Score contribution per author:
α: calibrated so average coauthorship-adjusted count equals average raw count
We provide the first estimates of the potential impact of climate change on cognitive performance and attainment, focusing on the impacts from both short-run weather and long-run climate. Exploiting the longitudinal structure of the NLSY79 and random fluctuations in weather across interviews, we identify the effect of temperature in models with child-specific fixed effects. We find that short-run changes in temperature lead to statistically significant decreases in cognitive performance on math (but not reading) beyond 26°C (78.8°F). In contrast, our long-run analysis, which relies upon long-difference and rich cross-sectional models, reveals an imprecisely estimated effect that is significantly smaller than the short-run relationship between climate and human capital.