We explore the relative effectiveness of three educational inputs (a cash incentive for grades, incentivized peer tutoring, and parental communication) in a randomized field experiment imposed on a set of under-performing primary school students in China. We find that the cash incentive alone had no impact on actual learning. The incen- tivized peer tutoring intervention raised the standardized test score by 0.14 standard deviations. An integrated strategy involving all three factors was most effective, having an impact of 0.20 standard devi- ations. This is partly because peer tutoring and parental communi- cation work as complementary inputs in the underlying production function for learning.