In this study, differences in academic performance on the Texas English Language Proficiency Assessment System and State of Texas Assessments of Academic Readiness as a function of participation in extracurricular activities for English Language Learners were examined. Data obtained from a large, suburban district in southeast Texas for all students who were enrolled in Grades 6 through 12 for the 2014-2015 school year were analyzed. Patterned after the federal Annual Measurable Achievement Objectives for English Language Learners, participation in extracurricular activities for English Language Learners was not related to second language acquisition or the attainment of English fluency. Conversely, in regard to performance on state assessments in reading and in mathematics, English Language Learners who were not involved in extracurricular activities had higher scores than English Language Learners who were involved in extracurricular activities. Suggestions for research and policy were provided.
In this study, differences in academic performance on the Texas English Language Proficiency Assessment System and State of Texas Assessments of Academic Readiness as a function of participation in extracurricular activities for English Language Learners were examined. Data obtained from a large, suburban district in southeast Texas for all students who were enrolled in Grades 6 through 12 for the 2014-2015 school year were analyzed. Patterned after the federal Annual Measurable Achievement Objectives for English Language Learners, participation in extracurricular activities for English Language Learners was not related to second language acquisition or the attainment of English fluency. Conversely, in regard to performance on state assessments in reading and in mathematics, English Language Learners who were not involved in extracurricular activities had higher scores than English Language Learners who were involved in extracurricular activities. Suggestions for research and policy were provided.