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Class Rank and Long-Run Outcomes

Author

Listed:
  • Jeffrey T. Denning

    (University of Notre Dame, NBER, IZA, and CESifo)

  • Richard Murphy

    (University of Texas at Austin, NBER, IZA, CESifo, and CEP)

  • Felix Weinhardt

    (European University Viadrina, DIW Berlin, CESifo, IZA, and CEP)

Abstract

This 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 nineteen 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 trade-off between higher-quality schools and higher rank in the presence of these rank-based peer effects.

Suggested Citation

  • Jeffrey T. Denning & Richard Murphy & Felix Weinhardt, 2023. "Class Rank and Long-Run Outcomes," The Review of Economics and Statistics, MIT Press, vol. 105(6), pages 1426-1441, November.
    • Handle: RePEc:tpr:restat:v:105:y:2023:i:6:p:1426-1441
    DOI: 10.1162/rest_a_01125
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    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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