Trends and Patterns of School District Support of Athletic, Extracurricular, and Recreational Activities
In this section, the district is asked to review participation trends in athletic, extracurricular and recreational activities. In doing so, the district should consider whether all of the protected groups participate and are encouraged to participate in these activities. The district should also identify any factors that might be causing or influencing these trends.
In identifying factors, the district may want to consider whether the activities provided are relevant to, and are supportive of, all students. In other words, are activities provided that meet the interests and needs of every student? Other questions may include whether the time and location of activities are accessible to all students, whether student groups and/or activities are welcoming to diverse students, and whether information about the activities is effectively conveyed to all students and parents or guardians. The district might also consider whether students are provided with activities and opportunities to learn about and promote diversity, fairness and justice.
In this section, the district is also asked to consider what type of support is provided to these activities. In Cycle I, districts typically examined their athletic programs for sex inequity and gave comparatively little attention to extracurricular and recreational activities. In Cycle II, districts should still consider whether equitable support is provided in its athletic programs. However, districts should also consider what type of support is provided in other extracurricular and recreational activities. Are some groups being excluded?/p>
As a reminder, numerical data should only be disaggregated on the basis of race, national origin, sex and disability. In addition, data from at least the past three years should be reviewed when analyzing trends and patterns. Any disparity greater than 5% should be considered significant.
For information on the nondiscrimination guidelines in interscholastic athletics, please see The Pupil Nondiscrimination Guidelines for Athletics, A Joint Publication of the Department of Public Instruction and the Wisconsin Interscholastic Athletic Association.
By evaluating this area, school districts will have the opportunity to:
- Foster and promote the goals of equity and inclusiveness in athletic, extracurricular, and recreational programs and any school-sponsored or approved activity.
- Determine whether current practices might deter some students from participating in these activities.
- Identify and develop ways to increase participation of underrepresented groups.
- Identify and formulate ways for students to develop and act on knowledge and skills for fairness, equity, inclusiveness, human relations and diversity.
Athletic programs and activities
- Review participation data in athletic programs and activities for at least the past three years. Review data by race, sex, national origin or disability. Identify trends and patterns.
- Are some groups underrepresented in athletic programs and activities?
- If so, how?
- Are effective procedures in place to track participation in athletic programs and activities by race, sex, disability, and national origin?
- In responding to the following questions, review interscholastic athletic opportunities for male and female students.
- Are interscholastic athletic opportunities for males and females provided in numbers substantially proportionate to their respective enrollments in the district?
- Are the opportunities comparable in scope and type?
- If not, can the district show a history and continuing practice of program expansion for the underrepresented sex?
- If not, can the district demonstrate that the interests and abilities of the members of the underrepresented sex have been fully and effectively accommodated by the present programs?
- Review the district's separate interscholastic athletic programs for males and females. Is equitable support provided in the following areas:
- coaching and other staff salaries
- provision of uniforms
- equiment and supplies
- scheduling of games and practice times
- provision of transportation
- opportunity to receive experienced coaching, academic tutoring, medical, or other type of services
- access to locker rooms, practice and competitive facilities
- publicity efforts
- availability of pep band, cheerleaders, pom pon, et cetera for all teams.
- Are school mascots, team names, and logos free from bias or stereotyping?
- Does attendance at athletic events reflect the diversity of the students in the school?
- Do coaches receive training in recognizing diverse communication styles and in recognizing and neutralizing bias or stereotyping?
- Do coaches receive training to prevent hazing and harassment of, and by, athletes?
- Does the selection of specific sports and levels of competition accommodate the interests and abilities of: members of both sexes, students with special needs, students with limited-English proficiency, or diverse racial/ethnic groups?
- Has the district periodically conducted surveys in order to determine whether athletic interests are being met by the current athletic program?
- Are special accommodations available for students with disabilities?
Other extracurricular, recreational, and school-sponsored or approved activities
- Review data of participation in extracurricular and recreational activities for at least the past three years. Identify trends and patterns.
- To what extent do participation rates in extracurricular and other recreational activities reflect the overall composition of the student population by race, gender, national origin or disability?
- If not, how do they differ?
- Are effective procedures in place to track participation, by group, in extracurricular and recreational activities?
- Are activities provided to meet the expressed interests of all groups?
- Are students and their parents/guardians encouraged to organize extracurricular activities or clubs that target their needs as members of a protected class? Has the district surveyed students, staff and parents/guardians to determine what these needs or interests may be?
- Are special accommodations available for children with disabilities?
- Is there a fair process by which all groups seeking school-approved status can apply? Are all groups that follow the process and meet criteria approved?
- What strategies has the district used to encourage participation by underrepresented groups? Have these strategies been effective?
- How often and in what forums are the district's nondiscrimination policies and practices regarding athletic, extracurricular, recreational and other activities communicated to students and parents/guardians? How might this communication be improved?
- Is there a permanent process in place for ensuring that all public information regarding athletic, extracurricular and recreational activities is inclusive and free of bias, stereotyping, and discrimination, including language and visuals? Public information includes press releases, brochures, outreach/recruiting materials, posters, public service announcements, et cetera.
- Is information regarding athletic, extracurricular, recreational, and other activities published in other languages in addition to English? Is the information available in Braille or audio versions?
- What are your recommendations for increasing participation of underrepresented groups in athletic, extracurricular, and recreational activities? What are your recommendations for ensuring that equitable support is provided in the district's athletic programs? How will these recommendations be implemented?
Prepare a summary of the status of pupil nondiscrimination and equality of education with regard to participation trends and patterns and school district support of athletic, extracurricular, and recreational activities. Include in the summary your findings, analysis, supporting data and recommendations for improvement, and information on how your recommendations might be implemented. Include this summary as part of your report.