“Pass to Play” Legislation in California: Vegetables Before Dessert!

Abstract

Recent passage in several states of legislation supporting “Pass to Play” policies makes student participation in extracurricular and cocurricular activities contingent upon satisfactory academic performance. This study examined the initial impact of legislation in California which required districts serving grades 7 through 12 to establish “Pass to Play” policies with certain minimum requirements. Major findings were that the majority of districts had “Pass to Play” policies prior to the legislation, although most policies had to be modified to comply. District policies varied widely and most were more stringent than required by the legislation. Superintendents felt that the policies established academic excellence as a priority and increased students’ motivation in academics. Perceived drawbacks included exclusion of low ability students from participation in activities, and the difficulty in providing support services to help students regain their eligibility. While it is too early to uncover the whole picture, it appears that the legislation is having the desired effect in establishing academics as a priority in California.