Evaluation of a Social Determinant of Health: Academic Achievement through Physical Education Policy

Physical activity can meaningfully influence educational outcomes. However, physical activity among youth remains insufficient (World Health Organization, 2018).

Youth who are not physically active are more likely to encounter chronic health issues including obesity, depression, and anxiety (Bartelink et al., 2019, Bélair et al., 2018, Krebs, 2003). School-sponsored physical education (PE) is one way for students to participate in physical activity. Nevertheless, many school administrators respond to pressures to increase student standardized test scores by replacing access to PE with more time in tested subjects (Center on Education Policy, 2007, 2008).

This study explores national associations of PE policies and academic achievement on standardized tests through a fixed effects panel data analysis. Findings enhance the limited literature on PE policy associations with academic achievement.

One way to help youth do well academically is through physical activity (PA). PA improves cognitive learning in a child’s formative years, in addition to improving their physical, mental, and fiscal health. Physical education (PE) structures PA for students in schools. Originally, policies were developed to guide implementation of PE availability and quality in schools.

However, although numerous studies have focused on PA as a conduit to maintaining physical emotional, financial, and social health (Cawley et al., 2013; Christiansen et al., 2018; Kosteas, 2012), limited studies have been conducted to see if PE policies are working to impact academic achievement. The World Health Organization (WHO) and Centers for Disease Control and Prevention (CDC) have also advocated for PA due to the positive effects of PA on an individual’s whole being (WHO, 2018; CDC, 2018) the rise in incidences of obesity, and the lack of policy and oversight for K–12 PE.  

Given the lack of research in this area, this study examined the association between PE policies and academic achievement.