Working Paper: NBER ID: w24639
Authors: Joshua Goodman; Michael Hurwitz; Jisung Park; Jonathan Smith
Abstract: We demonstrate that heat inhibits learning and that school air-conditioning may mitigate this effect. Student fixed effects models using 10 million PSAT-retakers show hotter school days in years before the test reduce scores, with extreme heat being particularly damaging. Weekend and summer temperature has 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 one percent. Hot school days disproportionately impact minority students, accounting for roughly five percent of the racial achievement gap.
Keywords: heat; learning; air conditioning; educational outcomes; climate change
JEL Codes: I20; J24; Q5
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Cumulative heat exposure (J28) | Rate of learning (J24) |
| 1°F increase in school year temperature (I24) | Decrease in test scores (I21) |
| Extreme heat days (Q54) | Reduction in achievement (D29) |
| Without air conditioning (Q54) | 1% reduction in learning (D29) |
| Presence of school air conditioning (I24) | Mitigates negative impacts of heat (Q54) |
| Heat exposure (J81) | Racial achievement gap (I24) |
| Cumulative effect of heat exposure (J28) | Lower achievement gains (I24) |