Low-Income Children's Academic Achievement and Participation in Out-of-School Activities in 1st Grade

Abstract

Associations between children's participation in out-of-school activities and academic achievement were examined in a sample of 60 first-grade children (30 boys, 30 girls) from low-income, ethnically diverse families. The study examined the intensity (frequency, number, length) of participation in out-of-school activities and the type of activity (literacy-oriented vs. all other types of activities). Regression analyses indicate a curvilinear relationship between frequency of participation in out-of-school activities and report card grades, especially among males. As the frequency of children's participation in out-of-school activities increased from low to moderate levels, their grades also increased; as the frequency of children's participation in such activities increased from moderate to high levels, however, their grades decreased. This overall pattern of curvilinear relationships held for boys but not girls in all activities and in literacy-oriented activities, when examined separately. Length of participation in literacy-oriented activities was positively associated with report card grades among all children. Number of out-of-school activities was not related to academic performance.