Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/236245 
Erscheinungsjahr: 
2021
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 14214
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
Understanding how variation in weather and climate conditions impact productivity, performance and learning is of crucial economic importance. Recently, studies have established that high temperatures negatively impact cognition and educational outcomes in several countries around the world. We add to this literature by analysing test scores from a national assessment of Australian children aged between 8 and 15 years. Using comparable methods to previous studies, we find that high temperatures in the year prior to the test do not worsen performance. In fact, we find the opposite: additional cold days significantly reduces test scores. Moreover, the effect appears cumulative, with cold school days 1-2 years prior also having a negative effect. This seemingly contradictory finding is consistent with a literature which finds that people living in warm regions tend to inadequately protect themselves from cold temperatures, meaning they are susceptible to cold weather shocks. More generally, we demonstrate that effects of weather conditions are likely to be context specific.
Schlagwörter: 
learning
climate
Australia
JEL: 
I20
J24
J54
Dokumentart: 
Working Paper

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