The Long-Term Effects of Rank in Elementary School

Elizabeth Dhuey, A. Abigail Payne () and Justin Smith ()
Additional contact information
A. Abigail Payne: Melbourne Institute of Applied Economic and Social Research, https://findanexpert.unimelb.edu.au/profile/140028-abigail-payne
Justin Smith: Wilfred Laurier University, https://www.wlu.ca/academics/faculties/lazaridis-school-of-business-and-economics/faculty-profiles/justin-smith/index.html

Melbourne Institute Working Paper Series from Melbourne Institute of Applied Economic and Social Research, The University of Melbourne

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.

Keywords: Post-secondary Education; School Rank; Gender; Earnings (search for similar items in EconPapers)
JEL-codes: I21 I22 I26 J3 (search for similar items in EconPapers)
Pages: 27pp
Date: 2025-10
New Economics Papers: this item is included in nep-ure
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Working Paper: The Long-Term Effects of Rank in Elementary School (2025)
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