Institutional Affiliation: DIW
Information about this author at RePEc
NBER Working Papers and Publications
|July 2020||Class Rank and Long-Run Outcomes|
with , : w27468
This paper considers an unavoidable feature of the school environment, class rank. What are the long run effects of a student’s ordinal rank in elementary school? Using administrative data from all public school students in Texas, we show that students with a higher third grade academic rank, conditional on achievement and classroom fixed effects, have higher subsequent test scores, are more likely to take AP classes, to graduate from high school, enroll in college, graduate from college, and ultimately have higher earnings 19 years later. The paper concludes by exploring the tradeoff between higher quality schools and higher rank in the presence of these rank-based peer effects.
|August 2018||Top of the Class: The Importance of Ordinal Rank|
with : w24958
This paper establishes a new fact about educational production: ordinal academic rank during primary school has long-run impacts that are independent from 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 conditional on relative achievement. We find large effects on test scores, confidence and subject choice during secondary school, where students have a new set of peers and teachers who are unaware of the students’ prior ranking. The effects are especially large for boys, contributing to an observed gender gap in end-of-high school STEM subject choices. Using a basic model of student effort allocation across subjects, we derive...
|June 2015||ICT and Education: Evidence from Student Home Addresses|
with , : w21306
Governments are making it a priority to upgrade information and communication technologies (ICT) with the aim to increase available internet connection speeds. This paper presents a new empirical strategy to estimate the causal effects of these policies, and applies it to the questions of whether and how ICT upgrades affect educational attainment. We draw on a rich collection of microdata that allows us to link administrative test score records for the population of English primary and secondary school students to the available ICT at their home addresses. To base estimations on exogenous variation in ICT, we notice that the boundaries of usually invisible telephone exchange station catchment areas give rise to substantial and essentially randomly placed jumps in the available ICT across n...
|December 2009||The Good, the Bad and the Average: Evidence on the Scale and Nature of Ability Peer Effects in Schools|
with , : w15600
In this paper, we study ability peer effects in secondary schools in England and identify which segments of the peer ability distribution drive the impact of peer quality on students‟ achievements. To do so, we use census data for four cohorts of pupils taking their age-14 national tests, and measure students‟ ability by their prior achievements at age-11. We employ a new identification strategy based on within-pupil regressions that exploit variation in achievements across the three compulsory subjects (English, Mathematics and Science) tested both at age-14 and age-11. We find significant and sizeable negative peer effects arising from bad peers at the very bottom of the ability distribution, but little evidence that average peer quality and very good peers significantly affect pupils‟ a...
Published: The Good, The Bad and The Average: Evidence on Ability Peer Effects in Schools (with Olmo Silva and Felix Weinhardt), Journal of Labor Economics, April 2012