Persistent Effects of Early Academic Rank on Cognitive and Noncognitive Outcomes.

Autor/inn/en	Chang, Eunsik; Padilla-Romo, María; Peluffo, Cecilia
Institution	National Bureau of Economic Research
Titel	Persistent Effects of Early Academic Rank on Cognitive and Noncognitive Outcomes.
Quelle	Cambridge, Mass: National Bureau of Economic Research (2026) PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Reihe	NBER working paper series. w35267
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Monografie; Graue Literatur
DOI	10.3386/w35267
Schlagwörter	Bildungschance; Bildungsniveau; Fertigkeit; Bildungsökonomie; Grundschule; Schüler; Arbeitspapier; Mexiko
Abstract	This paper estimates the effects of early academic rank in elementary school on later cognitive and noncognitive outcomes in the context of Mexico. We use linked administrative records to compare students with similar third-grade achievement but different ordinal positions. These rank differences arise from idiosyncratic variation in the achievement distributions of elementary-school cohorts. We find that a higher third-grade rank increases performance on a high-stakes high school admission exam. Both broader school-cohort rank and classroom rank contribute to this achievement gain when estimated jointly. Higher rank leads to more selective high school choices and improves self-reported measures of self-perception, academic aspirations, classroom responsibility, learning strategies, and teamwork attitudes by the end of ninth grade. We also provide evidence that higher elementary school rank improves students' high school placement outcomes.
Erfasst von	ZBW - Leibniz-Informationszentrum Wirtschaft, Kiel
Update	2026/4