Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/233828
Authors: 
Murphy, Richard
Weinhardt, Felix
Year of Publication: 
2020
Citation: 
[Journal:] The Review of Economic Studies [ISSN:] 0034-6527 [Year:] 2020 [Volume:] 87 [Issue:] 6 [Pages:] 2777-2826
Abstract: 
This article establishes a new fact about educational production: ordinal academic rank during primary school has lasting impacts on secondary school achievement that are independent of underlying ability. Using data on the universe of English school students, we exploit naturally occurring differences in achievement distributions across primary school classes to estimate the impact of class rank. We find large effects on test scores, confidence, and subject choice during secondary school, even though these students have a new set of peers and teachers who are unaware of the students’ prior ranking in primary school. The effects are especially pronounced for boys, contributing to an observed gender gap in the number of Maths courses chosen at the end of secondary school. Using a basic model of student effort allocation across subjects, we distinguish between learning and non-cognitive skills mechanisms, finding support for the latter.
Subjects: 
Rank
Non-cognitive skills
Peer effects
Productivity
JEL: 
I21
J24
Persistent Identifier of the first edition: 
Creative Commons License: 
http://creativecommons.org/licenses/by/4.0/
Document Type: 
Article
Document Version: 
Published Version

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