Financial incentives for reading books produce negative achievement effects for Spanish-speaking students in Dallas, consistent with a crowd-out hypothesis¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Spanish-speaking Dallas students who took the Logramos test showed decreases of .199 (.096) SD in reading comprehension and .256 (.101) SD in vocabulary (ITT). → Roland G. Fryer 2010
Evidence¶
Roland G. Fryer 2010¶
Roland G. Fryer, Jr. (2010). Financial Incentives and Student Achievement: Evidence from Randomized Trials. NBER Working Paper No. 15898. http://www.nber.org/papers/w15898
q3 · i? · causal · r2
Subgroup of Dallas second graders who took the Spanish-language Logramos test. The article reports negative ITT and TOT estimates and notes students read roughly forty percent of their books for rewards in English.
"our ITT estimates show a .199 (.096) standard deviation decrease in reading comprehension skills, a .256 (.101) standard deviation decrease in vocabulary scores"
Discussion¶
Related Claims¶
- Paying second-grade students to read books increases reading comprehension by roughly 0.18–0.25 standard deviations in Dallas — reports the opposite
- Financial incentives do not decrease intrinsic motivation, though point estimates are too imprecise to detect any effect — related
- Input-based incentives produce achievement gains at lower cost than major education reforms of recent decades — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dallas-spanish-speakers-negative-effects |
title |
Financial incentives for reading books produce negative achievement effects for Spanish-speaking students in Dallas, consistent with a crowd-out hypothesis |
description |
Financial incentives for reading books produce negative achievement effects for Spanish-speaking students in Dallas, consistent with a crowd-out hypothesis |
status |
review |
evidence_strength |
weak |
newest_evidence |
2010 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — roland-g-fryer-2010 |
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