One of the primary goals of the Chess Club and Scholastic Center of Saint Louis is to encourage and support chess in schools. This provides opportunities to introduce chess to students with disabilities, including autism.
Chess is experiencing a renaissance. Thanks to the websites like Twitch, the rise of online chess, and the match between Garry Kasporov and Deep Blue, the game is at its most popular since Bobby Fischer and Boris Spassky faced off in the 70s. This surge in interest is perhaps most notable within education.
This blog has featured several articles exploring the impacts of chess on school-aged children. The effects have ranged from improved scores of math assessments, increased cognitive abilities, and stronger social skills. However, new chess research out of England suggests chess may not affect student outcomes at all.
School leaders from around the country attended the session that the Chess Club and Scholastic Center of Saint Louis convened, Are Your Students Playing Chess? Research Says They Should, at the 2016 National Charter Schools Conference.
Next week the Chess Club and Scholastic Center of Saint Louis will convene a session titled, Are Your Students Playing Chess? Research Says They Should, at the 2016 National Charter Schools Conference in Nashville, Tennessee.
by Emily Sholtis & Anna Nicotera, Basis Policy Research
Our synthesis of chess research demonstrated a link between students’ academic performance and chess instruction. Researchers Roberto Trinchero, professor at the University of Turin, and Giovanni Sala, a graduate student at the University of Liverpool, have taken the research a step further by investigating whether certain types of chess instruction are responsible for student gains.