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

This data sets contain data that were collected for a randomized evaluation in Kenya. In 2005, 140 primary schools in western Kenya received funds to hire an extra grade one teacher. Of these schools, 121 had a single first-grade class and split their first-grade class into two sections, with one section taught by the new teacher. In 60 randomly selected schools, students were assigned to sections based on prior achievement. In the remaining 61 schools, students were randomly assigned to one of the two sections. The ultimate purpose of the study is to assess the impact of tracking students into separate classes on student test scores and teacher effort.

本数据集为肯尼亚一项随机对照评估所采集的实验数据。2005年，肯尼亚西部140所小学获得专项资金，用于聘任一名额外的一年级专任教师。其中121所学校原本仅设有一个一年级教学班，遂将该班级拆分为两个教学班，其中一个教学班由新聘任的教师承担授课任务。在随机选取的60所学校中，学生依据此前的学业成绩被分配至两个教学班；剩余61所学校则采用随机方式将学生分配至两个教学班中。本研究的最终目的为评估按学业表现追踪分班对学生考试成绩与教师教学投入的影响。