How Good Am I? Effects and Mechanisms Behind Salient Ranks

Female Classmates, Disruption, and Stem Outcomes in Disadvantaged Schools: Evidence from a Randomized Natural Experiment

“…The caveat in previous studies is that cohort peers may only serve as a rough approximation of actual student interactions (Xu, Zhang, and Zhou, 2020). Students may be more likely to interact intensively in a small peer group, such as that of their classroom peers, rather than in the broader group of cohort peers (Chetty, Friedman, Hilger, Saez, Schanzenbach, and Yagan, 2011;Duflo, Dupas, and Kremer, 2008;Feld and Zölitz, 2017;Gong, Lu, and Song, 2021;Hu, 2015;Megalokonomou and Zhang, 2022;Sacerdote, 2001;Whitmore, 2005;Zimmerman, 2003;Zölitz and Feld, 2021).…”

“…Although the CEPS collects rich information on students, a few restrictions apply due to the stratified sampling design Song, 2018, 2021;Megalokonomou and Zhang, 2022). CEPS does not sample all classes within a school, but instead it collects data from 2-3 classes within each school-cohort, and thus not all classes within each school-cohort are included inGong, Lu, and Song (2021).…”