Replication data for: Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya

Principal Investigator(s): View help for Principal Investigator(s) Esther Duflo; Pascaline Dupas; Michael Kremer

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Project Citation:

Duflo, Esther, Dupas, Pascaline, and Kremer, Michael. Replication data for: Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya. Nashville, TN: American Economic Association [publisher], 2011. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-11. https://doi.org/10.3886/E112446V1

Project Description

Summary: 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)

Scope of Project

JEL Classification:
      I21 Analysis of Education
      J45 Public Sector Labor Markets
      O15 Economic Development: Human Resources; Human Development; Income Distribution; Migration

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V1 [2019-10-11]

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