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

Author

Listed:
  • Pedro Carneiro
  • Yyannu Cruz-Aguayo
  • Francesca Salvati
  • Norbert Schady

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 sixth 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.

Suggested Citation

  • Pedro Carneiro & Yyannu Cruz-Aguayo & Francesca Salvati & Norbert Schady, 2025. "The Effect of Classroom Rank on Learning throughout Elementary School: Experimental Evidence from Ecuador," Journal of Labor Economics, University of Chicago Press, vol. 43(2), pages 433-466.
    • Handle: RePEc:ucp:jlabec:doi:10.1086/727515
    DOI: 10.1086/727515
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    Cited by:

    1. Bertoni, Marco & Parkam, Saeideh, 2025. "When do ordinal ability rank effects emerge? Evidence from the timing of school closures," Economics of Education Review, Elsevier, vol. 105(C).
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    3. Dadgar, Iman, 2025. "The effect of ordinal rank in school on educational achievement and income in Sweden," Working Paper Series 2025:21, IFAU - Institute for Evaluation of Labour Market and Education Policy.
    4. Denis Chetverikov & Daniel Wilhelm, 2023. "Inference for Rank-Rank Regressions," Papers 2310.15512, arXiv.org, revised Jul 2025.

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