Cory Holten

Date of Award

8-1-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Mark Rerick

Abstract

In this study, the researcher analyzed the impact of traditional cocurricular activityeligibility practices on minoritized students, students with disabilities, and students receiving free and reduced lunches. The researcher issued a survey to staff members at Horizon Middle School in Moorhead, Minnesota to gain an understanding of the perceived impact of participation in cocurricular activities and the impact and observed disparities existing as a result of traditional eligibility practices. As a result of the findings, the researcher proposes an alternative approach focused on identifying lagging skills through the collection of student data related to academic achievement, attendance, and behavior. Instead of implementing punitive measures associated with traditional eligibility practices, the alternative study program utilizes individualized eligibility plans that incorporate unique interventions based on the data collected for each activity participant showing deficiencies in academic performance, attendance, or behavior. The program aims to keep students engaged in their activities and ensure that cocurricular offerings align with the goal of involving students in their academic experiences. Keywords: cocurricular activities, academic eligibility, traditional eligibility practices (grade checks), multitiered systems of support (MTSS), building assets, reducing risks (BARR), positive behavioral interventions and supports (PBIS), restorative justice

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