Literaturnachweis - Detailanzeige
| Institution | What Works Clearinghouse (ED) |
|---|---|
| Titel | WWC Quick Review of the Report "Financial Incentives and Student Achievement: Evidence from Randomized Trials" |
| Quelle | (2010), (2 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Incentives; Academic Achievement; Research Methodology; Public Schools; Student Attrition; Statistical Significance; Standards; Reading Tests; Mathematics Tests; Reading Achievement; Reading Comprehension; Accountability; School Districts; District of Columbia; Illinois; New York; Texas |
| Abstract | This study examined the effect of financial incentives on student achievement. The study analyzed data on approximately 38,000 students from about 260 public schools in Chicago, Dallas, New York City, and Washington, DC. The study found no statistically significant effects on standardized math or reading outcomes in Chicago, New York City, or Washington, DC. The research described in this report is consistent with WWC evidence standards. This was a well-implemented randomized controlled trial. Although no schools were dropped from the analysis, it is unclear how many students left the schools over the course of the study. If attrition was high, any observed differences between the groups may have resulted from the types of students remaining in each group. [The following study is reviewed in this quick review: Fryer, R. G. (2010). "Financial incentives and student achievement: Evidence from randomized trials" (NBER Working Paper 15898). Cambridge, MA: National Bureau of Economic Research. This report may be found at ED509178.] (ERIC). |
| Anmerkungen | What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2021/2/06 |
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