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A Stitch in Time: The Effects of a Novel Incentive-Based High-School Intervention on College Outcomes

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Author Info
C. Kirabo Jackson

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Abstract

I analyze the longer-run effects of a program that pays both 11th and 12th grade students and teachers for passing scores on Advanced Placement exams. Using a difference-in-differences strategy, I find that affected students attend college in greater numbers, have improved college GPAs, and are more likely to remain in college beyond their freshman year. Moreover, the program improves college outcomes even for those students who would have enrolled in college without the program. I also find evidence of increased college graduation for black and Hispanic students ─ groups that tend to underperform in college. This evidence suggests that relatively late high-school interventions may confer lasting positive and large effects on student achievement in college, and may be effective at improving the educational outcomes of minority students. The finding of enduring benefits when extrinsic motivators are no longer provided is important in light of concerns that incentive-based-interventions may lead to undesirable practices such as “teaching-to-the-test” and cheating.

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Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 15722.

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Date of creation: Feb 2010
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Handle: RePEc:nbr:nberwo:15722

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Find related papers by JEL classification:
I0 - Health, Education, and Welfare - - General
I20 - Health, Education, and Welfare - - Education - - - General
I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
J0 - Labor and Demographic Economics - - General
J1 - Labor and Demographic Economics - - Demographic Economics

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This page was last updated on 2010-3-16.

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