This paper analyzes the impact of students' proactivity on academic performance based on a sample from students enrolled in an introductory course of Political Economy at the University of Seville (Spain) in three consecutive courses (2014-2015, 2015-2016 and 2016-2017). Proactivity is measured by several indicators, such as class attendance, case-study oral presentation and its delivery in a foreign language, all of them being non-mandatory activities for students who have participated in the experiment. Specifically, this study aims to assess the impact of a student's proactivity on two academic outcomes: (i) to pass or fail the exam; and (ii) the score obtained. Impact assessment has been performed using a probit and ordered multinomial logit models. The results show that a student's proactivity measured by class attendance and case-study presentation significantly increases the probability of passing the exam, while the impact of using a foreign language seems to be non-significant. In relation to the score obtained, the proactivity measured through the case presentation raises the probability of obtaining a higher mark more than regular class attendance.