Elementary school students' extracurricular activities: The effects of participation on achievement and teachers' evaluations

I use data from the Early Childhood Longitudinal Study to examine both the number and the types of extracurricular activities in which elementary school students participate and find significant differences in participation patterns by gender, race, and class. The number of activities in which students participate during kindergarten and first grade affects their gains in reading achievement test scores between first and third grade and third grade teachers' evaluations of mathematics skills, but does not affect gains in math achievement test scores or teachers' e valuations of language arts skills. Dance lessons, athletic activities, and art lessons, in particular, affect one or more of the dependent variables. With one exception, interactions of extracurricular activities with socioeconomic status show that less-privileged children benefit more from participation in activities than do more-privileged children, providing evidence against Bourdieu's theory of cultural capital and social reproduction.