MARC Record from Library of Congress

LEADER: 02072cam a22002777a 4500
001 2010655843
003 DLC
005 20100414154514.0
007 cr |||||||||||
008 100413s2010 mau sb 000 0 eng
010 $a 2010655843
040 $aDLC$cDLC
050 00 $aHB1
100 1 $aFryer, Roland G.
245 10 $aFinancial incentives and student achievement$h[electronic resource] :$bevidence from randomized trials /$cRoland G. Fryer, Jr.
260 $aCambridge, MA :$bNational Bureau of Economic Research,$cc2010.
490 1 $aNBER working paper series ;$vworking paper 15898
538 $aSystem requirements: Adobe Acrobat Reader.
538 $aMode of access: World Wide Web.
500 $aTitle from PDF file as viewed on 4/13/2010.
530 $aAlso available in print.
504 $aIncludes bibliographical references.
520 3 $a"This paper describes a series of school-based randomized trials in over 250 urban schools designed to test the impact of financial incentives on student achievement. In stark contrast to simple economic models, our results suggest that student incentives increase achievement when the rewards are given for inputs to the educational production function, but incentives tied to output are not effective. Relative to popular education reforms of the past few decades, student incentives based on inputs produce similar gains in achievement at lower costs. Qualitative data suggest that incentives for inputs may be more effective because students do not know the educational production function, and thus have little clue how to turn their excitement about rewards into achievement. Several other models, including lack of self-control, complementary inputs in production, or the unpredictability of outputs, are also consistent with the experimental data"--National Bureau of Economic Research web site.
710 2 $aNational Bureau of Economic Research.
830 0 $aWorking paper series (National Bureau of Economic Research : Online) ;$vworking paper no. 15898.
856 40 $uhttp://www.nber.org/papers/w15898