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

TitleAligning Learning Incentives of Students and Teachers: Results from a Social Experiment in Mexican High Schools
Publication TypeJournal Article
Year of Publication2015
AuthorsBehrman, Jere R., Susan W. Parker, Petra E. Todd, and Kenneth I. Wolpin
JournalJournal of Political Economy
Volume123
Pagination325-364
AbstractThis 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.
URLhttp://www.jstor.org/stable/10.1086/675910