Can Financial Incentives Enhance Educational Outcomes? Evidence from International Experiments

Autor/in	Slavin, Robert E.
Institution	Center for Data-Driven Reform in Education (CDDRE)
Titel	Can Financial Incentives Enhance Educational Outcomes? Evidence from International Experiments
Quelle	(2009), (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Elementary Secondary Education; Incentives; Financial Support; Outcomes of Education; Academic Achievement; Disadvantaged; Educational Objectives; Educational Improvement; Attendance; Developing Nations; Evidence; Graduation Rate; Program Evaluation; California; Colombia; Costa Rica; District of Columbia; Ecuador; Illinois; Jamaica; Kenya; Mexico; New York; Ohio; Pakistan; Texas; United Kingdom; Wisconsin + Suchen Sie Ihr Suchwort? Ausland; Anreiz; Finanzielle Förderung; Lernleistung; Schulerfolg; Schulleistung; Educational objective; Bildungsziel; Erziehungsziel; Teaching improvement; Unterrichtsentwicklung; Anwesenheit; Developing country; Developing countries; Entwicklungsland; Evidenz; Programme evaluation; Programmevaluation; Kalifornien; Kolumbien; Kenia; Mexiko; Großbritannien
Abstract	In recent years, there has been a revival of interest in financial incentives to encourage students to attend school and to improve their academic achievement, graduation rates, and other outcomes. Conditional cash transfer programs in developing countries, especially PROGRESA in Mexico, have found positive effects on attendance in large-scale randomized experiments, and this has encouraged similar initiatives throughout the world, including programs currently under way in New York, Washington, DC, and Chicago. This article reviews research on effects of conditional cash transfers and other financial incentive schemes on educational outcomes. (Contains 2 footnotes.) [Contributions by Lauren Gibbs, Michele Victor, Nancy Madden, Bette Chambers, and Susan Davis. Funding for this paper was provided by Sutton Trust.] (ERIC).
Anmerkungen	Center for Data-Driven Reform in Education. Johns Hopkins University, 200 West Towsontown Boulevard, Baltimore, MD 21204. Web site: http://www.cddre.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10