|This centre is a member of The LSE Research Laboratory [RLAB]: CASE | CEE | CEP | FMG | SERC | STICERD||Cookies?|
Paper No' CEPCP405: | Full paper
Save Reference as: BibTeX File | EndNote Import File
Keywords: Rank, non-cognitive skills, peer effects
JEL Classification: I21; J24; D01
Is hard copy/paper copy available? YES - Paper Copy Still In Print.
This Paper is published under the following series: CentrePiece Magazine
Share this page: Google Bookmarks | Facebook | Twitter
Abstract:Boys may be better off not going to the school with high-performing peers, according to research by Richard Murphy and Felix Weinhardt, which explores how much impact there is on later confidence and exam results from where a child ranks in primary school. They find that being ranked in the top quarter of your primary school peers as opposed to the bottom quarter improves later test scores by twice as much as being taught by a highly effective teacher for one year (with boys four times more affected by being top of the class than girls). Non-cognitive skills such as confidence, perseverance and resilience have big effects on achievement.
CentrePiece 18 (2) Autumn2013 pages: 22-23
This article summarises ‘The Importance of Rank Position’ by Richard Murphy and Felix Weinhardt, CEP Discussion Paper No. 1241, September 2013.
Copyright © CEE & LSE 2003 - 2017 | LSE, Houghton Street, London WC2A 2AE | Tel: +44(0)20 7955 7673 | Email: firstname.lastname@example.org | Site updated 28 April 2017