Positive Effects of Extracurricular Activity

Positive Effects of Extracurricular Activity on Academic Achievement in District of Columbia High Schools

“A good education ought to help people to become both more receptive to and more discriminating about the world: seeing, feeling, and understanding more….”

Laurent a. Daloz (20th century)

On Academic Achievement

The Alliance for Excellent Education (2008) reports that when students do not follow through with obtaining a good education and graduating from high school, they cost society money. In fact, the Alliance points out, students who drop out of school in Washington, D.C. cost the District of Columbia area millions in lost wages: “If the nearly 2,000 high school dropouts from the Class of 2008 had earned their diplomas instead of dropping out, the District of Columbia’s economy would have seen an additional $504 million in wages over these students’ lifetimes” (Alliance for Excellent…, 2008, Education News from…section). Currently, according to the Alliance for Excellent Education (2008), approximately 1.2 million students, 7,000 every school day-do not graduate from high school on time, which means that only about 70% percent of students earn their high school diplomas. Research reveals that students who spend participate in extracurricular activities are 43% more likely to stay in school.

Students who do not participate in extracurricular activities are reportedly 49% more likely to have used drugs; 37% more likely to have experienced becoming a teen parent; 35% more likely to have smoked cigarettes; and 27% more likely to have been arrested than those students who participate in extracurricular activities one to four hours per week (the case for extracurricular…,” 2008, Adolescent Time Use section)

1.2: Study Area

Declining Tax Base

Due to the district’s declining tax base; the district’s public schools are at a crossroads in finances. The Washington Post (2009, January 19) indicated that Fairfax, Montgomery, Prince George, Prince William, Anne Arundel, Loudon, Howard, Charles, Arlington, Calvert, St. Mary, and Alexandria counties, along with D.C. Public Schools face enormous budgetary burdens.

The contemporary down turn in economic activity, which includes home sales slowed and declining value of existing homes, automobile sales, and job loss contributes to dwindling tax coffers. Consequently, as school systems cut spending, many of the extracurricular activities are cut or chopped down with the budget ax. Simultaneously, albeit, No Child Left Behind” (NCLB) standards continue to increase (NCLB, 2001). The need to improve academic achievement while struggling with continued budget limitations constitutes one pressing issue currently challenging school systems. Washington DC Public School system is one school system struggling with academic achievement under budgetary constraints. In the District of Columbia, 83.4% of students are African-American; 9.9% are Hispanic; 5.0% are White; 1.6% are Asian/Pacific Islander; and 0.1% American Indian/Alaskan Native (IES, 2007). The annual per-pupil expenditure is $13,780 for the District’s students; ranking third nationally only to New York and New Jersey. Figure 1 portrays these demographics.

Figure 1: DOC Public School System District Demographics (Adapted from IES, 2007).

Low Rank, Yet Gains

Along with pressing budgeting challenges, according to the National Assessment of Educational Progress (2007), the District of Columbia’s eight graders rank last according to the proficiency index score. Nevertheless, the district had significant gains of 8% and 11% respectively on reading and math in the elementary level and 9% and 9% respectively gains in reading and math on the secondary level for the 2008 District of Columbia Comprehensive Assessment System (DC CAS, 2008). Although budget challenges face the District of Columbia Public Schools, however, none of the challenges are specific to this school district. Neither are a number of the solutions. In light of the current challenges in this area, the researcher proposes to explore a number of positive effects of extracurricular activity on academic achievement in the District of Columbia’s high schools. Figure 2 portrays this information

Figure2: DOC Comprehensive Assessment System (Adapted from DC CAS).

District of Columbia School System

The school system in the District of Columbia serves approximately 68,000 students who attend 167 schools. The following portrays a summary of data relating to Washington D.C.’s public schools as of the 2002-2003 school year.

Total enrollment: 67,522

Number of facilities elementary schools: 101 junior high/middle schools: 9 senior high schools: 20 other: 6 educational centers; 20 special schools

Student/teacher ratio: 13.5: 1

Teacher salaries average: $53,194

Funding per pupil: $6,903 (Elementary and Secondary Schools, 2009).

Figure 3 denotes the location of the District of Columbia.

Figure3: Location of the District of Columbia (Washington, District of Columbia, 2008).

Research Questions and Hypothesis

The researcher plans to address the following six research questions during the course of the forthcoming study:

1. What effect does athletic participation have on student GPAs?

2. What effect does athletic participation have on student DC CAS math scores?

3. What effect does athletic participation have on student DC CAS English Reading scores?

4. What effect does music participation have on student GPAs?

5. What effect does music participation have on student DC CAS math scores?

6. What effect does music participation have on student DC CAS English Reading scores?

Answers to the six designated research questions will in turn contribute to the determination of the proposed study’s hypothesis, which purports: When eighth grade students regularly participate in athletics and/or music, then the students’ GPAs will reflect improvements in other areas of study.

Significance of the Study

As the proposed study will address concerns which affect students who will grow to be tomorrow’s community, state, national, and global leaders, the researcher asserts the value of the proposed study’s focus to be worth much more than mere monetary measures. Those who serve in positions to educate students may benefit from the understanding regarding extracurricular activities the proposed study will relate. In addition, the students taught by the instructors who may better appreciate extracurricular activities, as a result of this study will likely benefit in time, if/when opportunities to participate in extracurricular activities increase for them.

1.3: Proposed Dissertation Structure

Organization of the Study

The following titles portray the proposed chapters which will comprise the body of the dissertation:

Chapter I: Introduction

Chapter II: Review of the Literature

Chapter III: Methodology

Chapter IV: Analysis

Chapter V: Summary Conclusions, and Recommendations

Chapter I: Introduction

Chapter I introduces the proposed dissertation’s focus, communicates the core of the problem the researcher plans to explore, presents the study’ problem statement, denotes the research questions to be addressed, along with relating the proposed study’s hypothesis.

The introduction section also stresses the significance of the study, and briefly explains the research methodology the researcher plans to utilize to determine the validity of the study’s hypothesis.

Chapter II: Review of the Literature During Chapter II of the proposed study, the researcher plans to present a myriad of information accessed from credible sources, which will include peer reviewed journals; magazine and newspaper articles; books; Web-based publications; etc. relevant to the research focus. The researcher plans to utilize approximately 100 sources during the research process; with approximately 25 of these sources presented during this proposal. Synthesized information presented during the literature review chapter will support the questions the proposed study plans to answer, as well as contribute to the decision of whether or not the proposed study’s hypothesis proves to be valid.

Chapter III: Methodology Chapter III of the proposed study will discuss the research strategy (general approach) the research plans to adopt, which will also include appropriate justification. The proposed methodology chapter will:

Detail how the researcher plans to implement the research strategy in regard to the proposed research;

Relate particular technique(s) the researcher plans to utilize; including justifying the appropriate proposed technique(s) for the research strategy the researcher plans to adopt.

Plan for potential problems that may arise when the researcher administers the technique(s), as well as identify specific strategies to minimize any potential problems.

Limitations the proposed study will be limited to the tenth grade students in the first semester of school year 2008-2009.

One hundred and fifty students will comprise the control group of students not involved in any extracurricular activity and one hundred and fifty students will make up each of the two experimental groups, one of athletes and one group of music students.

Chapter IV: Analysis During Chapter IV, along with analyzing data retrieved from the accessed literature, the researcher will also evaluate results from test results from questionnaires student participants will complete.

Chapter IV: Summary, Conclusions and Recommendations Chapter IV of the proposed study will explicate findings the researcher will retrieve from the compiled information/data from the literature review and questionnaire. The final chapter will also present a synopsis of relevant findings from researched information and relate the researcher’s concluding thoughts. In addition, based on researched findings, the researcher plans to proffer pertinent recommendations gleaned from the study for future prospective research.

1.4 Aim and Objectives

Study Aim

The primary aim for the proposed study will be to explore a number of positive effects of extracurricular activity on academic achievement in the District of Columbia’s high schools. The proposed study will also determine the validity of the proposed hypothesis, noted earlier in this chapter: When eighth grade students regularly participate in athletics and/or music, then the students’ GPAs will reflect improvements in other areas of study.

Objectives

During the proposed study’s process, the researcher plans to fulfill the following objectives.

Objective 1: Address each of the proposed study’s research questions during literature review:

Examine the effect athletic participation has on student GPAs;

Identify the effect athletic participation has on student DC CAS math scores;

Determine the effect athletic participation has on student DC CAS English Reading scores;

Explore the effect music participation has on student GPAs;

Investigate the effect music participation has on student DC CAS math scores;

Discover the effect music participation has on student DC CAS English Reading scores.

Objective 2:

Complete study with 150 tenth grade student participants in the first semester of school year 2008-2009.

Objective 3:

Analyze test results and compare with findings from literature reviewed.

One of the Best Investments

Despite current reported budget cuts and constraints in education, high school activity programs continue to constitute one of the best investments schools can make, as cost range from only one to three percent (less in a number of cases) of an overall school’s budget. In vital extracurricular programs, including “sports, music, speech, drama, debate[,]… young people learn lifelong lessons as important as those taught in the classroom (the case for extracurricular…,” 2008). As this researcher enters the next phase of the proposed study, the Literature Review chapter, the researched information will help the researcher, as well as the reader begin to see, feel and understand more about the inherent effects extracurricular activities possess.

CHAPTER II

LITERATURE REVIEW

2.1: A Good Education’s Challenges good education ought to help people to [sort] the pertinent from the irrelevant with an ever finer touch, increasingly able to integrate what…[the student sees]….” (Daloz, as cited in Columbia, 1996)

On Academic Achievement

Michelle Draper (2008) appears to agree with Daloz regarding what a good education ought to do.

In”Vic: Principals link mental health to academic achievement,” Draper argues that academic performance directly links to students’ mental health. “The study of more than 1,200 principals, including 270 in Australia, also found about one in five Australian students needed mental health support” (Â¶ 2). In addition to concerns regarding GPA, principals identified concerns that students regularly have to contend with that may adversely affect their mental health. These issues include, but may not be limited to harassment, bullying, family dysfunction and drug and alcohol issues, depression, anxiety, and depression, as some of the problems affecting students.

Self-Selection Factors and Adjustment

In “Participation in extracurricular activities in the middle school years: Are there developmental benefits for African-American and European-American youth?,” Jennifer a. Fredricks, an associate professor in Human Development at Connecticut College, along with Jacquelynne Eccles (2008), the Wilbert McKeachie Collegiate Professor of Psychology, Women’s Studies and Education, as well as a research scientist at the Institute for Social Research at the University of Michigan, found some gender, race, and socioeconomic status variances in the relation between activity participation and adjustment. The sample participating in the study by Fredricks and Eccles (2008), a large and economically diverse sample of African-American and European-American youth, included “1,047 youth (51% female and 49% male and 67% African-American and 33% European-American)” (Abstract). Using a covariance techniques analysis, Fredricks and Eccles (2008) considered contemporary components relating to early adolescents’ participation in organized activity and their ensuing adjustment. Fredricks and Eccles focused on connections between the adolescents’ participation on school sports teams, in school clubs, and their engagement in out of school recreational activities, along with the participating youths’ adjustment at 8th and 11th grade. During their study, Fredricks and Eccles (2008) controlled for a set of the adolescents’ self-selection factors, measured at 7th grade prior to the participants’ activity involvement. The adolescents’ organized activity participation, Fredricks and Eccles (2008) found, correlated with higher than expected grades, school value (i.e. perception of importance of school for the future), self-esteem, resiliency, and prosocial peers, and lower than expected risky behaviour. (Fredricks & Eccles, 2008, Abstract)

The pattern of findings Fredricks and Eccles (2008) report, albeit, varied with context, activity time point and outcome.

During this chapter of the proposed study, the researcher presents a sampling of the myriad of information to be later accessed from credible sources. The four themes the researcher plans to explore with the particular study include:

Extracurricular Activities

Athletic Participation’s Effect

Music Participation’s Effect

GPA

2.2 Extracurricular Activities

Self-Selection Factors and Adjustment

The pattern of findings Fredricks and Eccles (2008) report, albeit, varied with context, activity time point and outcome.

Support Stimulates Support

Robyn Muldoon (2008), the coordinator of the student learning support unit of the University of New England, Australia, reports in “Recognising and rewarding the contribution and personal development of peer supporters at university” that support stimulates support. According to the study by Muldoon: “Students who participate in peer support programmes as peer supporters or mentors develop valuable skills and attributes while involved in the support of others” (Abstract). Muldoon focuses on benefits students receive in terms of graduate attributes from participation in extra-curricular activities sponsored by the National Endowment for the Arts (NEA), along with the impact on students’ perceptions of those gains the students obtain from acting as peer supporters.

Due to the small sample size, albeit, Muldoon (2008) asserts that the study’s results may not be generalisable. The underlying perception of acknowledging and rewarding student development through acting as peer supporters, nevertheless is transferable. The NEA, according to Muldoon constitutes “a credible vehicle for institutional recognition of extra-curricular achievement” (Abstract). This type activity (NEA related) appears to serve as an effective means to enhance most graduate attributes, other desirable attitudes, and personal qualities.

Support students receive from their participation in extracurricular activities often stimulates the process of student’s supporting others.

Organization Type, Race and Gender

In” Under-represented college students and extracurricular involvement: the effects of various student organizations on academic performance,” Christina Baker (2008), a postdoctoral research associate with the Center for Research on Educational Opportunity at University of Notre Dame, contends that college students gain positive experiences from participating in extracurricular activities during their tenures. In fact, according to Baker, a number of studies purport that “students who are involved in extracurricular activities during college are more academically successful than are those who are not” (Abstract). The majority of studies, albeit fail to distinguish between various types of activities and do not sufficiently consider under-represented college students’ unique experiences. Baker (2008) draws on Tinto’s theory of educational departure, as well as Ogbu’s theory of oppositional culture to explore the effect of student involvement in six various kinds of student organizations in a co-ethnic student organization. In addition, simultaneously considering the academic performance of African-American and Latino college students attending 27 different selective colleges, Baker examines student involvement. Ultimately Baker finds the type of organization, as well as the race and gender of the students affect academic performance differently.

2.3 Athletic Participation’s Effect One comprehensive, statewide study the North Carolina High School Athletic Association conducted in North Carolina, which explored the academic performance of high school student-athletes over a three-year period, found significant differences do exist between athletes and non-athletes. During the study, researchers utilized the following five criteria:

Grade-point average, attendance rate, discipline referrals, dropout rate and graduation rate.

Table 1 denotes the differences the North Carolina High School Athletic Association indicated.

Athletes

Non-athletes

Grade-point average

Average number of absences per 180-day school year

6.52 days

12.57 days

Discipline referrals

Dropout rate

Graduation rate

Low GPA Prevents Sports Participation in “Rethinking the issue of academic eligibility,” David Hoch (2008) points out that a student who does not earn the minimum GPA may miss the opportunity to benefit from participating in the athletic experience. Hoch stresses that research documents that during their season, athletes:

Have a better record of class attendance,

Display more positive behaviors, and Earn higher grades (Hoch, 2008).

Students, however, are routinely prohibited from participating in athletics due to restrictions relating to the age of the athlete, concerns regarding his/her residency, and his/her academic progress. Rather than basically routinely banning youth who may not quite qualify, yet comply with legal standards, Hoch (2008) recommends: “Why not allow all youngsters to try out for a team and check the academic progress three to four weeks into the season?” (Â¶ 8). Permitting a student who may not yet have the minimum GPA to participate in athletics could help assure that even student at risk are not at risk of missing the benefits the athletic experience provides.

Difficult Undertaking

Tara a Stevens, Yen to, Sarah Stevenson, and Marc Lochbaum (2008) note in “The importance of physical activity and physical education in the prediction of academic achievement” that incorporating physical activity or fitness training likely improves the physical health status of youth. Today’s youth routinely lead increasingly sedentary lives, Stevens, et al. Report. Consequently, during the past 10 years, concerns have increased regarding excessive TV viewing, video gaming and internet surfing, which contribute to lifestyles that lead to more youth becoming obese. Within the school context, incorporating physical activity or fitness training will likely improve the physical health status of youth, their attention, concentration, and also their cognitive performance. Stevens, et al. notes that in regard to the link between physical activity and academic achievement:

Researchers have demonstrated that physical activity is related to improved cognitive performance, and at least two avenues for physical activity in young children (free play and directed play or physical education) appear especially important. The investigation of whether physical education, as it is currently and typically implemented in schools, is as important as vigorous physical activity in the prediction of academic achievement can provide valuable information to school administrators. Hence, the purpose of this study was to evaluate a structural equation model with physical activity and physical education as separate variables to young children’s academic achievement while accounting for the effects of socioeconomic status (SES) and prior achievement. (Stevens, et al., 2008, Â¶ 3)

Along with challenges related to defining and measuring physical education, accurately assessing the relationship between physical education and academic achievement proves to make the measurement of physical education, difficult undertaking. The Dietary Guidelines for Americans, nevertheless recommends that youth participate in 60 minutes of moderate intensity physical activity most week days. The results of the study Stevens, et al. (2008) conducted lend insight into how the public schools value physical education. Generally, the youth in the study by Stevens, et al. only participated in physical education one to two times per week. Consequently, the amount of time participants spent engaged in physical activity “would not likely reach the threshold required to enjoy the positive health benefits” (Stevens, et al., Limitations of the present investigation section, Â¶ 2). Overall, Stevens, et al. found that high fitness level in youth “positively related to improved attention, working memory, and response speed to a stimulus discrimination task” (Ibid). As a result of this finding, Stevens, et al. concur that when youth participate in physical education with the adults’ aim to improve physical fitness in children, improved academic performance does reportedly occur.

2.4 Music Participation’s Effect

Life-long Benefits from Music Musical activities stimulate a youth’s mind and provide him/her with skills he/she may use all his/her life. Studying music improves a student’s academic and intellectual performance, Katie Felix (2008) reports in “Music… A sound foundation for life.” Research finds that a number of high school music students display higher grade point averages, as well as score higher on college entrance exam scores than non-musicians. “Music instruction also increases learning in mathematics and improves reading abilities in children. In addition, music education sharpens students’ listening skills and enhances the development of the reasoning areas of the brain” Â¶ 2-3. From the discipline and concentration; e.g. practicing daily and perfecting the presentation, students learn the value of the hard work reaching a goal requires.

2.5 GPA the article “School has high standards – but room to improve…” (2008) reports thatachievement in public examinations in UK schools has significantly improved. “However, pupils have few occasions to make use of these skills to enhance their learning. In most lessons, pupils have few opportunities to take responsibility for their own learning and study” (Â¶ 13). Early-Warning Signs of Dropping Out in “Using early-warning data to improve graduation rates: Closing cracks in the education system, Lyndsay Pinkus (2008) contends that the decision to drop out of school seldom stems from a single life event.

Many students frequently exhibit academic warning signs years before they decide to quit high school. Researchers from Johns Hopkins University, the Consortium on Chicago School Research (CCSR), and the Parthenon Group, among others, who have explored academic history of dropouts to identify and better understand their shared academic characteristics report the following:

Students who dropped out usually had received a failing grade in core courses (especially in math or English), earned a low grade point average (GPA), or scored low on achievement tests. They were often retained in grade because they had not earned enough credits to be promoted; as a result, many were older than the other students in their class. Furthermore, as demonstrated by low attendance rates and disciplinary problems, these students were frequently not engaged in their education or aware of its importance to future opportunities.

When analyzed in combination, these academic characteristics can provide strong indications of which students are at risk of becoming dropouts.

During the following methodology chapter, this researcher relates details regarding the. A number of positive effects of extracurricular activity on academic achievement in the District of Columbia’s high schools.

CHAPTER III

METHODOLOGY

3.1: To Determine the Comparative Results good education ought to help people to make meaning of… [what they see] in ways that enhance their ability to go on growing” (Daloz, as cited in Columbia, 1996)

Research Design

The methodology for the proposed quantitative study, the researcher contends, will help the researcher, similar to “a good education” “…make meaning of…”(Daloz, as cited in Columbia, 1996) the information/data the researcher retrieves. The methods process, as each component of the proposed dissertation also contributes to the study’s ongoing growth. The methodology of the proposed study will utilize t test for independent means; used at the 0.05% level of significance to determine the comparative results of students involved in the athletic or extracurricular activities with students not involved in either activity. The researcher will randomly select participating students, using random stratification for all three groups.

3.2: Data Used

Info regarding questionnaire; sample; etc. needs to be added

Literature Review Search Limits

For the literature review search, the majority of dates of publication will be less than two years old, with only a few sources anticipated to be more than five years old. Researched information, the researcher purports, willaccurately presents contemporary concerns/challenges relating to this study’s focus, extracurricular activities effects on students’ GPAs. English will constitute the language for researched sources.

The researcher plans to primarily utilize indexes ranging from ERIC, Questia, reportedly the world’s largest online library, Highbeam, another subscription based online research base, and Google. The availability of credible research through these sources contributes to the rationale for the researcher using these indexes; as well as the opportunity to access relevant, scholarly information in a timely manner. The researcher anticipates that the total number of literary resources retrieved for use the proposed study will total approximately 100.

References

Baker, Christina. (2008, August). Under-represented college students and extracurricular involvement: the effects of various student organizations on academic performance. Social Psychology of Education, Volume 11 (3). Retrieved January 27, 2009 at http://www.springerlink.com/content/b6432j1361233004/

The case for extracurricular activities. (2008). National Federation of State High School Association. Retrieved January 23, 2009 at http://richwoodstrack.com/extracurricular_case.htm

The Columbia World of Quotations. (1996). Columbia University Press, New York. Retrieved January 27, 2009 from www.bartleby.com/66/.

Draper, Michelle. (2008, September 7). Vic: Principals link mental health to academic achievement. (www.highbeam.com/Search.aspx?q=publication:%22AAP+General+News+(Australia)%22&sort=DT&sortdir=DAAP General News (Australia). Retrieved January 28, 2009 from HighBeam Research: http://www.highbeam.com/doc/1P1-156068940.html

Elementary and Secondary Schools. (2009). Washington, D.C.: Education and Research. Retrieved January 28, 2009 at http://www.city-data.com/us-cities/TheSouth/Washington-D-C-Education-andResearch.html

Fredricks, Jennifer a., & J. Eccles, Jacquelynne. (2008, October). Participation in extracurricular activities in the middle school years: Are there developmental benefits forAfrican-American and European-American youth? Journal of Youth and Adolescence. Volume 37 (9). Retrieved January 27, 2009 at http://www.springerlink.com/content/c121987u81njk107/

Hoch, David. (2008). Rethinking the issue of academic eligibility. Coach and Athletic Director. Scholastic, Inc. Retrieved January 28, 2009 from HighBeam Research: http://www.highbeam.com/doc/1G1-189668637.html

Houston, Paul D., Blankstein, Alan M., & . Cole, Robert W. (2007). Out-of-the-box Leadership. Corwin Press. Retrieved January 28, 2009 at http://books.google.com/books?id=X8LHl-E-wXsC

Muldoon, Robyn. (2008, August). Recognising and rewarding the contribution and personal development of peer supporters at university. www.informaworld.com3) August 2008, pages 207-219. Retrieved January 27, 2009 at http://www.informaworld.com/smpp/content~db=all?content=10.1080/0309877080222405

Pinkus, Lyndsay. (2008). Using early-warning data to improve graduation rates: Closing cracks in the education system. Policy Brief. Alliance for Excellent Education. Retrieved January 27,2009 at http://www.all4ed.org/files/EWI.pdf

School has high standards – but room to improve; Teachers at Exeter School have been praised for encouraging high academic standards – but inspectors say pupils have little opportunity to take responsibility for their own learning. (2008), Express & Echo (Exeter UK). Northcliffe Electronic Publishing. Retrieved January 28, 2009 from HighBeam Research: http://www.highbeam.com/doc/1P2-16779520.html

Stevens, Tara a., to, Yen, Stevenson, Sarah, & Lochbaum, Marc. (2008). The importance of physical activity and physical education in the prediction of academic achievement. Journal of Sport Behavior. University of South Alabama. Retrieved January 28, 2009 from HighBeam Research: http://www.highbeam.com/doc/1G1-188739131.html

Washington, District of Columbia. (2008). Onboard Informatics. Retrieved January 28, 2009 at http://www.google.com/imgres?imgurl=http://pics2.citydata.com/city/maps/fr20.png&imgreurl= http://www.city-data.com/city/Washington-District-ofColumbia.html&h=359&w=422&sz=6&tbnid=INMRMAnCRcZ85M::&tbnh=107&tbnw=126 prev=/images%3Fq%3DDistrict%2Bof%2BColumbia%2Bmap&hl=en&usg=__eN9 Yt5WB1251jLCLQ 3Vx7NWU8=&sa=X&oi=image_result&resnum=5&ct=image&cd=1

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You determine when you get the paper by setting the deadline when placing the order. All papers are delivered within the deadline. We are well aware that we operate in a time-sensitive industry. As such, we have laid out strategies to ensure that the client receives the paper on time and they never miss the deadline. We understand that papers that are submitted late have some points deducted. We do not want you to miss any points due to late submission. We work on beating deadlines by huge margins in order to ensure that you have ample time to review the paper before you submit it.

Will anyone find out that I used your services?

We have a privacy and confidentiality policy that guides our work. We NEVER share any customer information with third parties. Noone will ever know that you used our assignment help services. It’s only between you and us. We are bound by our policies to protect the customer’s identity and information. All your information, such as your names, phone number, email, order information, and so on, are protected. We have robust security systems that ensure that your data is protected. Hacking our systems is close to impossible, and it has never happened.

How our Assignment Help Service Works

1. Place an order

You fill all the paper instructions in the order form. Make sure you include all the helpful materials so that our academic writers can deliver the perfect paper. It will also help to eliminate unnecessary revisions.

2. Pay for the order

Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.

3. Track the progress

You communicate with the writer and know about the progress of the paper. The client can ask the writer for drafts of the paper. The client can upload extra material and include additional instructions from the lecturer. Receive a paper.

4. Download the paper

The paper is sent to your email and uploaded to your personal account. You also get a plagiarism report attached to your paper.

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