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Incentives and Student Learning: A Natural Experiment with Economics Problem Sets

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  • Wayne A. Grove
  • Tim Wasserman
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    File URL: http://www.aeaweb.org/articles.php?doi=10.1257/000282806777212224
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    Bibliographic Info

    Article provided by American Economic Association in its journal American Economic Review.

    Volume (Year): 96 (2006)
    Issue (Month): 2 (May)
    Pages: 447-452

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    Handle: RePEc:aea:aecrev:v:96:y:2006:i:2:p:447-452

    Note: DOI: 10.1257/000282806777212224
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    Cited by:
    1. Torberg Falch & Marte Rønning, 2011. "Homework assignment and student achievement in OECD countries," Working Paper Series 11411, Department of Economics, Norwegian University of Science and Technology.
    2. Lester Hadsell & Raymond MacDermott, 2012. "Faculty Perceptions of Grades: Results from a National Survey of Economics Faculty," International Review of Economic Education, Economics Network, University of Bristol, vol. 11(1), pages 16-35.
    3. Susan Pozo & Charles A. Stull, 2006. "Requiring a Math Skills Unit: Results of a Randomized Experiment," American Economic Review, American Economic Association, vol. 96(2), pages 437-441, May.
    4. Luehrmann, Melanie & Chevalier, Arnaud & Dolton, Peter, 2013. ""Making it count": Evidence from a Field Experiment on Assessment Rules, Study Incentives and Student Performance," Annual Conference 2013 (Duesseldorf): Competition Policy and Regulation in a Global Economic Order 79795, Verein für Socialpolitik / German Economic Association.
    5. Rønning, Marte, 2011. "Who benefits from homework assignments?," Economics of Education Review, Elsevier, vol. 30(1), pages 55-64, February.
    6. Darren Grant & William Green, 2013. "Grades as incentives," Empirical Economics, Springer, vol. 44(3), pages 1563-1592, June.
    7. Marte Rønning, 2008. "Who benefits from homework assignments?," Discussion Papers 566, Research Department of Statistics Norway.

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