Heat and Learning. EdWorkingPaper No. 19-30
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| Title: | Heat and Learning. EdWorkingPaper No. 19-30 |
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| Language: | English |
| Authors: | Joshua Goodman, Michael Hurwitz, R. Jisung Park, Jonathan Smith, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2019. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 60 |
| Publication Date: | 2019 |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Students, Heat, Climate Control, Academic Achievement, Scores, Correlation, Learning Processes, Achievement Gap, Racial Factors, Equal Education, Educational Facilities Improvement |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED670816 |
| Database: | ERIC |
| 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. |
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