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dc.contributor.authorTodd, Petra
Wolpin, Kenneth I.
dc.date.accessioned 2019-01-18T17:51:30Z
dc.date.available 2019-01-18T17:51:30Z
dc.date.issued 2018
dc.identifier.citation Todd, Petra and Wolpin, Kenneth I.. "Accounting for Mathematics Performance of High School Students in Mexico: Estimating a Coordination Game in the Classroom." Journal of Political Economy, 126, no. 6 (2018) The University of Chicago Press: 2608-2650. https://doi.org/10.1086/699977.
dc.identifier.urihttps://hdl.handle.net/1911/105105
dc.description.abstract This paper estimates a model of the effort decisions of students and teachers in a classroom setting to understand the performance of Mexican high school students on curriculum-based examinations. The model allows for student heterogeneity in initial mathematics preparation and knowledge preference and for teacher heterogeneity in instructional ability and preferences for student knowledge. Survey data include multiple measurements of student and teacher effort, student and teacher preferences, student initial knowledge, and teacher ability. The most important factor accounting for poor performance, the lack of sufficient prior preparation, suggests a mismatch between the curriculum content and entering grade-level mathematics knowledge.
dc.language.iso eng
dc.publisher The University of Chicago Press
dc.rights Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use.
dc.title Accounting for Mathematics Performance of High School Students in Mexico: Estimating a Coordination Game in the Classroom
dc.type Journal article
dc.citation.journalTitle Journal of Political Economy
dc.citation.volumeNumber 126
dc.citation.issueNumber 6
dc.type.dcmi Text
dc.identifier.doihttps://doi.org/10.1086/699977
dc.type.publication publisher version
dc.citation.firstpage 2608
dc.citation.lastpage 2650


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