<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Park, R. Jisung</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Hot Temperature and High-Stakes Performance</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Human Resources</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2022-03-01 00:00:00</style></date></pub-dates></dates><pages><style  face="normal" font="default" size="100%">400-434</style></pages><doi><style  face="normal" font="default" size="100%">10.3368/jhr.57.2.0618-9535R3</style></doi><volume><style face="normal" font="default" size="100%">57</style></volume><issue><style face="normal" font="default" size="100%">2</style></issue><abstract><style  face="normal" font="default" size="100%">Despite the prevalence of high-stakes assessments—and the growing likelihood of heat exposure during such assessments—the effect of temperature on performance has not yet been studied in such settings. Using student-level administrative data for the largest public school district in the United States, I provide the first estimates of temperature’s impact on highstakes exam performance and subsequent educational attainment. Hot temperature reduces performance by up to 13 percent of a standard deviation and leads to persistent impacts on high school graduation status, despite compensatory responses by teachers, who selectively upward manipulate grades after hotter exams.</style></abstract></record></records></xml>