Extracurricular Activity in Elementary Students and the Link Between Participation and Achievement

This research examined whether elementary students, including those who qualified for special education services, gained any measurable academic advantages on standardized math and reading tests by participating in extracurricular activities. Social integration theory and previous research have indicated that students who participated in social activities, such as extracurricular activities, experienced a greater sense of school identification, felt less isolated from others, and reported better social connections with peers and adults in the school than uninvolved pupils. However, there is limited research on the extent to which special education students derive similar benefits. The research examined reading and math AIMS test scores (the 2010-2011 Arizona's Instrument to Measure Standards), testing for differences between the types of student (regular or special education) and extracurricular participation (did or did not participate). This quantitative design used a 2x2 ANOVA to evaluate archival data from a convenience sample of 271 elementary students, including 88 pupils with special needs classification. Results indicated a main effect for student type on both English and math assessments; regular education students had higher scores than did special education students. Students who participated in extracurricular activities had significantly higher math scores, and this difference was evident for both special education and regular education pupils. These results can be used to encourage parents to allow students who have special needs to participate in extracurricular activities, and inspire schools to design and/or expand extracurricular programs so that all types of pupils have the opportunity to be socially integrated and involved.