Paying to Learn: The Effect of Financial Incentives on Elementary School Test Scores
基于俄亥俄州Coshocton的随机实验，发现对3至6年级学生提供现金奖励能提高数学成绩约0.15个标准差，但对阅读、社会科学和科学成绩无显著影响。
Policymakers and academics are increasingly interested in applying financial incentives to individuals in education. This paper presents evidence from a pay-for-performance program taking place in Coshocton, Ohio. Since 2004, Coshocton has provided cash payments to students in grades 3 through 6 for successful completion of their standardized testing. Coshocton determined eligibility for the program using randomization. Using this randomization, this paper identifies the effects of the program on students' academic behavior. We find that math scores improved about 0.15 standard deviations but that reading, social science, and science test scores did not improve. © 2012 The President and Fellows of Harvard College and the Massachusetts Institute of Technology.