Impact remains stable for life satisfaction in mid-adulthood for math skills, whereas our data suggest that the relationship decreases for reading. The second chapter concludes that basic skills in the beginning of primary education are associated with their counterpart at the end of primary education. It seems, therefore, that initial skills are important subsequent skill levels. Furthermore, this dissertation shows that the achievement gap concerning parental education widens throughout primary education. The third chapter illustrates that reading, spelling, and math skills develop simultaneously throughout primary education. Through a sort of thought experiment, we show that a positive shock in one skill is associated with improvements in the other skills over time. The fourth, and last, empirical chapter of this dissertation illustrates that outdoor temperature at the day of the test affects students’ test scores in reading and math. The conclusions of this dissertation are relevant for several stakeholders: policymakers, educators, school administrators, parents and other caregivers, researchers, and even for children. Policy recommendations This dissertation recommends policymakers to assist skill development in childhood in any way possible. It advocates for policy interventions to support early skill development and optimal learning environments. Policymakers should invest as early as possible in childhood literacy and numeracy skills. When aiming to diminish achievement gaps at the end of primary education, this dissertation 154
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