Enhancing the Efficacy of Teacher Incentives through Framing: A Field Experiment
通过实地实验比较了两种教师激励方式：年终奖金（收益框架）和预发奖金但需返还（损失框架），发现损失框架能显著提高学生数学成绩约0.124个标准差，而收益框架效果不显著。
In a field experiment, we provide financial incentives to teachers framed either as gains, received at the end of the year, or as losses, in which teachers receive up-front bonuses that must be paid back if their students do not improve sufficiently. Pooling two waves of the experiment, loss-framed incentives improve math achievement by an estimated 0.124 standard deviations (σ), with large effects in the first wave and no effects in the second wave. Effects for gain-framed incentives are smaller and not statistically significant, approximately 0.051σ. We find suggestive evidence that the effects on teacher value added persist posttreatment.