Research ArticleArticle

Does teaching children how to play cognitively demanding games improve their educational attainment? Evidence from a Randomised Controlled Trial of chess instruction in England

John Jerrim, Lindsey Macmillan, John Micklewright, Mary Sawtell and Meg Wiggins
Published online before print June 07, 2017, 0516-7952R; DOI: https://doi.org/10.3368/jhr.53.4.0516.7952R

Article Information

0516-7952R
DOI 
https://doi.org/10.3368/jhr.53.4.0516.7952R
Published By 
University of Wisconsin Press
Print ISSN 
0022-166X
Online ISSN 
1548-8004
History 
  • Published online June 7, 2017.

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Copyright & Usage 
© 2017 by the Board of Regents of the University of Wisconsin System

Author Information

  1. John Jerrim⇑,
  2. Lindsey Macmillan,
  3. John Micklewright,
  4. Mary Sawtell and
  5. Meg Wiggins
  1. UCL Institute of Education
  1. Contact details: John Jerrim (J.Jerrim{at}ucl.ac.uk) Department of Social Science, UCL Institute of Education, University College London, 20 Bedford Way London, WC1H 0AL

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Does teaching children how to play cognitively demanding games improve their educational attainment? Evidence from a Randomised Controlled Trial of chess instruction in England
John Jerrim, Lindsey Macmillan, John Micklewright, Mary Sawtell, Meg Wiggins
Journal of Human Resources Jun 2017, 0516-7952R; DOI: 10.3368/jhr.53.4.0516.7952R
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