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Will the last be first and the first last? The role of classroom registers in cognitive skill acquisition

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dc.abstract.enThe paper estimates the effect of students’ position in the classroom register on their academic performance. We use a unique dataset from Poland which contains information on the academic outcomes of students in the humanities, science and mathematics lower secondary school exams as well as the position students occupy in their classroom register. We find that students whose names are recorded near the end of the class list have lower performance than those students whose names are recorded near the beginning of the list. The effect appears to be larger for performance in the humanities exam, and for low-achieving boys who attend large classes.
dc.affiliationUniwersytet Warszawski
dc.contributor.authorBorgonovi, Francesca
dc.contributor.authorJakubowski, Maciej
dc.contributor.authorPOKROPEK, ARTUR
dc.date.accessioned2024-01-23T07:21:26Z
dc.date.available2024-01-23T07:21:26Z
dc.date.issued2018
dc.description.financeNie dotyczy
dc.identifier.doi10.1371/JOURNAL.PONE.0197746
dc.identifier.issn1932-6203
dc.identifier.urihttps://repozytorium.uw.edu.pl//handle/item/125096
dc.languageeng
dc.pbn.affiliationeconomics and finance
dc.relation.ispartofPLoS ONE
dc.rightsClosedAccess
dc.sciencecloudnosend
dc.titleWill the last be first and the first last? The role of classroom registers in cognitive skill acquisition
dc.typeJournalArticle
dspace.entity.typePublication