Cheating and Incentives: Learning from a Policy Experiment
利用一项激励学习的政策干预数据，研究发现对学生提供现金奖励会增加作弊行为，且作弊人数随时间上升。
We use a database generated by a policy intervention that incentivized learning as measured by standardized exams to investigate empirically the relationship between cheating by students and cash incentives to students and teachers. We adapt methods from the education measurement literature to calculate the extent of cheating and show that cheating is more prevalent under treatments that provide monetary incentives to students (versus no incentives or incentives only to teachers). We provide evidence suggesting that students may have learned to cheat, with the number of cheating students per classroom increasing over time under treatments that provide monetary incentives to students.