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Duflo, Esther,
Pascaline Dupas, and
Michael Kremer. 2011. "Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya."
,
101(5): 1739-74.
Show Article Details
DOI: 10.1257/aer.101.5.1739
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)
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Authors:
Duflo, Esther (MIT)
Dupas, Pascaline (UCLA and BREAD, Duke U)
Kremer, Michael (Harvard U)
JEL Classifications:
I21: Analysis of Education
J45: Public Sector Labor Markets
O15: Economic Development: Human Resources; Human Development; Income Distribution; Migration
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