Accounting for Mathematics Performance of High School Students in Mexico: Estimating a Coordination Game in the Classroom
估计了一个学生和教师努力决策的课堂模型，以理解墨西哥高中生在课程考试中的表现。研究发现，学生前期准备不足是导致成绩不佳的最重要因素，表明课程内容与入学数学知识不匹配。
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.