Paying middle-school students for attendance, behavior, uniforms, and homework yields marginally significant reading gains and non-significant math gains in Washington, DC¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? DC input incentives produced a .152 (.092) SD increase in reading (marginally significant) and .114 (.106) SD in math (not significant) with controls. → 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

School-level randomized trial in Washington, DC: 34 schools signed up, 17 treated, students in grades 6–8 paid $2 per point across five input metrics. The article reports a "marginally signifi cant" reading effect and a non-significant math effect with controls (.152 (.092) and .114 (.106) SD).

"paying middle school students for various inputs to the educational production function such as attendance and behavior has a positive, though marginally signifi cant, effect on reading scores and a slightly smaller (not signifi cant) effect on math scores"

Discussion¶

Related Claims¶

• Paying second-grade students to read books increases reading comprehension by roughly 0.18–0.25 standard deviations in Dallas — related
• Input-based incentives produce achievement gains at lower cost than major education reforms of recent decades — related
• Paying students for performance on standardized tests or for course grades does not increase achievement test scores in urban public schools — related
• DC math impacts of about one-third of a standard deviation are similar in magnitude to New Orleans reforms and larger than some well-known interventions — reports the opposite