Chess in Schools and Communities Initiative

LM Brian McCarthy left a comment on the previous post and provided a very interesting link. Brian writes, “Susan Sallon explores the impact of chess on primary school children’s cognitive development. She debunks every last study before hers as being flawed by low numbers as you say or bad methodology or both. Her’s is hard to find fault with, unless you want every grade tested in the same fashion.”

I would urge anyone with interest in this subject to read what Susan has to say. For example, I quoted GM Yasser Seirwan in the previous post concerning the “Margulies” study. This is what Susan has to say about that particular study:

“In the South Bronx NYC, Stuart Margulies (1990 – 1992) conducted a study to look at changes in reading scores after chess instruction. Mid-elementary school children joined chess clubs at school. In the 1st year, they received instruction by chess masters. In the 2nd year, they also participated in computer-supported chess activities. Chess club membership was voluntary. Before the study began, students were assessed, using a standardised reading test. In this instance, the “control” group was the National Norm for the same grade students in the same school district. Students in the chess group made greater improvements than the national norm. However, since the chess group had higher pre-test scores than the control, Margulies aimed to address the selection bias, by comparing the chess group scores with those of a non-chess control group, consisting of children with pre-test scores comparable to the chess group. But again, the chess group showed more gains than the control group. However, Margulies himself, is quick to point out that “chess participants form a pool of intellectually gifted and talented students. Students who join this group make contact with a core of high achievers and thereby develop more academic interest, speak at higher levels of standard speech……”

Brian also provides a link to a page which contains an interesting study recently conducted in Great Britain by “the “Chess in Schools and Communities” Initiative (CSC) set up by International Chess Master, Malcolm Pein.” A link can be found in Brian’s comment, and I will provide a link to the PDF of “Susan Sallon explores the impact of chess on primary school children’s cognitive development.” (

This study appears to be very good news for the effect chess can have on students. It is possible that this is the best news of any study yet conducted on chess and education, at least from a chess perspective. Kudos to LM Brian McCarthy for sharing this information!

Former GCA Board member Tim Payne, who resigned from the board, along with the man I hope becomes the next President of the Georgia Chess Association, Frank Johnson, sends information about the “largest study in world about impact of chess on education is underway in Israel.” –

In an article, Can chess make you smarter? by Viva Sarah Press, dated January 23, 2013, we learn, “Boris Gelfand made all the right moves to become Israel’s highest-ranking chess player. Now, he’s partnering up with an Israeli university to launch the country’s first scientific research project focused on chess. The Grandmaster Chess Research Project is a one-of-a-kind initiative to develop a novel academic approach to the skills and culture of chess-playing that can, in turn, contribute to social and scientific development.”

We also learn, “Gelfand’s ranking as vice world champion is what triggered the Grandmaster Chess Research Project.” That is the first time in my four and a half decades I have heard anyone called a “vice world chess champion” although I will admit to having heard some called the “world champion of vice.”

“The program will provide an opportunity to achieve breakthrough research and social outreach in a field that has not yet been fully explored,” said University of Haifa Vice President and Dean of Research Prof. Michal Yerushalmy. The researchers will examine the impact of chess on students’ abilities in math, language acquisition, and other areas.”

“I am sure this will make our society better,” Gelfand said during a toast to launch the new research initiative. “I know leading intellectual professionals who succeeded thanks to their playing chess in school and continued playing alongside their professional development.”

My thanks to Tim Payne for sharing the information. Many detract from, but only a few “add to” the discussion, and I appreciate those, like Brian and Tim, who have added something pertinent. The more one knows the better the chances of obtaining the truth, at least in theory.


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