Impacts of playing after school on academic performance: a propensity score matching approach Academic Article

abstract

• 2017 Informa UK Limited, trading as Taylor & Francis Group. We present a plausible causal analysis of the impact of playing after school on academic performance and investigate parental support as a potential channel. We exploit the data from the 2011 Trends in International Mathematics and Science Survey to evaluate the effects by using a propensity score matching approach. The results show that playing after school increases math and science scores of fourth grade students. We find that White students benefit from playing after school, but non-White students do not. Furthermore, we present evidence that parental support enhances the effects of playing after school.

authors

• Palma, Marco

published proceedings

• EDUCATION ECONOMICS

altmetric score

• 1

author list (cited authors)

• Li, Y., Palma, M. A., & Xu, Z. P.

citation count

• 3

complete list of authors

• Li, Yajuan||Palma, Marco A||Xu, Zhicheng Phil

publication date

• November 2017

publisher

• Taylor & Francis  Publisher

published in

• Education Economics  Journal

keywords

• Academic Performance
• Parental Support
• Play After School
• Propensity Score Matching

Digital Object Identifier (DOI)

• 10.1080/09645292.2017.1311301

start page

• 575

end page

• 589

volume

• 25

issue

• 6

URL

• http://dx.doi.org/10.1080/09645292.2017.1311301