Persistent Effects of Ordinal Rank : Evidence from Middle Schools in South Korea

Academic rank in school has a significant role in generating an observed gap in educational outcomes among students; however, there is little evidence on the serial persistence of its impact. Using idiosyncratic variation in the test score distribution across classes, this paper examines the effect of class rank in 7th grade both on secondary and postsecondary outcomes. To avoid the problem of self–selection into classes, I exploit longitudinal data from middle schools in South Korea, where students are randomly assigned to classrooms. I find a consistently positive impact of students’ class rankings in 7th grade on their test scores from 8th to 12th grade. I also find that math rank in 7th grade positively impacts the 11th grade reported likelihood of choosing the math–science track, taking higher-level math courses, and being interested in obtaining a STEM degree in college. The result of postsecondary outcomes indicates a positive effect of class rank in 7th grade on the probability of attending a university. The results also show that math rank in 7th grade has a positive impact on the likelihood of applying to a STEM major and majoring in a STEM field while attending a university. These effects are likely driven by changes in students’ self–confidence and effort provisions, parental investment, and students’ attendance in a preferred high school