Abstract

ABSTRACT:

A number of studies suggest that teaching children how to play chess may have an impact on their educational attainment. Yet the strength of this evidence is undermined by limitations with research design. This paper attempts to overcome these limitations by presenting evidence from a randomized controlled trial (RCT) involving more than 4,000 children in England. In contrast to much of the existing literature, we find no evidence of an effect of chess instruction on children’s mathematics, reading, or science test scores. Our results provide a timely reminder of the need for social scientists to employ robust research designs.

pdf

Additional Information

ISSN
1548-8004
Print ISSN
0022-166X
Pages
pp. 993-1021
Launched on MUSE
2018-10-25
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.