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| Table 13. Percentage of students participating in after-school activities, by school activity and student and family characteristics: 2005 | ||||||||
|---|---|---|---|---|---|---|---|---|
| Characteristic | Number of students (thousands) |
After-school activities | ||||||
| Sports | Religious activities or instruction | Arts (e.g., music, dance, painting) | Scouts | Volunteer work or community service | Academic activities (e.g., tutoring, math lab) | Clubs (e.g., yearbook, debate, book club) | ||
| Total | 14,282 | 73 | 46 | 42 | 22 | 19 | 16 | 13 |
| Student’s grade | ||||||||
| K–2 | 3,932 | 72 | 41 | 42 | 26 | 7 | 8 | 5 |
| 3–5 | 5,125 | 73 | 45 | 43 | 29 | 16 | 17 | 12 |
| 6–8 | 5,225 | 74 | 51 | 42 | 13 | 32 | 21 | 20 |
| Student’s sex | ||||||||
| Male | 7,150 | 81 | 44 | 30 | 21 | 17 | 17 | 11 |
| Female | 7,131 | 65 | 48 | 55 | 23 | 21 | 15 | 15 |
| Student’s race/ethnicity | ||||||||
| White, non-Hispanic | 9,927 | 75 | 47 | 44 | 25 | 20 | 14 | 14 |
| Black, non-Hispanic | 1,549 | 59 | 53 | 33 | 14 | 19 | 29 | 9 |
| Hispanic | 1,627 | 77 | 40 | 36 | 14 | 15 | 16 | 10 |
| Asian or Pacific Islander, non-Hispanic | 334 | 67 | 29 | 53 | 15 | 16 | 29 | 20 |
| Other race, non-Hispanic1 | 844 | 66 | 45 | 53 | 25 | 21 | 15 | 12 |
| Family type | ||||||||
| Two parents | 11,398 | 74 | 46 | 43 | 23 | 19 | 15 | 14 |
| One parent | 2,668 | 69 | 45 | 41 | 20 | 19 | 20 | 11 |
| Nonparent guardian(s) | 215 | 59 | 61 | 40 | 12 | 9 | 19 | 14 |
| Parents’ language spoken most at home2 | ||||||||
| Both/only parent(s) speak(s) English | 13,664 | 73 | 47 | 43 | 23 | 19 | 16 | 13 |
| One of two parents speaks English | 203 | 69 | 42 | 45 | 4 | 13 | 16 | 5 |
| No parent speaks English | 414 | 64 | 32 | 37 | 12 | 12 | 22 | 13 |
| Mother’s level of education3 | ||||||||
| Less than a high school diploma | 327 | 65 | 33 | 32 | 13 | 9 | 14 | 3 |
| High school/GED | 2,851 | 69 | 45 | 31 | 17 | 16 | 19 | 13 |
| Vocational/technical or some college | 4,294 | 69 | 49 | 41 | 22 | 20 | 16 | 11 |
| Bachelor’s degree | 3,900 | 76 | 47 | 49 | 27 | 21 | 14 | 15 |
| Graduate or professional degree | 2,399 | 80 | 47 | 52 | 23 | 20 | 16 | 16 |
| Mother’s school enrollment status3 | ||||||||
| Enrolled | 1,458 | 71 | 45 | 44 | 22 | 21 | 18 | 12 |
| Not enrolled | 12,312 | 73 | 47 | 42 | 22 | 19 | 16 | 13 |
| Mother’s employment status3 | ||||||||
| 35 or more hours per week | 6,056 | 73 | 43 | 40 | 20 | 18 | 17 | 12 |
| Less than 35 hours per week | 3,700 | 75 | 52 | 45 | 26 | 22 | 16 | 16 |
| Looking for work | 386 | 66 | 54 | 35 | 17 | 14! | 13 | 12! |
| Not in the labor force | 3,628 | 72 | 47 | 46 | 24 | 18 | 15 | 12 |
| Mother’s work shift3, 4 | ||||||||
| Regular shift | 8,807 | 73 | 47 | 42 | 22 | 20 | 16 | 14 |
| Variable shift | 949 | 76 | 47 | 39 | 25 | 19 | 16 | 13 |
| Neighborhood conditions5 | ||||||||
| Concern regarding neighborhood health and safety conditions | 2,077 | 67 | 51 | 42 | 23 | 22 | 20 | 12 |
| No concern regarding neighborhood health and safety conditions | 12,205 | 74 | 46 | 42 | 22 | 19 | 15 | 13 |
| Household income | ||||||||
| $25,000 or less | 1,819 | 63 | 49 | 35 | 16 | 16 | 19 | 10 |
| $25,001 to $50,000 | 2,794 | 62 | 49 | 37 | 21 | 21 | 18 | 13 |
| $50,001 to $75,000 | 3,450 | 74 | 47 | 41 | 26 | 17 | 15 | 12 |
| $75,001 to $100,000 | 2,327 | 77 | 45 | 45 | 26 | 21 | 16 | 15 |
| $100,001 or more | 3,892 | 82 | 43 | 49 | 21 | 19 | 14 | 14 |
| Poverty status6 | ||||||||
| At or above poverty threshold | 12,862 | 75 | 46 | 43 | 23 | 20 | 15 | 13 |
| Below poverty threshold | 1,419 | 57 | 48 | 34 | 18 | 13 | 22 | 11 |
| !Interpret data with caution; coefficient of variation is 50 percent or more. | ||||||||
| 1"Other race, non-Hispanic" includes children who were multiracial and not of Hispanic ethnicity, or who were American Indian or Alaska Native, or were not Hispanic, White, Black, Asian, or Pacific Islander. | ||||||||
| 2Complete descriptions of the categories for parents’ language are as follows: (1) "Both/only parent(s) learned English as child(ren) or currently speak(s) English in the home," (2) "One of two parents learned English as a child or currently speaks English in the home," and (3) "No parent learned English as a child and both/only parent(s) currently speak(s) a non-English language in the home." | ||||||||
| 3Students without mothers living in the household are not included in estimates related to mother’s education, enrollment, employment status, or work shift. | ||||||||
| 4Work shifts were collapsed into two categories: regular and variable work shifts. A regular work shift is one with set hours. A variable shift is one that changes from days to evenings or nights regardless of whether the hours are set by the employer or the employee. The number of hours worked was not considered in the creation of this variable. | ||||||||
| 5Parents or guardians respond "yes" or "no" to the question: "Are there any conditions in your neighborhood that make you worried about the health or safety of ((CHILD)/any of the children) in your household?" | ||||||||
| 6Students are considered poor if they were living in households with incomes below the poverty threshold, which is a dollar amount determined by the federal government to meet the household’s needs, given its size and composition. | ||||||||
| NOTE: Estimates include all students in kindergarten through eighth grade, not older than 15 years, not homeschooled participating in weekly after-school activity. Students could participate in multiple activities and are not limited to students who have activities for supervision, therefore percentages may sum to more than 100. Detail may not sum to totals because of rounding. | ||||||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, After-School Programs and Activities Survey of the 2005 National Household Education Surveys Program (ASPA-NHES: 2005). | ||||||||
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