Can Financial Incentives Enhance Educational Outcomes? Evidence from International Experiments

Autor/in	Slavin, Robert E.
Titel	Can Financial Incentives Enhance Educational Outcomes? Evidence from International Experiments
Quelle	In: Educational Research Review, 5 (2010) 1, S.68-80 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-938X
DOI	10.1016/j.edurev.2009.12.001
Schlagwörter	Graduation Rate; Incentives; Outcomes of Education; Academic Achievement; Foreign Countries; Developed Nations; International Education; Educational Experiments; Developing Nations; Literature Reviews; Educational Research; Program Effectiveness; Secondary School Students; Educational Policy; Evidence; Motivation Techniques; Attendance; Mexico + Suchen Sie Ihr Suchwort? Anreiz; Lernleistung; Schulerfolg; Schulleistung; Ausland; Developed countries; Industriestaat; Industrieland; Internationale Erziehung; Schulversuch; Developing country; Developing countries; Entwicklungsland; Bildungsforschung; Pädagogische Forschung; Sekundarschüler; Politics of education; Bildungspolitik; Evidenz; Motivationsförderung; Anwesenheit; Mexiko
Abstract	In recent years, there has been a revival of interest in financial incentives to encourage students to attend school and to improve their academic achievement, graduation rates, and other outcomes. Conditional cash transfers programmes in developing countries, especially PROGRESA in Mexico, have found positive effects on attendance in large-scale randomized experiments, and this has encouraged similar initiatives throughout the world. This article reviews research on effects of conditional cash transfers and other financial incentive schemes on educational outcomes. Research in developing countries has found that providing families with significant financial incentives modestly increases secondary students' attendance. Effects on graduation rates and on actual learning are less well documented. In developed countries the evidence is less supportive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10