Chapter 6. Conclusion not only depend on schools and students’ home environments but also on external factors, such as temperature. Policymakers should create a comfortable and productive learning and test environment for students. They could consider implementing flexible testing schedules during extreme weather conditions, such as adjusting test dates to avoid periods of extreme heat. Furthermore, chapter 5 provides suggestive evidence that school building quality matters for students’ reading and math scores on test days. Therefore, policymakers should ensure that school buildings provide an ideal learning environment for students. Ensuring that classrooms are equipped with adequate heating, cooling, and ventilation systems might help maintain a comfortable and stable environment for learning and testing. By adapting testing environments and schedules to account for external temperature variations, schools might help students to perform at their best level regardless of weather conditions. Closing remark This dissertation aims to provide stakeholders with insights into basic skill development and to offer recommendations for educational policies. This dissertation, however, should not mark the end of research efforts in this field. Ongoing research is essential to continuously address evolving trends in early skill development and to turn the tide toward more favorable conditions. Educational systems should remain responsive and effective, which requires continued efforts from policymakers, researchers, educators, parents, and other caregivers. 152
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