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来源类型Working Paper
规范类型报告
DOI10.3386/w17752
来源IDWorking Paper 17752
Vertical versus Horizontal Incentives in Education: Evidence from Randomized Trials
Roland G. Fryer, Jr; Tanaya Devi; Richard T. Holden
发表日期2012-01-12
出版年2012
语种英语
摘要This paper describes randomized field experiments in eighty-four urban public schools in two cities designed to understand the impact of aligned incentives on student achievement. In Washington DC, incentives were “horizontal” – provided to one agent (students) for various inputs in the education production function (i.e. attendance, behavior, interim assessments, homework, and uniforms). In Houston, TX, incentives were “vertical” – provided to multiple agents (parents, teachers, and students) for a single input (math objectives). On outcomes for which we provided direct incentives, there were large and statistically significant effects from both treatments. Horizontal incentives led to increases in math and reading test scores. Vertical incentives increased math achievement, but resulted in decreased reading, science, and social studies test scores. We argue that the data is consistent with agents perceiving academic achievement in various subjects as substitutes, not complements, in education production.
主题Health, Education, and Welfare ; Education
URLhttps://www.nber.org/papers/w17752
来源智库National Bureau of Economic Research (United States)
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条目标识符http://119.78.100.153/handle/2XGU8XDN/575426
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Roland G. Fryer, Jr,Tanaya Devi,Richard T. Holden. Vertical versus Horizontal Incentives in Education: Evidence from Randomized Trials. 2012.
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