[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601668-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-601668-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-effects-of-health-insurance-coverage-on-the-math-achievement-trajectories-of-school-children-in-yuma-county-arizona-implications-for-education-accountability-policy-601668","The Effects of Health Insurance Coverage on the Math Achievement Trajectories of School Children in Yuma County, Arizona - Implications for Education Accountability Policy","","U.S. federal and state education policies emphasize measuring how schools and teachers affect student test-score performance, but student achievement may also reflect other external factors. This study examines whether discontinuous health insurance coverage—an exogenous school factor—shifts math achievement trajectories. Using longitudinal panel data from Yuma County public school students observed across five consecutive years (1999–2003), students with private coverage are compared with students facing coverage gaps. Net of poverty and background traits, coverage gaps yield the same growth rate but lower overall math achievement, while continuous coverage via SCHIP/Medicaid supports steeper gains.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-effects-of-health-insurance-coverage-on-the-math-achievement-trajectories-of-school-children-in-yuma-county-arizona-implications-for-education-accountability-policy-601668/601668/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-effects-of-health-insurance-coverage-on-the-math-achievement-trajectories-of-school-children-in-yuma-county-arizona-implications-for-education-accountability-policy-601668/601668.png","ImageObject",300,407,{"name":42,"@type":43},"anakgang17","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study investigate about health insurance and math achievement?","Question",{"text":63,"@type":64},"The study investigates whether discontinuous health insurance coverage affects students’ math achievement trajectories over time, focusing on changes in achievement levels and growth rates.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is the analysis conducted and what population is studied?",{"text":68,"@type":64},"It uses a longitudinal sample of Yuma County, Arizona public school students observed over five consecutive school years (1999–2003), comparing students with private coverage to those with coverage gaps.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the key results regarding students with no insurance or coverage gaps?",{"text":72,"@type":64},"After accounting for poverty status and background characteristics, students who experienced a health event without insurance show the same growth rate but lower overall math achievement, with the average achievement gap remaining constant.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601668,1792292432,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | |\n| --- | --- |\n| Arizona State University |  |\n| Volume 21 Number 80 October 14th, 2013 ISSN 1068-2341 |  |\n\nThe Effects of Health Insurance Coverage on the Math Achievement Trajectories of School Children in Yuma County, Arizona: Implications for Education Accountability  \nPolicy  \nAnthony M. Garcy  \nCenter for Health Equity Studies  \nStockholm University/Karolinska Institute  \nSweden  \nCitation: Garcy, A., M. (2013) . The effects of health insurance coverage on the math achievement trajectories of school children in Yuma County, Arizona: Implications for education accountability policy. Education Policy Analysis Archives, 21 (80) Retrieved [date],  \nfrom [http://epaa.asu.edu/ojs/article/view/1370](http://epaa.asu.edu/ojs/article/view/1370)  \nAbstract: 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.  \nOther important findings from the study suggest that students who maintained continuous health insurance coverage through the SCHIP/Medicaid program had steeper, positive achievement gains than either those with private coverage or those who experience coverage gaps.  \nKeywords: Education policy; Mathematics achievement; Academic achievement; Health insurance coverage; Uninsured; SCHIP/Medicaid; Longitudinal panel data; Low-income minority sample  \nLos efectos de la cobertura de seguro de salud en las trayectorias de logros enmatemáticas de los escolares en el Condado de Yuma, Arizona: Implicaciones para la política de rendición de cuentas la educación.  \nResumen: políticas educativas federales y estatales en los EE.UU ponen mucho énfasis en la evaluación de los efectos que las escuelas y los profesores tienen en el rendimiento de académico de los estudiantes. Es importante que los responsables de las políticaseducativas consideren otros factores que pueden afectar el rendimiento de los estudiantes. Este estudio revela que un factor exógeno a la escuela, la cobertura de seguro de salud discontinua, conduce a un déficit en el rendimiento en matemáticas. Se analizan los datos de una muestra de estudiantes de escuelas públicas en el Condado de Yuma, Arizona que experimentaron una enfermedad o lesión, y con una cobertura de seguro de salud identificada. El estudio accedió a datos durante cinco años consecutivos (1999-2003) y secompararon los logros en matemáticas de los estudiantes que tenían cobertura de seguromédico privado con aquellos que tenían una cobertura discontinua. Considerando las condiciones de pobreza y otras características relevantes, los resultados sugieren que los estudiantes que experimentan problemas de salud cuando no tenían seguro tenían la mismatasa de crecimiento, pero el rendimiento en matemáticas era en general inferio","cbCaiuh4zd8O95Cs","https://ap.wps.com/l/cbCaiuh4zd8O95Cs","pdf",836716,28,"English","# Abstract\n## Study Design and Data\n## Main Findings\n## Implications","[{\"question\":\"What does the study investigate about health insurance and math achievement?\",\"answer\":\"The study investigates whether discontinuous health insurance coverage affects students’ math achievement trajectories over time, focusing on changes in achievement levels and growth rates.\"},{\"question\":\"How is the analysis conducted and what population is studied?\",\"answer\":\"It uses a longitudinal sample of Yuma County, Arizona public school students observed over five consecutive school years (1999–2003), comparing students with private coverage to those with coverage gaps.\"},{\"question\":\"What are the key results regarding students with no insurance or coverage gaps?\",\"answer\":\"After accounting for poverty status and background characteristics, students who experienced a health event without insurance show the same growth rate but lower overall math achievement, with the average achievement gap remaining constant.\"}]","The Effects of Health Insurance Coverage on the Math Achievement Trajectories of School Children in Yuma County, Arizona - Implications for Education Accountability Policy | PDF",1792093206,71]