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

ABSTRACT 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.