Grantees

Worksite Health Interventions in Public Schools, Teacher Health, and Student Academic Performance

Project Summary: 

The research team is leveraging existing data from an urban public school system in Tennessee to determine if locating a health clinic onsite and managing chronic conditions improve teacher health, retention, and productivity. They are also examining if this will in turn impact student academic performance. Findings from this study could have a significant impact on the valuation of similar interventions in all sectors. 

Outcomes:

Health: Health care utilization (inpatient admission, emergency room visits), total health care costs, biometrics (BMI, blood pressure, blood glucose, and cholesterol level), self-reported health status, job satisfaction, smoking status, physical activity, fruit consumption.

Other: Teacher retention, teacher absenteeism, student academic performance, teacher earnings, job performance score. 

Methodology:

Quasi-experimental design exmploying an instrumental variable approach using the distance to the nearest clinic. A propensity score weighting method may be applied for secondary analyses.

Results: 

School-based clinics reduce health care costs and illness-related absenteeism for teachers, but no significat differences were detected in self-reported health status or student academic achievement.

For teachers, using a school-based clinic rather than a community-based clinic for primary care was associated with significant reductions in:

  • Primary Care Visits (1637 vs 2756, per 1,000 teachers annually)
  • Inpatient Admissions (31 vs 53, per 1000 teachers annually)
  • Annual Health Care Costs ($4,298 vs $5,043 in 2016 US dollars)
  • Annual Absent Work Hours (61 vs 63)

 

Principal Investigators: 

Hangsheng Liu, PhD

John Engberg, PhD

Grant Start Date: 
March 2016
Award Amount & Duration: 

$251,100 and 18 months