000 02294cam a22003617 4500
001 w27468
003 NBER
005 20211020103635.0
006 m o d
007 cr cnu||||||||
008 210910s2020 mau fo 000 0 eng d
100 1 _aDenning, Jeffrey T.
245 1 0 _aClass Rank and Long-Run Outcomes /
_cJeffrey T. Denning, Richard Murphy, Felix Weinhardt.
260 _aCambridge, Mass.
_bNational Bureau of Economic Research
_c2020.
300 _a1 online resource:
_billustrations (black and white);
490 1 _aNBER working paper series
_vno. w27468
500 _aJuly 2020.
520 3 _aThis paper considers an unavoidable feature of the school environment, class rank. What are the long-run effects of a student's ordinal rank in elementary school? Using administrative data on all public-school students in Texas, we show that students with a higher third-grade academic rank, conditional on achievement and classroom fixed effects, have higher subsequent test scores, are more likely to take AP classes, graduate from high school, enroll in and graduate from college, and ultimately have higher earnings 19 years later. We also discuss the necessary assumptions for the identification of rank effects and propose new solutions to identification challenges. The paper concludes by exploring the tradeoff between higher quality schools and higher rank in the presence of these rank-based peer effects.
530 _aHardcopy version available to institutional subscribers
538 _aSystem requirements: Adobe [Acrobat] Reader required for PDF files.
538 _aMode of access: World Wide Web.
588 0 _aPrint version record
690 7 _aI20 - General
_2Journal of Economic Literature class.
690 7 _aI23 - Higher Education • Research Institutions
_2Journal of Economic Literature class.
690 7 _aI28 - Government Policy
_2Journal of Economic Literature class.
700 1 _aMurphy, Richard.
700 1 _aWeinhardt, Felix.
710 2 _aNational Bureau of Economic Research.
830 0 _aWorking Paper Series (National Bureau of Economic Research)
_vno. w27468.
856 4 0 _uhttps://www.nber.org/papers/w27468
856 _yAcceso en lĂ­nea al DOI
_uhttp://dx.doi.org/10.3386/w27468
942 _2ddc
_cW-PAPER
999 _c320655
_d279217