The chess intervention showed no evidence of positive impact on Key Stage 2 reading and science scores¶

Claim · All claims
Evidence · 1 study · causal r3 · q4
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Secondary outcomes of KS2 reading and science showed no evidence of positive impact, the same as for mathematics. → Jerrim et al. 2016

Evidence¶

Jerrim et al. 2016¶

John Jerrim, Lindsey Macmillan, John Micklewright, Mary Sawtell and Meg Wiggins. (2016). Chess in Schools: Evaluation report and executive summary. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/library/chess-in-schools-protocol/

q4 · i? · causal · r3

Secondary outcome analysis of the clustered RCT covering Key Stage 2 English (reading) and science tests, plus mathematics sub-domains (paper A, paper B, mental arithmetic), measured one year after the intervention finished.

"There is no evidence that the intervention had a positive impact on mathematics attainment for the children in the trial, as measured by Key Stage 2 scores one year after the intervention ended. The same is true for science and reading."

Discussion¶

Related Claims¶

• The Chess in Primary Schools programme showed no evidence of a positive impact on Key Stage 2 mathematics attainment one year after the intervention ended — related
• The chess intervention showed no evidence of a positive impact on Key Stage 2 scores for children eligible for free school meals — related
• An additional analysis using Key Stage 2 administrative test scores also found indeterminate, close-to-zero effects for Year 6 pupils. — related
• The null English trial result contrasts with positive chess effects reported in Italy and Denmark — related