Identity and Politics in School Reform Research
AbstractAkerlof and Kranton (2002) model the effects of student identity on achievement. They argue that students have identities that determine the effort expended on learning. Academic achievement within a school depends on the match between student identities and academic and disciplinary standards. This commentary critiques Akerlof and Krantonâ€™s model because they assume that schools always seek to maximize student learning, which leads to misleading conclusions about school reform in general.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoArticle provided by Econ Journal Watch in its journal Econ Journal Watch.
Volume (Year): 1 (2004)
Issue (Month): 3 (December)
education; education policy; economics of education;
Find related papers by JEL classification:
- I2 - Health, Education, and Welfare - - Education
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- I29 - Health, Education, and Welfare - - Education - - - Other
You can help add them by filling out this form.
reading list or among the top items on IDEAS.Access and download statisticsgeneral information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Jason Briggeman) The email address of this maintainer does not seem to be valid anymore. Please ask Jason Briggeman to update the entry or send us the correct address.
If references are entirely missing, you can add them using this form.