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Does Participation in 4-H Improve Schooling Outcomes? Evidence from Florida

Author

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  • Flores-Lagunes, Alfonso

    (Syracuse University)

  • Timko, Troy

    (affiliation not available)

Abstract

We examine the effect of participation in 4-H, the largest youth development program in the United States, on standardized test scores. We do this by utilizing grade-level longitudinal data on Florida's school districts from the Florida Department of Education combined with 4-H participation statistics from Florida 4-H. Specifically, we analyze the effect of the extent of 4-H participation for third through tenth grade on the mathematics and reading subtests of the Florida Comprehensive Assessment Test (FCAT). We use a difference-in-difference-in-differences (DDD) approach to control for potential confounders of the causal relationship at the level of school districts, grades, and years. Our results indicate that the extent of 4-H participation at the district-grade-year level is positively and significantly related to several measures of performance on the FCAT test.

Suggested Citation

  • Flores-Lagunes, Alfonso & Timko, Troy, 2014. "Does Participation in 4-H Improve Schooling Outcomes? Evidence from Florida," IZA Discussion Papers 8234, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp8234
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    1. Richard Blundell & Monica Costa Dias, 2009. "Alternative Approaches to Evaluation in Empirical Microeconomics," Journal of Human Resources, University of Wisconsin Press, vol. 44(3).
    2. Aizer, Anna, 2004. "Home alone: supervision after school and child behavior," Journal of Public Economics, Elsevier, vol. 88(9-10), pages 1835-1848, August.
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    Cited by:

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    Keywords

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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education

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