This study examined the relation between involvement in school-based e
xtracurricular activities and early school dropout. Longitudinal asses
sments were completed for 392 adolescents (206 girls, 186 boys) who we
re initially interviewed during 7th grade and followed up annually to
12th grade. A person-oriented cluster analysis based on Interpersonal
Competence Scale ratings from teachers in middle schools (i.e., 7th-8t
h grades) identified configurations of boys and girls who differed in
social-academic competence. Early school dropout was defined as failur
e to complete the 11th grade. Findings indicate that the school dropou
t rate among at-risk students was markedly lower for students who had
earlier participated in extracurricular activities compared with those
who did not participate (p < .001). However, extracurricular involvem
ent was only modestly related to early school dropout among students w
ho had been judged to be competent or highly competent during middle s
chool.