How good am I? Effects and mechanisms behind salient rank
利用中国初中生随机分班数据，研究发现学生班级内排名越靠前，后续成绩提升越大，且排名效应在更显著时及男生中更强；机制包括学生自我认知提高和父母期望与要求提升，两者共同解释47.70%的成绩增长。
How do individuals respond when their ordinal ranking becomes salient? We present evidence on the effects and mechanisms of achievement rank effects in middle schools when ranks are to a large extent salient to students and their parents. For identification, we rely on the random assignment of students (and teachers) to classrooms in China. That is, students with the same baseline test scores end up having different achievement ranks in their assigned classroom. We find positive and large effects of being assigned a higher rank on subsequent performance. The estimated effects of ranks are larger when ranks are more salient and for male students. We show that students with higher ranks spend more hours on autonomic studying. What drives these effects is still an open question, especially when ranks are salient to both students and their parents. Using rich survey data, we show that these academic gains are not only mediated through (1) students’ higher self-perception and higher subject learning confidence, but also through (2) better parental understanding of their child’s ranks, stricter parental requirements for their child’s study, and higher parental expectations regarding their child’s educational attainment and career prospects. We show that these two channels make similar contributions to explaining salient rank effects, and when combined they explain 47.70% of the increase in test scores. We find no impact on teachers’ investment or attention to students as a result of rank effects.