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

Alfonso Flores-Lagunes () and Troy Timko

American Journal of Agricultural Economics, 2015, vol. 97, issue 2, 414-434

Abstract: We examine the effect that participation in 4-H, the largest youth development program in the United States, has 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 the 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 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. Furthermore, we find suggestive evidence that these positive effects of 4-H participation accumulate over time.

Date: 2015
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Working Paper: Does Participation in 4-H Improve Schooling Outcomes? Evidence from Florida (2014)
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Persistent link: https://EconPapers.repec.org/RePEc:oup:ajagec:v:97:y:2015:i:2:p:414-434.

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