Does the transition into daylight saving time affect students’ performance?

Faculty/Professorship: Empirical Microeconomics  
Author(s): Herber, Stefanie P.; Quis, Johanna Sophie ; Heineck, Guido  
Title of the Journal: Economics of Education Review
ISSN: 0272-7757
Publisher Information: Amsterdam [u.a.] : Elsevier Science
Year of publication: 2017
Volume: 61
Pages: 130-139
Language(s): English
DOI: 10.1016/j.econedurev.2017.07.002
We use international assessment data on more than 22,000 students from six European countries to investigate whether the transition into daylight saving time affects elementary students’ performance in low-stakes tests in the week after the time change. Exploiting the time shift as a natural experiment, we find that the effect of changing the clock is very small in magnitude and not statistically significant in all three testing areas (math, science, and reading). Therefore, our results challenge the prevailing public opinion that daylight saving time should be abandoned because of its detrimental effects on schoolchildren’s performance.
Keywords: Daylight saving time, School achievement tests, Cognitive performance, Natural experiment, Trends in International Mathematics and Science Study (TIMSS)
Peer Reviewed: Ja
International Distribution: Ja
Open Access Journal: Ja
Type: Article
Year of publication: 17. January 2018