance overpower them.

Looking at the data, it is evident that many student athletes perform better academically

than their non-athlete peers. Playing sports can provide athletes with more self respect, making

them more likely to have the confidence to do well in their schooling. Although this may be true

in most cases, some students who participate in multiple sports can become overwhelmed and

preoccupied, having their studies suffer from their engaging schedule. Overall, sports help

students gain a sense of urgency to keep a tight schedule on their lives, benefiting them both in

their academic studies, in their sports, and in their personal lives. Many students who take part in

sports have better grades, leading them to have a higher GPA in high school. Having a higher

GPA can help these young students get into a well respected college, helping them for the rest of

their lives. Sports can also teach the participants how to work well with others, persevere through

challenging situations, and provide them with a lifetime of helpful skills. Sports are extremely

positive for the participants and the benefits can last for many years in the future.
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Works Cited

Fejgin, Naomi. “Participation in High School Competitive Sports: A Subversion of School

Mission or Contribution to Academic Goals?” Sociology of Sport Journal, vol. 11, no. 3,

Sept. 1994, pp. 211–230. EBSCOhost, doi:10.1123/ssj.11.3.211.

Gallup Study Shows Positive Life Outcomes for College Athletes,

www.insidehighered.com/news/2020/06/24/gallup-study-shows-positive-life-outcomes-col

lege-athletes.

Gilmour, Heather B. “College Athletic Participation and Academic Success: How

Student-Athletes Compete for Graduation.” ProQuest LLC, ProQuest LLC, 1 Jan. 2013.

EBSCOhost,

search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED553982&site=eds-live.

Klein, Tim, "Correlations Between High School Athletic Participation and Academic

PPPPPerformance" (2011). Master of Education Program Theses. 60.

PPPPhttps://digitalcollections.dordt.edu/med_theses/60

McCarthy, Robert F. “The Effect of Athletic Participation on the Academic Achievement of High

School Students.” The Effect of Athletic Participation on the Academic Achievement of

High School Students - DRS, 1 Jan. 2015,

repository.library.northeastern.edu/files/neu:rx915b88r.

McCarthy, Robert F. Figure 1, Developmental Theory and Student-Athletes. “The Effect of

Athletic Participation on the Academic Achievement of High School Students.” DRS, 1

Jan. 2015, repository.library.northeastern.edu/files/neu:rx915b88r.

Stucko, Meg, "Sport Participation and Academic Achievement in High School Athletes" (2018).
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ttttttttttKinesiology, Sport Studies, and Physical Education Synthesis Projects. 58.

tttttttttthttps://digitalcommons.brockport.edu/pes_synthesis/58

Urdahl, Troy. “Using Data to Show the Link Between Sports Participation and Academic

Achievement.” InSideOut Initiative, 26 July 2018,

insideoutinitiative.org/2018/07/26/using-data-to-show-the-link-between-sports-participatio

n-and-academic-achievement/.

Ward, Jr. ..Russell E. “Athletic Expenditures and the Academic Mission of American Schools: A

Group-Level Analysis.” Sociology of Sport Journal, vol. 25, no. 4, Dec. 2008, pp.

560–578. EBSCOhost, doi:10.1123/ssj.25.4.560.

Wretman, Christopher J., et al. “School Sports Participation and Academic Achievement in

Middle and High School.” Journal of the Society for Social Work and Research,

www.journals.uchicago.edu/doi/full/10.1086/693117.