The Effect of Classroom Rank on Learning throughout Elementary School: Experimental Evidence from Ecuador
成果类型：
Article
署名作者：
Carneiro, Pedro; Cruz-Aguayo, Yyannu; Salvati, Francesca; Schady, Norbert
署名单位：
University of London; University College London; London School Economics & Political Science; University of London; University College London; Inter-American Development Bank; University of Essex; University of London; London School Economics & Political Science; The World Bank
刊物名称：
JOURNAL OF LABOR ECONOMICS
ISSN/ISSBN：
0734-306X
DOI：
10.1086/727515
发表日期：
2025
页码：
433-466
关键词：
摘要：
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 sixth 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.
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