Compelling evidence exists to support the benefits of choosing an active lifestyle and yet, most Americans do not make this choice. We know that sedentary youths have a high probability of becoming sedentary adults with myriad health related problems. Having students understand the principles of how physical well-being is achieved is one route to increasing the probability of choosing activity. Actually being active during discretionary time is another way for students to discover what it is like to make time for activity in their busy lives—this is the rationale driving the selection of performance indicator 3 in South Carolina. The requirement for meeting this performance indicator is that students would be engaged in a health-related physical activity outside of class time, continuously for at least 20 minutes, three or more times per week for at least six weeks. Participation must be verified by teachers with an adult who can confirm student participation. Most teachers also require some sort of log that is checked weekly by teachers in high performing schools. Data will be presented from 112 schools over two years of data collection. In the first year of program assessment, performance on this indicator was uneven with a range of success from 0 to 100% of students meeting the criterion (M=42.32%; SD=36.26). In the second year of data collection, the range and standard deviation remained the same but the average success climbed significantly (M=59.26%) to become the most successful performance indicator in the second year of data collection. Issues surrounding the merits of this performance indicator, the strategies used for measuring student achievement and the relative weight of this indicator in overall program assessment are discussed. This dimension of student performance represents what most other subject teachers refer to as homework. Insights into the homework literature for guidance in shaping this program expectation are also discussed (c.f., Cooper, 2001; Mitchell, Barton & Stanne, 2000; Mitchell, Stanne & Barton, 2000).Keyword(s): high school issues, measurement/evaluation, research