American Economic Review
ISSN 0002-8282 (Print) | ISSN 1944-7981 (Online)
Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya
American Economic Review
vol. 101,
no. 5, August 2011
(pp. 1739–74)
Abstract
To the extent that students benefit from high-achieving peers, tracking will help strong students and hurt weak ones. However, all students may benefit if tracking allows teachers to better tailor their instruction level. Lower-achieving pupils are particularly likely to benefit from tracking when teachers have incentives to teach to the top of the distribution. We propose a simple model nesting these effects and test its implications in a randomized tracking experiment conducted with 121 primary schools in Kenya. While the direct effect of high-achieving peers is positive, tracking benefited lower-achieving pupils indirectly by allowing teachers to teach to their level. (JEL I21, J45, O15)Citation
Duflo, Esther, Pascaline Dupas, and Michael Kremer. 2011. "Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya." American Economic Review, 101 (5): 1739–74. DOI: 10.1257/aer.101.5.1739Additional Materials
JEL Classification
- I21 Analysis of Education
- J45 Public Sector Labor Markets
- O15 Economic Development: Human Resources; Human Development; Income Distribution; Migration