The best in the class |
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| Institution: | 1. American Institutes for Research/CALDER, 3876 Bridge Way N, Suite 201, Seattle, WA 98103, United States;2. Center for Education Data and Research, University of Washington, 3876 Bridge Way N, Suite 201, Seattle, WA 98103, United States;3. Faculty of Education, Charles University, Magdalény Rettigové 4, Prague 116 39, Czech Republic;4. Department of Statistical Modelling, Institute of Computer Science of the Czech Academy of Sciences, Pod Vodárenskou vě?í 2, Prague 182 07, Czech Republic;1. Department of Economics, University of Florida, USA;2. Department of Economics, Robert F. Lanzillotti Public Policy Research Center and affiliate faculty, Education Policy Research Center, University of Florida, USA;1. Wake Forest University, Department of Economics, Box 7505, Winston Salem, NC 27109;2. Purdue University, School of Engineering Education, 701 West Stadium Avenue, West Lafayette, IN 47907;1. University of Mannheim, Department of Economics, Office 326, L7, 3-5, Mannheim, 68161, Germany;2. University of Essex, Department of Economics, Wivenhoe Park, Colchester, CO4 3SQ, United Kingdom |
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| Abstract: | I estimate the effect of being the best in the class in primary school on performance in secondary school. I implement a novel methodology that exploits that some students are the best in the class because better students in the same school are assigned to other classes. If students were randomly assigned, the probability of being the best in the class would be a well-known function of students ranking in the school and the number of classes. I use this exogenous probability as an instrument for actually being the best in the class. I find a positive impact of being the best in the class on future performance: being the best in primary school increases test scores by 0.13 standard deviations in secondary school. My instrument is suitable to account for the sorting of units into groups in other contexts. |
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