The Long-Term Effects of Rank in Elementary School. EdWorkingPaper No. 25-1330
Saved in:
| Title: | The Long-Term Effects of Rank in Elementary School. EdWorkingPaper No. 25-1330 |
|---|---|
| Language: | English |
| Authors: | Elizabeth Dhuey, A. Abigail Payne, Justin Smith, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Australian Research Council (ARC) |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Predictor Variables, Class Rank, Sex, Outcomes of Education, Academic Achievement, Mathematics Achievement, Reading Achievement, Income, Elementary Education, Grade 7, Young Adults |
| Geographic Terms: | Canada |
| Abstract: | We estimate the long-term consequences of math and reading rank within an elementary school on short and long-term outcomes. We find that higher rank leads to better outcomes. Students ranked at the top in grade 7 perform up to 0.33 standard deviations higher on future school exams, are more likely to graduate high school and university, and earn significantly more at age 28. Math rank is especially predictive of high school completion and income. Reading rank is more strongly associated with university graduation. We find differences in the effect of rank on trajectories by gender for both top and bottom ranks. Our findings suggest that classroom position, even conditional on ability, has persistent effects, with implications for equity and early intervention. [The Australian Research Council's Centre of Excellence for Children and Families over the Life Course provided funding.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678293 |
| Database: | ERIC |
| Abstract: | We estimate the long-term consequences of math and reading rank within an elementary school on short and long-term outcomes. We find that higher rank leads to better outcomes. Students ranked at the top in grade 7 perform up to 0.33 standard deviations higher on future school exams, are more likely to graduate high school and university, and earn significantly more at age 28. Math rank is especially predictive of high school completion and income. Reading rank is more strongly associated with university graduation. We find differences in the effect of rank on trajectories by gender for both top and bottom ranks. Our findings suggest that classroom position, even conditional on ability, has persistent effects, with implications for equity and early intervention. [The Australian Research Council's Centre of Excellence for Children and Families over the Life Course provided funding.] |
|---|
