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Does chess training affect conceptual development of six-year-old children in Turkey?

By Sigirtmac, A. D.; Early Child Development and Care, 182(6). 2012

Published in 2012, this study evaluated the effect of chess training on development of cognitive skills for six-year-old children in Turkey. Fifty students who had previously received chess instruction and fifty students who had not were given a concept test that evaluated their understanding of spatial concepts. The children were tested individually by the researcher. The Mann-Whitney U test indicated statistically significant differences between children who had and had not received chess instruction for all tested concepts, resulting in an effect size of 1.600 standard deviation units.

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Does the playing of chess lead to improved scholastic achievement?

By Thompson, M.; Issues in Educational Research, 13. 2003

This study, published in 2003, examined the effect of participation in chess on academic success in science at a boys’ school in Australia. Of the 508 students in grades 6-12 at the school, 64 participated in the school’s competitive chess program. The students’ results on the Australian Schools Science Competition were used to evaluate the effect of the chess program. Rasch scaling was used to include students from all grade levels on the same scale.

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Can chess training improve Pisa scores in mathematics? An experiment in Italian primary schools.

By Trinchero, R. (n.d.); Kasparov Chess Foundation Europe

Conducted in Italy, this study was designed to test the impact on an in-school chess intervention on the mathematics performance of 3rd through 7th grade students. The treatment group was composed of 412 students and the control group was composed of 156 students. Students who participated in the in-school chess intervention were also invited to complete additional chess practice through computer-assisted training online.  Each group was further subdivided and a portion of students in each group took a pre-test composed of OECD-PISA mathematics items.

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The significance of playing chess in improving a child's intellectual actualisation.

By Van Zyl, A.S.A.J.; Unpublished doctoral dissertation, University of Pretoria, South Africa. 1991

This study was conducted in South Africa and results were published as part of a doctoral dissertation in 1991. Eighty students in fifth through tenth grades were a part of the treatment group and participated in weekly after-school chess clubs at ten different schools. The control group was composed of eighty students who did not participate in chess clubs and were matched to treatment group peers based on total IQ score, mathematics performance, and first language performance.

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Chess for Success evaluation: Final report

By Yap, K.O.; Portland, Oregon: Northwest Regional Educational Laboratory 2006

This 2006 report evaluated the performance of 233 students participating in an after-school chess instruction program, Chess for Success (CFS), on the mathematics and reading portions of the Oregon state test, the Coopersmith Inventory, and a student behavior scale. Treatment group student performance was compared to the performance of 88 students that did not participate in chess instruction. Based on t-test results, effect sizes were 0.276 standard deviation units in mathematics, 0.152 standard deviation units in reading, and -0.018 standard deviation units on the behavioral measures.

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OUR MISSION It is the mission of the Saint Louis Chess Club, an educational organization, to maintain a formal program of instruction to teach the game of chess and to promote and support its educational program through community outreach and local and national partnerships to increase the awareness of the educational value of chess.

NON-DISCRIMINATION POLICY

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The STLCC does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, gender identity, age, ancestry, citizenship, genetic information, veteran status, marital status, pregnancy, disability, and any other category protected by applicable federal, state, or local laws or regulations in administration of its educational policies, admissions policies, scholarship and loan programs, events, programs, or activities.


The Saint Louis Chess Club complies with the Internal Revenue Service's guidelines regarding publication of its non-discrimination policy in its brochures, catalogs, advertisements and otherwise making it known to the general community.

 

Any violation of this policy should be reported the General Manager, Joy Bray, jbray@saintlouischessclub.org - 314.361.2437, Administrative Director, Tad Middleton, tmiddleton@saintlouischessclub.org -314.361.2437 and/or the HR Manager, Cathy Gallaher, cgallaher@saintlouischessclub.org - 314.332.5582.

 

POLICY ON RELATIONSHIPS AND INTERACTIONS WITH MINORS
 
The integrity of Saint Louis Chess Club’s relationship with minor players is paramount to the Chess Club’s educational mission and success. All individuals employed by or working under the direction or authority of the Saint Louis Chess Club are expected and required to maintain appropriate boundaries and relationships with minors (individuals under the age of 18 years) and are strictly prohibited from engaging in sexual misconduct, hazing and harassment.

 

UPDATED POLICIES COMING SOON
We encourage any victim or other persons with information regarding inappropriate conduct to contact Cathy Gallaher, Saint Louis Chess Club HR Manager at cgallaher@saintlouischessclub.org. You may also make a report confidentially, and if you wish, anonymously, through our ethics reporting hotline managed by Navex at (833)221-3624.

If you or a loved one were abused, the Saint Louis Chess Club is offering free, confidential counseling services. Please contact cgallaher@saintlouischessclub.org for more information about accessing these services.