Heat and Learning

• 成果类型: Article
• 署名作者: Park, R. Jisung; Goodman, Joshua; Hurwitz, Michael; Smith, Jonathan
• 署名单位: University of California System; University of California Los Angeles; Brandeis University; University System of Georgia; Georgia State University
• 刊物名称: AMERICAN ECONOMIC JOURNAL-ECONOMIC POLICY
• ISSN/ISSBN: 1945-7731
• DOI: 10.1257/pol.20180612
• 发表日期: 2020
• 页码: 306-339
• 关键词: academic-achievement; CLIMATE-CHANGE; air-quality; temperature; investments; schools; shocks

摘要

We demonstrate that heat inhibits learning and that school air conditioning may mitigate this effect. Student fixed effects models using 10 million students who retook the. PSATs show that hotter school days in the years before the test was taken reduce scores, with extreme heat being particularly damaging. Weekend and summer temperatures have little impact, suggesting heat directly disrupts learning time. New nationwide, school-level measures of air conditioning penetration suggest patterns consistent with such infrastructure largely offsetting heat's effects. Without air conditioning, a 1 degrees F hotter school year reduces that year's learning by 1 percent. Hot school days disproportionately impact minority students, accounting for roughly 5 percent of the racial achievement gap.