How do hurricanes impact scholastic achievement? A Caribbean perspective

Spencer, Nekeisha; Polachek, Solomon W.; Strobl, Eric

doi:10.1007/s11069-016-2494-7

Cited by 21 publications

(8 citation statements)

References 20 publications

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“…Understandably, the usual rainfall levels decrease the odds of employees being absent by 0.680. One may want to note that climate extremes can possibly impact work absence through impassable roads (Spencer et al 2016), disruption in the transportation system (Kaufman et al 2012), and general safety concerns (Delp et al 2009;Leviäkangas et al 2011). In this regard, the results are limited in the sense of not being able to identify the specific channel through which a worker's absence is impacted due to climate extremes.…”

Section: Temporary Absence From Work Due To Weathermentioning

confidence: 99%

Extreme Climate and Absence from Work: Evidence from Jamaica

Spencer

Urquhart

2021

Int J Disaster Risk Sci

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This study investigated the impact of extreme climate events on work absence in Jamaica. To this end, we constructed a quarterly individual level dataset on labor market and climatic data for 2004–2014. We find that while excess rainfall increases the odds of being temporarily absent from work, heat is unlikely to have an effect. The estimated outcome of excess rainfall is reasonable given the possibility of flooded roads, which can impede travel to work. This draws attention to the development of e-commuting policies to mitigate any negative effects on productivity.

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Section: Temporary Absence From Work Due To Weathermentioning

confidence: 99%

Extreme Climate and Absence from Work: Evidence from Jamaica

Spencer

Urquhart

2021

Int J Disaster Risk Sci

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“…Several principals described how the quality of education "dropped," although one principal thought that education quality had not been affected. Similar studies of other disasters in the United States have also shown that disasters and school closures can negatively affect student achievement in the near term (Baggerly and Ferretti, 2008;Sacerdote, 2012;Spencer, Polachek, and Strobl, 2016): Students displaced after disasters had poor attendance and academic setbacks in the academic year after the disasters struck (Holmes, 2002;Pane, McCaffrey, Tharp-Taylor, et al, 2006;Spencer, Polachek, and Strobl, 2016). In the USVI, fewer high school seniors graduated, with both declining attendance and increasing drop-out rates; 791 of 1,115 students (70.9 percent) graduated from high school in the 2015-2016 school year in comparison with 654 of 1,050 students (62.2 percent) having graduated in the 2017-2018 school year (CFVI, 2019).…”

Section: High School Drop-out Rates Have Increased While Performance On Standardized Tests Has Improved But Remains Lowmentioning

confidence: 64%

Recovery in the U.S. Virgin Islands: Progress, Challenges, and Options for the Future

Culbertson¹,

Nunez-Neto²,

Acosta³

et al. 2020

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The U.S. Virgin Islands (USVI) are moving forward on the long road to recovery after the devastation caused by category 5 Hurricanes Irma and Maria in 2017. The USVI government conducted robust response operations and has made much progress in key areas since the hurricanes, including repairing and improving infrastructure, buildings, and services and developing planning documents and a priority list for recovery. However, recovery in the USVI has progressed at a slower pace than some other disaster recoveries in the United States and not as quickly as many Virgin Islanders would like. This report offers analyses and strategies to enhance the USVI's capacity for managing recovery and to build the evidence base to support the implementation of the USVI's recovery plans.As in all recoveries, the plans that are made need to be reconciled and updated to give territory authorities an opportunity for midcourse corrections. This report focuses specifically on updating recovery directions and on supporting the further development of capacities needed for implementing recovery (management, fiscal, workforce, and supply-chain capacities). In it, we consider priorities for infrastructure (e.g., infrastructure services, energy, housing, and natural resources) and the economic and social foundations of the tourism economy, education, and health. In our research, we assessed progress to date, accomplishments, the vision for recovery, challenges and gaps that pose barriers to recovery, and the crosscutting management-capacity challenges across the recovery. And we offer recommendations for steps that could mitigate barriers and reduce risks in the recovery process.Although this report is structured around particular sectors and topics, FEMA is not using a sector-based approach for FEMA-4340-DR-VI operations. 1 In coordination with the government of the USVI, a new national Public Assistance delivery model is currently in use in the USVI.The report's research was completed before coronavirus disease 2019 (COVID-19) changed many aspects of work and life in the United States. The pandemic has implications for the analysis in the report, but many of the issues that we identified still 1 FEMA-4340-DR-VI is the disaster declaration for Hurricane Maria in the USVI.

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“…McDermott (2012) finds that limited access to credit can constrain human capital investment. Spencer, Polachek, and Strobl (2016) find negative effect on educational achievement, rather than number of years in school, in the Caribbean-a region highly exposed to hurricane risk. Cas et al (2014) uncovered a similar effect on Indonesian children orphaned by the 2004 Indian Ocean tsunami; see also Rush (2018) for an investigation of a wider sample of smaller disasters in Indonesia.…”

Section: B Demography and Human Capital (Health And Education)mentioning

confidence: 69%

Build-Back-Better:

Noy¹,

Ferrarini²,

Park³

2019

ADB Economics Working Paper Series

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The views expressed in this publication are those of the authors and do not necessarily reflect the views and policies of the Asian Development Bank (ADB) or its Board of Governors or the governments they represent. ADB does not guarantee the accuracy of the data included in this publication and accepts no responsibility for any consequence of their use. The mention of specific companies or products of manufacturers does not imply that they are endorsed or recommended by ADB in preference to others of a similar nature that are not mentioned. By making any designation of or reference to a particular territory or geographic area, or by using the term "country" in this document, ADB does not intend to make any judgments as to the legal or other status of any territory or area.

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How do hurricanes impact scholastic achievement? A Caribbean perspective

Abstract: ADInternational audienceThis study examines whether hurricanes have any impact on performance in high school standardized examinations. The analysis uses a panel of thirteen Caribbean countries and over 800 schools for the

Cited by 21 publications

References 20 publications

Extreme Climate and Absence from Work: Evidence from Jamaica

Extreme Climate and Absence from Work: Evidence from Jamaica

Recovery in the U.S. Virgin Islands: Progress, Challenges, and Options for the Future

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