Rank Effects in Education: What do we know so far?
|Title:||Rank Effects in Education: What do we know so far?||Authors:||Delaney, Judith M.; Devereux, Paul J.||Permanent link:||http://hdl.handle.net/10197/12953||Date:||Mar-2022||Online since:||2022-06-30T15:28:11Z||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.||Type of material:||Working Paper||Publisher:||University College Dublin. School of Economics||Start page:||1||End page:||38||Series/Report no.:||UCD Centre for Economic Research Working Paper Series; WP2022/10||Copyright (published version):||2022 the Author||Keywords:||Academic rank; Education; Human capital; Social comparisons; Peer effects; STEM||JEL Codes:||I21; J16; J24||Language:||en||Status of Item:||Not peer reviewed||This item is made available under a Creative Commons License:||https://creativecommons.org/licenses/by-nc-nd/3.0/ie/|
|Appears in Collections:||Economics Working Papers & Policy Papers|
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