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

Author

Listed:
  • Jere H. Behrman

    (Department of Economics, University of Pennsylvania)

  • Susan W. Parker

    (Center for Research and Teaching in Economics(CIDE) Mexico)

  • Petra E. Todd

    (Department of Economics, University of Pennsylvania)

  • Kenneth I. Wolpin

    (Department of Economics, University of Pennsylvania)

Abstract

This paper evaluates the impact of three different performance incentives 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 one provides individual incentives for performance on curriculum-based mathematics tests to students only, treatment two to teachers only and treatment three gives both individual and group incentives to students, teachers and school administrators. Program impact estimates reveal the largest average effects for treatment three, smaller impacts for treatment one and no impact for treatment two.

Suggested Citation

  • Jere H. Behrman & Susan W. Parker & Petra E. Todd & Kenneth I. Wolpin, 2012. "Aligning Learning Incentives of Students and Teachers: Results from a Social Experiment in Mexican High Schools," PIER Working Paper Archive 13-004, Penn Institute for Economic Research, Department of Economics, University of Pennsylvania.
    • Handle: RePEc:pen:papers:13-004
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    References listed on IDEAS

    as
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    More about this item

    Keywords

    student; teacher; and group incentives; randomized social experiment; Mexican high schools;
    All these keywords.

    JEL classification:

    • O1 - Economic Development, Innovation, Technological Change, and Growth - - Economic Development

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