Beyond Test Scores: How Academic Rank Shapes Long-Term Outcomes
Fuente:
arXiv
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| Autori principali: | , , |
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| Natura: | Preprint |
| Pubblicazione: |
2025
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| _version_ | 1866912645846663168 |
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| author | Del Bono, Emilia Holford, Angus Sartori, Tommaso |
| author_facet | Del Bono, Emilia Holford, Angus Sartori, Tommaso |
| contents | We study the effects of academic rank using data on the entire population of children enrolled in primary schools in Aberdeen, Scotland, in 1962. Exploiting quasi-random variation in peer group composition, we estimate the causal impact of rank on academic performance, noncognitive development, parental investment, and long-term outcomes. Higher rank improves achievement on the high-stakes eleven-plus examination and strengthens internalizing skills (traits related to self-concept and confidence), suggesting that rank effects operate primarily through students' self-perception. Using a follow-up survey conducted forty years later, we find that rank raises educational attainment, particularly for girls, while long-term income gains emerge only among boys. The gender gap in long-run effects likely reflects historical barriers to women's access to higher education and skilled employment during this period. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2510_11973 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Beyond Test Scores: How Academic Rank Shapes Long-Term Outcomes Del Bono, Emilia Holford, Angus Sartori, Tommaso General Economics Economics We study the effects of academic rank using data on the entire population of children enrolled in primary schools in Aberdeen, Scotland, in 1962. Exploiting quasi-random variation in peer group composition, we estimate the causal impact of rank on academic performance, noncognitive development, parental investment, and long-term outcomes. Higher rank improves achievement on the high-stakes eleven-plus examination and strengthens internalizing skills (traits related to self-concept and confidence), suggesting that rank effects operate primarily through students' self-perception. Using a follow-up survey conducted forty years later, we find that rank raises educational attainment, particularly for girls, while long-term income gains emerge only among boys. The gender gap in long-run effects likely reflects historical barriers to women's access to higher education and skilled employment during this period. |
| title | Beyond Test Scores: How Academic Rank Shapes Long-Term Outcomes |
| topic | General Economics Economics |
| url | https://arxiv.org/abs/2510.11973 |