A longitudinal assessment of adolescent student-athletes' school performance: (Not) Worse in school and (not) putting their education at risk?! [Eine längsschnittliche Analyse der Schulleistungen von jugendlichen Schülerathleten: (Nicht) Schlechter in der Schule und deshalb (un-)gefährlich für die Ausbildung?!]

In Germany, extraordinarily talented student-athletes are offered the special school setting of elite schools of sport (ESSs). These schools seek to optimally adjust the daily affordances of athletic high-performance training with those of regular school education. The aim of the present analysis was to empirically explore whether elite student-athletes' school grades develop differently than those of fellow students who dropped out of the ESS's athletic program. One cohort of student-athletes (N = 260) was tracked from the moment of their enrollment in the ESS until the end of lower secondary school (from school level 7 to 10). Multilevel modeling was used to analyze this longitudinal dataset. Elite student-athletes who manage to still meet their school's athletic standards after class level 10 (n = 158) came to their ESSs with better school grades in mathematics and German from primary school than program dropouts (n = 102). Additional comparisons show that after class level 10, all ESS students' school grades in mathematics and German were not significantly different from the federal state's general average at schools without high-performance sport programs. Findings are interpreted against the background of the hypothesis that the system of high-performance sports tends to produce an instance of total commitment and that educational disadvantages for ESS student-athletes could follow as a consequence. © 2014 Springer-Verlag Berlin Heidelberg.