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Citation:

Jordan, W. J., & Nettles, S. M. (1999). How students invest their time out of school: Effects on school engagement, perceptions of life chances, and achievement (CRESPAR Report No. 29). Baltimore: MD: Johns Hopkins University. http://www.csos.jhu.edu/crespar/reports.htm

Annotation:
This studyÕs authors examine the degree to which out-of-school activities of adolescents influence their engagement in school, their achievement, and their perceived future. Student participation in structured activities and time spent alone were most positively correlated with math and science achievement, though the effects were not dramatic. Negative effects were seen from hanging out with friends and working for pay. Out of all of the variables, only time spent alone was negatively related to perceived life chances; i.e., hanging out and structured activities both were associated with a happy future. Data were derived from the National Education Longitudinal Study (NELS:88). The effects of out-of-school activities at grade 10 were analyzed for: 1) student participation in school groups and clubs; 2) depth of leadership in same; 3) preparedness for class; 4) studentsÕ perceptions of their life chances (12 items on their future probability of college, enjoying their job, and so on); and 5) average achievement in standardized math and science tests at 12th grade. The out-of-school variables included: structured activities (community service, taking classes, recreational programs); hanging out with friends; time spent alone; time spent with adults; religious activities; and working for pay. The research team concluded that student use of out-of-school time was important to school engagement, life chances, and achievement. Student Òinvestments" in out-of-school activities seemed to have an impact on educational outcomes; the adolescents apparently responded well to structured activities and positive adult role models. Authors point out that families with economic means and social capital have greater opportunities for out-of-school activities. The fact that the observed payoffs were measured two years after the out-of-school activities took place is notable, and persons who organize out-of-school programming in science and mathematics will find the correlations useful for justifying their work.