Chapter 5. Heat and Learning in a Moderate Climate: Temperature Effects on Primary School Students in the Netherlands Table 5.1 summarizes the descriptive statistics for the students in our sample. As can be seen from this table, our estimation sample for reading and math almost equally represents male and female students. Furthermore, we include paternal income of the students. The table divides students into 25-50-25 percentile groups with regard to paternal income, later used for heterogeneity analyses. Table 5.2 shows the temperature measurements within our data. The table distinguishes the mean and maximum temperature. While the former is around 10 degrees Celsius, the latter is slightly higher around 13 degrees Celsius. Mean as well as maximum temperatures substantially vary among the sample period. For completeness, Table 5.2 also contains the night temperature, which is the minimum temperature between 10:00pm and 6:00am at the students’ home address. Note that the temperature measures differ for reading and math, as students do not necessarily take the reading and math tests on the same day. Furthermore, there are students of whom we only have test scores in one domain, and consequently also the population of test takers for reading and math tests differs. Last, the number of observations between of mean, maximum, and night temperature in one domain slightly differs. This difference appears as we have missing information about either the postal code of the student’s school or home. 120
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