Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/110619
Authors: 
Herber, Stefanie P.
Quis, Johanna Sophie
Heineck, Guido
Year of Publication: 
2015
Series/Report no.: 
BERG Working Paper Series 100
Abstract: 
We use international student assessment data on more than 22,000 students from six European countries and a regression discontinuity design to investigate whether the transition into daylight saving time (DST) affects elementary students' test performance in the week after the time change. We do not find reliable statistical effects on students' performance, neither in math, science nor reading. Our results therefore challenge the prevailing public opinion that DST should be abandoned because of its detrimental effects on school children's performance.
Subjects: 
Daylight saving time
school achievement tests
cognitive performance
natural experiment
regression discontinuity design
TIMSS
PIRLS
JEL: 
D04
H41
I20
I29
ISBN: 
978-3-943153-17-0
Document Type: 
Working Paper

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