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(Not) Going to School in Times of Climate Change: Natural Disasters and Student Achievement

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  • Sarah Gust

Abstract

Climate change poses significant risks due to rising frequency and severity of natural disasters. These disasters can disrupt education through school closures, infrastructure damage, financial stress, and health issues. This study assesses their impact on student achievement by combining US county-level data on FEMA disaster declarations with the Stanford Education Data Archive. Exploiting variation in disasters across counties and years in a staggered two-way fixed effects design, event study estimates reveal a persistent negative effect of natural disasters on student achievement for up to five years post disaster. Counties with above-average per-pupil expenditure show quicker recovery. The study sheds light on effect heterogeneity by gender, socio-economic background, and disaster characteristics.

Suggested Citation

  • Sarah Gust, 2024. "(Not) Going to School in Times of Climate Change: Natural Disasters and Student Achievement," ifo Working Paper Series 413, ifo Institute - Leibniz Institute for Economic Research at the University of Munich.
    • Handle: RePEc:ces:ifowps:_413
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    References listed on IDEAS

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    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    Natural Disasters; Student Achievement; Education Economics; Disaster Resilience; Human Capital;
    All these keywords.

    JEL classification:

    • Q54 - Agricultural and Natural Resource Economics; Environmental and Ecological Economics - - Environmental Economics - - - Climate; Natural Disasters and their Management; Global Warming
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I25 - Health, Education, and Welfare - - Education - - - Education and Economic Development
    • O44 - Economic Development, Innovation, Technological Change, and Growth - - Economic Growth and Aggregate Productivity - - - Environment and Growth

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