A student's class rank has important short and long-term effects on important educational outcomes. Despite our growing understanding of these rank effects, we still do not know how early in a child's academic career they begin. To address this, I use data from the Tennessee STAR project, which randomly assigned over 6,323 kindergarteners to classroom environments, to study the impact of kindergarten class rank on a host of short and long-run outcomes. I find a strong, causal relationship between one's kindergarten classroom rank and subsequent test scores, high school achievement and performance on college entrance exams. I also find that having a higher rank in kindergarten causes an increase in study effort, value of school and initiative in the classroom. I also leverage the design of project STAR to test various mechanisms and address several outstanding issues in the rank literature, including the role of tracking, parental effort and teacher-level characteristics in driving the effects of class rank.
To study beliefs about ability and STEM major choice, I conduct a field experiment where I provide students with information that they are above average in their top fields of study. I find that STEM students are more likely to switch out of their major and that non-STEM students fail to switch into STEM at the same rates as other fields. I also find that learning you are above average in your top field of study increases STEM major choice by almost a third, as STEM students appear more like to persist and non-STEM students increase their switching into STEM fields.