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The effect of classroom rank on learning throughout elementary school: experimental evidence from Ecuador

Author

Listed:
  • Pedro Carneiro

    (Institute for Fiscal Studies)

  • Yyannú Cruz-Aguayo

    (Institute for Fiscal Studies)

  • Francesca Salvati

    (Institute for Fiscal Studies)

  • Norbert Schady

    (Institute for Fiscal Studies)

Abstract

We study the impact of classroom rank on children’s learning using a unique experiment from Ecuador. Within each school, students were randomly assigned to classrooms in every grade between kindergarten and 6th grade. Students with the same ability can have different classroom ranks because of the (random) peer composition of their classroom. Children with higher beginning-of-grade classroom rank have significantly higher test scores at the end of that grade. The impact of classroom rank is larger for younger children and grows over time. Higher classroom rank also improves executive function, child happiness, and teacher perceptions of student ability.

Suggested Citation

  • Pedro Carneiro & Yyannú Cruz-Aguayo & Francesca Salvati & Norbert Schady, 2023. "The effect of classroom rank on learning throughout elementary school: experimental evidence from Ecuador," IFS Working Papers WCWP19/23, Institute for Fiscal Studies.
    • Handle: RePEc:ifs:ifsewp:cwp19/23
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    References listed on IDEAS

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    Cited by:

    1. Denis Chetverikov & Daniel Wilhelm, 2023. "Inference for Rank-Rank Regressions," Papers 2310.15512, arXiv.org, revised Jul 2024.

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    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General

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