Aligning Learning Incentives of Students and Teachers: Results from a Social Experiment in Mexican High Schools

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dc.citation.firstpage325
dc.citation.issueNumber2
dc.citation.journalTitleJournal of Political Economy
dc.citation.lastpage364
dc.citation.volumeNumber123
dc.contributor.authorBehrman, Jere R.
dc.contributor.authorParker, Susan W.
dc.contributor.authorTodd, Petra E.
dc.contributor.authorWolpin, Kenneth I.
dc.date.accessioned2017-06-05T19:27:05Z
dc.date.available2017-06-05T19:27:05Z
dc.date.issued2015
dc.description.abstractThis paper evaluates the impact of three different performance incentive schemes using data from a social experiment that randomized 88 Mexican high schools with over 40,000 students into three treatment groups and a control group. Treatment 1 provides individual incentives for performance on curriculum-based mathematics tests to students only, treatment 2 to teachers only, and treatment 3 gives both individual and group incentives to students, teachers, and school administrators. Program impact estimates reveal the largest average effects for treatment 3, smaller impacts for treatment 1, and no impact for treatment 2.
dc.identifier.citationBehrman, Jere R., Parker, Susan W., Todd, Petra E., et al.. "Aligning Learning Incentives of Students and Teachers: Results from a Social Experiment in Mexican High Schools." <i>Journal of Political Economy,</i> 123, no. 2 (2015) University of Chicago Press: 325-364. https://doi.org/10.1086/675910.
dc.identifier.doihttps://doi.org/10.1086/675910
dc.identifier.urihttps://hdl.handle.net/1911/94787
dc.language.isoeng
dc.publisherUniversity of Chicago Press
dc.rightsArticle is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use.
dc.titleAligning Learning Incentives of Students and Teachers: Results from a Social Experiment in Mexican High Schools
dc.typeJournal article
dc.type.dcmiText
dc.type.publicationpublisher version
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