Paying to Learn: The Effect of Financial Incentives on Elementary School Test Scores

2012 ◽  
Vol 94 (3) ◽  
pp. 686-698 ◽  
Author(s):  
Eric P. Bettinger
Keyword(s):  
Elementary School ◽  
Test Scores ◽  
Financial Incentives

scholarly journals Are California Elementary School Test Scores More Strongly Associated With Urban Trees Than Poverty?

2018 ◽  
Vol 9 ◽  
Author(s):  
Heather Tallis ◽  
Gregory N. Bratman ◽  
Jameal F. Samhouri ◽  
Joseph Fargione
Keyword(s):  
Elementary School ◽  
Test Scores ◽  
Urban Trees

scholarly journals Incentives Work: Getting Teachers to Come to School

2012 ◽  
Vol 102 (4) ◽  
pp. 1241-1278 ◽  
Author(s):  
Esther Duflo ◽  
Rema Hanna ◽  
Stephen P Ryan
Keyword(s):  
Test Scores ◽  
Financial Incentives ◽  
Structural Model ◽  
Nonlinear Function ◽  
Control Group ◽  
Teacher Absenteeism ◽  
Structural Dynamic ◽  
Percentage Points ◽  
Supply Model ◽  
To Come

We use a randomized experiment and a structural model to test whether monitoring and financial incentives can reduce teacher absence and increase learning in India. In treatment schools, teachers' attendance was monitored daily using cameras, and their salaries were made a nonlinear function of attendance. Teacher absenteeism in the treatment group fell by 21 percentage points relative to the control group, and the children's test scores increased by 0.17 standard deviations. We estimate a structural dynamic labor supply model and find that teachers respond strongly to financial incentives. Our model is used to compute cost-minimizing compensation policies. (JEL I21, J31, J45, O15)

Development of Music Creativity among Elementary School Students

2003 ◽  
Vol 51 (4) ◽  
pp. 278-288 ◽  
Author(s):  
Mark T. Kiehn
Keyword(s):  
Gender Differences ◽  
Elementary School ◽  
Elementary School Students ◽  
Test Scores ◽  
Grade Level ◽  
Creative Thinking ◽  
Growth Stage ◽  
School Students ◽  
Level Difference ◽  
Two Measures

The purpose of this study was to compare the music improvisational creativity of students in Grades 2, 4, and 6. Randomly selected participants ( N = 89) were given two measures of creativity, the Vaughan Test of Musical Creativity and the Torrance Tests of Creative Thinking (figural form). Two independent judges scored responses on the Vaughan test to determine music improvisational creativity. A significant grade-level difference emerged for music creativity scores, with Grade 2 students scoring significantly lower than Grade 4 and 6 students. Results of the study may indicate a music creativity growth stage exists from Grade 2 to 4, followed by a developmental leveling (no significant change in test scores) between Grade 4 and Grade 6. There also were significant gender differences for music creativity test scores, with boys scoring higher than girls. Finally, a weak but statistically significant correlation was found between music creativity and figural creativity.

scholarly journals The Promise and Pitfalls of Using Imprecise School Accountability Measures

2002 ◽  
Vol 16 (4) ◽  
pp. 91-114 ◽  
Author(s):  
Thomas J Kane ◽  
Douglas O Staiger
Keyword(s):  
Student Performance ◽  
Test Scores ◽  
Grade Level ◽  
Financial Incentives ◽  
Small Schools ◽  
Market Value ◽  
School Accountability ◽  
School Level ◽  
Accountability Systems ◽  
Accountability Measures

In recent years, most states have constructed elaborate accountability systems using school-level test scores. However, because the median elementary school contains only 69 children per grade level, such measures are quite imprecise. We evaluate the implications for school accountability systems. For instance, rewards or sanctions for schools with scores at either extreme primarily affect small schools and provide weak incentives to large ones. Nevertheless, we conclude that accountability systems may be worthwhile. Even in states with aggressive financial incentives, the marginal reward to schools for raising student performance is a small fraction of the potential labor market value for students.

Signposts of Success: Interpreting Ontario's Elementary School Test Scores

2005 ◽  
Vol 28 (3) ◽  
pp. 535
Author(s):  
W. Todd Rogers ◽  
Don A. Klinger ◽  
David Johnson
Keyword(s):  
Elementary School ◽  
Test Scores

scholarly journals Pengembangan LKPD Berbasis Model Pembelajaran AIR Berorientasi Pada Peningkatkan Kemampuan Komunikasi Matematika

2021 ◽  
Vol 3 (2) ◽  
pp. 86-101
Author(s):  
Atika Nur Hidayati ◽  
Alben Ambarita ◽  
Dwi Yulianti
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Test Scores ◽  
Learning Models ◽  
Mathematical Communication ◽  
Class V ◽  
Mathematical Symbols ◽  
Study Results ◽  
Post Test ◽  
Materials Used

From the results of the answers to the test of mathematical communication skills and the deployment of the questionnaire obtained the problem, namely the low capacity of mathematical communication students, the difficulty of students to write the form of mathematical symbols, and the limitations of teaching materials used during learning in class V in elementary school. This study aimed to develop valid worksheets of students (LKPD) on building simple spaces in class V elementary school, knowing the practicality of LKPDs from users, educators and students, and knowing the effectiveness of LKPD on increasing mathematical communication skills. The method of development used in this study referred to the research design of Borg and Gall. Data collection techniques were carried out through documentation, observation, questionnaires, and students' mathematical communication skills tests. The subjects of this study were 25 control class students and 25 experimental class students at SDN 1 Semuli. The study results stated that LKPD products based on the AIR learning model were valid, practical, and effective in improving students' mathematical communication skills. It was proven by material experts, media experts, and language experts validating results with the "Very Valid" category. LKPD based on AIR learning models was practiced to be used by fulfilling the aspects of attractiveness, convenience, and usefulness with the "very practical" category. LKPD-based AIR learning models were effectively used to improve students' mathematical communication skills in the pretest and post-test scores, with the results of the calculation of the experimental class n-gain entry in the category was quite effective

scholarly journals The Effects of Chewing Cinnamon Flavored Gum on Mood, Feeling and Spelling Acquisition

2016 ◽  
Vol 9 (6) ◽  
pp. 223 ◽  
Author(s):  
Andrew Wilson ◽  
Wonsun Kim ◽  
Bryan Raudenbush
Keyword(s):  
Elementary School ◽  
Test Scores ◽  
Future Research ◽  
Not Given ◽  
Rote Learning ◽  
Spelling Acquisition ◽  
Gum Chewing ◽  
Spelling Test ◽  
Learning Techniques ◽  
5Th Grade

<p>The purpose of the study is to investigate if the effects of chewing cinnamon flavored gum can increase mood, feeling and spelling acquisition. 5th grade students (n=22) at Ilshin elementary school in South Korea served as participants. The same students were required to take 4 spelling tests with 1 given every day over the course of 4 days. For the 1<sup>st</sup> day, students were required to answer pre-questionnaires pertaining to mood and feeling before studying the spelling words. Students were then given 15 minutes to study while using the rote learning techniques to memorize spelling words; however, they were not given any gum. Afterwards, students were required to take the spelling test to determine memorization achievement. Lastly, students were required to retake the post-questionnaires based on mood and feeling again. On days 2-4 the same protocol was performed, however with 5, 10 or 15 minutes of gum chewing. The results indicated that in terms of the test scores, 15 minutes of chewing resulted in better performance than 5 or 10 minutes of chewing. However, there were no significant outcomes related to the mood and feeling scores. Future research should examine the type of information used for the memorization task, since recall vs. recognition tasks may be differentially affected by chewing.</p>

Educating students for an outdated world

2017 ◽  
Vol 99 (2) ◽  
pp. 46-52
Author(s):  
Steven Wolk
Keyword(s):  
High School ◽  
Elementary School ◽  
High Schools ◽  
21St Century ◽  
Test Scores ◽  
Teaching Practices ◽  
Detailed Account ◽  
Civic Life ◽  
Public High Schools ◽  
The Many

Ten years ago, in Kappan, the author published a detailed account of the old-fashioned and unengaging instruction used at his son Max’s Chicago elementary school. Now he updates readers with a reflection on Max’s high school years, describing a curriculum and teaching practices that desperately need an overhaul. Thanks to its competitive entrance requirements, Max’s high school attracts students with stellar test scores, which has given it a reputation as one of best public high schools in the country. But when the author looked carefully to see what actually goes on there, he found scant evidence that the school is preparing students to think critically, read deeply, participate in civic life, or meet the many challenges of the 21st century.

Effects of Test Anxiety and Testing Conditions on Intelligence Test Scores of Elementary School Boys and Girls

1973 ◽  
Vol 32 (2) ◽  
pp. 643-649 ◽  
Author(s):  
Filson A. Young ◽  
Marvin Brown
Keyword(s):  
Elementary School ◽  
Test Anxiety ◽  
Test Scores ◽  
Intelligence Tests ◽  
Intelligence Test ◽  
Fear Of Success ◽  
Testing Conditions ◽  
High Anxious ◽  
Intelligence Test Scores

264 grade five boys and girls were divided into high, middle, and low test-anxious and were matched on previously obtained IQs. Group intelligence tests were then administered under either relaxed or achievement-oriented conditions. The hypotheses were suggested by test anxiety theory. The prediction that low-anxious Ss would perform better under achievement conditions than under relaxed conditions was supported by the results for the boys but not for the girls. The results failed to support predictions that highly anxious Ss would perform better under relaxed conditions or that there would be little difference between the performance of the low- and high-anxious Ss under relaxed conditions. Horner's concept of fear of success in women was suggested as an explanation for the differences among the low-anxious Ss. Low-anxious boys improved their performance from relaxed to achievement conditions, while that of the girls deteriorated under the achievement condition.

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