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The Long-Term Effects of Rank in Elementary School. EdWorkingPaper No. 25-1330

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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
FullText Text:
  Availability: 0
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  Data: 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/
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Rank%22">Class Rank</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Income%22">Income</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Adults%22">Young Adults</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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.]
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      – Text: English
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        PageCount: 26
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Class Rank
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      – SubjectFull: Sex
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Reading Achievement
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      – SubjectFull: Income
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      – SubjectFull: Elementary Education
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      – SubjectFull: Grade 7
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      – SubjectFull: Young Adults
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      – SubjectFull: Canada
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