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Rank Effects in Education: What do we know so far?
Author(s)
Date Issued
2022-03
Date Available
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
UCD Centre for Economic Research Working Paper Series
WP2022/10
Copyright (Published Version)
2022 the Author
Classification
I21
J16
J24
Language
English
Status of Item
Not peer reviewed
This item is made available under a Creative Commons License
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