Journal of Labor Economics Vol. 43 No. 2 2025

The Effect of Classroom Rank on Learning throughout Elementary School: Experimental Evidence from Ecuador

Pedro Carneiro^1,2; Yyannú Cruz-Aguayo³; Francesca Salvati^4,1; Norbert Schady⁵

¹ Institute for Fiscal Studies · ² University College London · ³ Inter-American Development Bank · ⁴ University of Essex · ⁵ World Bank

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 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.

DOI

10.1086/727515

Volume

43

Issue

2

Pages

433-466

Language

en

Sources

bibtex:phds-export.bib openalex crossref

Cite

APA 7 MLA 9 Chicago (author–date) Harvard Elsevier Harvard (JFE, JBF…) The Accounting Review Academy of Management American Marketing Association INFORMS (Management Science) Copy citation Copied ✓