000			01348nam a22001577a 4500
999			_c514653 _d514653
008			201125b ||||| |||| 00| 0 eng d
100			_aPark, R. Jisung. et al _921457
245			_aHeat and learning
260			_aAmerican Economic Journal : Economic Policy
300			_a12(2), May, 2020: p.306-339
520			_aWe 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°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. – Reproduced
650			_aEconomics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination _921458
773			_aAmerican Economic Journal : Economic Policy
906			_aPRIMARY EDUCATION
942			_cAR