The Effect of Classroom Rank on Learning throughout Elementary School: Experimental Evidence from Ecuador

Pedro Carneiro, Yyannu Cruz Aguayo (), Francesca Salvati and Norbert Schady
Additional contact information
Yyannu Cruz Aguayo: Inter-American Development Bank

No 16384, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: We study the impact of classroom rank on children's learning using a unique experiment from Ecuador. Within each school, students were randomly assigned to classrooms in every grade between kindergarten and 6th grade. Students with the same ability can have different classroom ranks because of the (random) peer composition of their classroom. Children with higher beginning-of-grade classroom rank have significantly higher test scores at the end of that grade. The impact of classroom rank is larger for younger children and grows over time. Higher classroom rank also improves executive function, child happiness, and teacher perceptions of student ability.

Keywords: test scores; classroom rank (search for similar items in EconPapers)
JEL-codes: I20 (search for similar items in EconPapers)
Pages: 65 pages
Date: 2023-08
New Economics Papers: this item is included in nep-exp and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Published - published online in: Journal of Labor Economics, 2024

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https://docs.iza.org/dp16384.pdf (application/pdf)

Related works:
Working Paper: The Effect of Classroom Rank on Learning Throughout Elementary School: Experimental Evidence from Ecuador (2024)
Working Paper: The effect of classroom rank on learning throughout elementary school: experimental evidence from Ecuador (2023)
Working Paper: The Effect of Classroom Rank on Learning throughout Elementary School: Experimental Evidence from Ecuador (2023)
Working Paper: The effect of classroom rank on learning throughout elementary school: experimental evidence from Ecuador (2023)
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