From Low Emission Zone to academic track: Environmental policy effects on educational achievement in elementary school

Abstract

Do long-term improvements in air quality influence children’s educational outcomes? This paper investigates the impact of Low Emission Zones (LEZs), which restrict access to designated areas for emission-intensive vehicles, on the educational achievement of elementary school students in Germany. Using school-level data from North Rhine-Westphalia, Germany’s most populous state, we exploit the staggered introduction of LEZs since 2008 with a difference-in-differences approach. LEZ implementations increase transition rates to the academic track in secondary education by approximately one percentage point, or 2.4 percent. We validate this finding using more aggregated district-level data across all of Germany. Our findings imply sizable educational co-benefits of reductions in air pollution.