Working Paper: CEPR ID: DP17090
Authors: Judith Delaney; Paul J. Devereux
Abstract: In recent years there has been a plethora of empirical papers by economists concerning the effects of academic rank in school or college on subsequent outcomes of students. We review this recent literature, describing the difficult identification and measurement issues, the assumptions and methodologies used in the literature, and the main findings. Accounting for ability or achievement and across a range of countries, ages, and types of educational institutions, students that are more highly ranked in their class or their grade have been found to have better long-term outcomes. The effect sizes are generally large when compared to magnitudes found for other factors and interventions. Rank effects can provide useful insight into other educational phenomena such as the extent to which students benefit from high ability peers and the presence of a gender gap in STEM. However, the state of knowledge has probably not reached the point where the empirical findings from this literature have practical implications for policy intervention to improve outcomes of students.
Keywords: academic rank; education; human capital; social comparisons; peer effects; STEM
JEL Codes: I21; J16; J24
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Academic rank (A14) | Long-term outcomes (I12) |
| Higher academic rank (I23) | Higher test scores (D29) |
| Higher academic rank (I23) | Increased likelihood of completing high school and college (I21) |
| Higher academic rank (I23) | Higher earnings (J31) |
| Declining rank (J62) | More behavioral incidents (I19) |