DIFFERENCES IN EXTRACURRICULAR ACTIVITY PARTICIPATION AS A FUNCTION OF ENGLISH PROFICIENCY FOR SECONDARY SCHOOL STUDENTS

In this investigation, data were obtained from the databases of a large, suburban district in southeast Texas for all students who were enrolled in Grades 6 through 12 for the 2014-2015 school year. Specifically analyzed was the degree to which differences were present in participation in extracurricular activities among three student groups (i.e., students labeled as English Language Learners, students recently reclassified from English Language Learner status, and students not labeled as English Language Learners). Participation in extracurricular activities was examined by comparing economic status and length of time in U.S. schools. English Language Learners and students recently reclassified from English Language Learner status did not engage in extracurricular activities at a comparable rate to their non-English Language Learner peers. Students in these groups were half as likely to participate in extracurricular activities then students who were not identified as English Language Learners. Economic status and length of time in U.S. schools were not statistically significantly related to extracurricular activity participation. Suggestions for research and policy were discussed.