| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w10971 |
| 来源ID | Working Paper 10971 |
| Incentives to Learn | |
| Michael Kremer; Edward Miguel; Rebecca Thornton | |
| 发表日期 | 2004-12-13 |
| 出版年 | 2004 |
| 语种 | 英语 |
| 摘要 | We report results from a randomized evaluation of a merit scholarship program for adolescent girls in Kenya. Girls who scored well on academic exams had their school fees paid and received a cash grant for school supplies. Girls eligible for the scholarship showed significant gains in academic exam scores (average gain 0.12-0.19 standard deviations) and these gains persisted following the competition. There is also evidence of positive program externalities on learning: boys, who were ineligible for the awards, also showed sizeable average test gains, as did girls with low pretest scores, who were unlikely to win. Both student and teacher school attendance increased in the program schools. We discuss implications both for understanding the nature of educational production functions and for the policy debate surrounding merit scholarships. |
| 主题 | Health, Education, and Welfare ; Education ; Development and Growth ; Development ; Econometrics ; Experimental Design |
| URL | https://www.nber.org/papers/w10971 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/568605 |
| 推荐引用方式 GB/T 7714 | Michael Kremer,Edward Miguel,Rebecca Thornton. Incentives to Learn. 2004. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w10971.pdf（348KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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