Heat and Learning
Heat and Learning
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热度与学习
DOI：
10.2139/ssrn.3180724
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Jonathan Smith
中科院分区：
文献类型：
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作者：
J. Goodman;Michael Hurwitz;Jisung Park;Jonathan Smith
我们证明，热抑制学习和学校空调可以减轻这种影响。使用重新参加PSAT的学生的学生固定效应模型显示，在考试前几年更热的学校日子会降低分数，极端高温特别具有破坏性。周末和夏季的气温影响不大，这表明高温直接扰乱了学习时间。新的全国范围内，学校一级的空调渗透率的措施表明，模式符合这些基础设施在很大程度上抵消了热量的影响。如果没有空调，一个学年的温度升高1华氏度，那一年的学习就会减少1%。炎热的学校天气对少数民族学生的影响不成比例，约占种族成绩差距的5%。(JEL I21、I24、J15、Q54）
We demonstrate that heat inhibits learning and that school air conditioning may mitigate this effect. Student fixed effects models using 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°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. (JEL I21, I24, J15, Q54)