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The effects of health insurance coverage on the math achievement trajectories of school children in Yuma County, Arizona: implications for education accountability policy
Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).
2013 (English)In: Education Policy Analysis Archives, ISSN 1068-2341, E-ISSN 1068-2341, Vol. 21, no 80, 1-28 p.Article in journal (Refereed) Published
Abstract [en]

U.S. Federal and state education policies place considerable emphasis on assessing the effects that schools and teachers have on student test score performance. It is important for education policy makers to also consider other factors that can affect student achievement. This study finds that an exogenous school factor, discontinuous health insurance coverage, leads to a deficit in math achievement over time. A sample of Yuma County, Arizona public school students who experienced an illness or injury and whose health insurance coverage status was known were selected for inclusion into the study over five consecutive school years (1999 – 2003). The longitudinal math achievement trajectory of students who had private health insurance coverage was compared to students who had discontinuous coverage. Net of a student’s poverty status and other background characteristics the findings suggest that students who experienced a health event when they had no healthcare insurance had the same growth rate but lower overall math achievement. The average achievement gap was a constant -8.84 scale score points. However, separate analyses for specific types of illness/injury suggest the achievement deficit varied considerably and is typically larger.

Place, publisher, year, edition, pages
Arizona State University, 2013. Vol. 21, no 80, 1-28 p.
Keyword [en]
health, health insurance, academic achievement, math achievement
National Category
Social Sciences Medical and Health Sciences
Research subject
Educational Science; Social Medicine; Sociology
Identifiers
URN: urn:nbn:se:su:diva-94722OAI: oai:DiVA.org:su-94722DiVA: diva2:654997
Projects
This study was supported by funding from an American Educational Research Association/Institute of Education Sciences postdoctoral fellowship
Available from: 2013-10-09 Created: 2013-10-09 Last updated: 2017-12-06Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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