The Degree to Which School and Community Factors Shape Perceptions of "No Pass, No Play" among High School Coaches in Texas: Implications for Policy Selection

Abstract

This study examined the influence of school and community factors on Texas high school coaches' perceptions of the statewide "no pass, no play" law. While prior research has probed sentiments and outcomes relative to the Texas policy, none to date have examined the nexus between perceptions of the effectiveness of "no pass, no play" and aspects germane to the policy instrument itself. A total of 266 coaches in southern Texas were surveyed and asked to judge the effectiveness of the policy according to accountability expectations, student motivation, quality and rigor, student participation in athletics, and overall impact on grades. Employing a multiple logistic regression analysis, their responses were measured against variables relative to the coaches (e.g., experience and sex of the coach), school (e.g., performance on statewide examination and drop out rate), and community (e.g., poverty). The gender and experience of the coach and the percentage of students impacted by the policy seemed to consistently predict impressions of the policy. Findings suggest a level of dissatisfaction with the policy among coaches, particularly male coaches and coaches with more years of teaching experience. Female coaches generally perceived greater overall value in the policy and believed it was effective at encouraging students to concentrate on academics and generate positive outcomes. As for policy relevance, the researchers conclude that while mandates such as "no pass, no play" are limited in terms of their benefit, the Texas policy has demonstrated remarkable resiliency despite considerable political, cultural, and demographic change.