Assessing the Correlation between English Proficiency and Engagement in School and Community

In the United States, students from diverse linguistic backgrounds often face difficulties due to language barriers. This study explored the association between subjective levels of English proficiency and academic and community engagement among high school students. We conducted an online survey at Canyon Crest Academy in San Diego, California, collecting responses from 56 participants enrolled in regular English and developmental English classes (n = 56). Survey participants assessed their English proficiency and reported their perceived challenges in academic activities and community interactions. The survey questions targeted three key areas: communication with adults, communication with peers, and general engagement in both school and community settings. The Fisher’s Exact Test was employed to analyze the correlations between English proficiency and reported challenges in both settings. Results indicated statistically significant correlations in all areas, suggesting that students with limited English proficiency (LEP) perceived greater difficulties in communication and engagement. These findings highlight the potential barriers that LEP students face in educational and social integration, emphasizing the need for targeted support to enhance their experience and success. The study enhances our understanding of the associations between language barriers and student engagement.