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The Long-Term Effects of Rank in Elementary School

Author

Listed:
  • Elizabeth Dhuey
  • A. Abigail Payne
  • Justin Smith

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.

Suggested Citation

  • Elizabeth Dhuey & A. Abigail Payne & Justin Smith, 2025. "The Long-Term Effects of Rank in Elementary School," CESifo Working Paper Series 12227, CESifo.
    • Handle: RePEc:ces:ceswps:_12227
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    File URL: https://www.ifo.de/DocDL/cesifo1_wp12227.pdf
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    JEL classification:

    • I22 - Health, Education, and Welfare - - Education - - - Educational Finance; Financial Aid
    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J3 - Labor and Demographic Economics - - Wages, Compensation, and Labor Costs

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