Monetary and Nonmonetary Student Incentives for Tutoring Services: A Randomized Controlled Trial

REFERENCES

• Allan, B.M., & Fryer, R.G., Jr. (2011). The power and pitfalls of education incentives (Discussion Paper 2011-07). Retrieved from http://scholar.harvard.edu/files/fryer/files/092011_incentives_fryer_allen_paper2.pdf
   Google Scholar
• Angrist, J., Lang, D., & Oreopoulos, P. (2009). Incentives and services for college achievement: Evidence from a randomized trial. American Economic Journal: Applied Economics, 1(1), 136–163.
   Web of Science ®Google Scholar
• Angrist, J., & Lavy, V. (2009). The effects of high stakes high school achievement awards: Evidence from a randomized trial. The American Economic Review, 99(4), 1384–1414.
   Web of Science ®Google Scholar
• Behrman, J.R., Parker, S.W., & Todd, P.E. (2011). Do conditional cash transfers for schooling generate lasting benefits? A five-year follow-up on PROGRESA/Oportunidades. Journal of Human Resources, 46(1), 93–122.
   Web of Science ®Google Scholar
• Berger, A., deSousa, J.-M., Hoshen, G., Lampron, S., Le Floch, K.C., Petroccia, M., & Shkolnik, J. (2011). Supplemental educational services and student achievement in five waiver districts. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development.
   Google Scholar
• Berndt, T.J., Miller, K.E., & Park, K. (1989). Adolescents’ perceptions of friends’ and parents’ influence on aspects of their school adjustment. The Journal of Early Adolescence, 9, 419–435.
   Google Scholar
• Bettinger, E.P. (2012). Paying to learn: The effect of financial incentives on elementary school test scores. The Review of Economics and Statistics, 94(3), 686–698.
   Web of Science ®Google Scholar
• Bruhn, M., & McKenzie, D. (2009). In pursuit of balance: Randomization in practice in development field experiments. American Economic Journal: Applied Economics, 1, 200–232.
   Web of Science ®Google Scholar
• Burch, P. (2007). Supplemental education services under NCLB: Emerging evidence and policy issues. Tempe, AZ: Education Policy Research Unit.
   Google Scholar
• Cameron, J. (2001). Negative effects of reward on instrinsic motivation – A limited phenomenon: Comment on Deci, Koestner, and Ryan (2001). Review of Educational Research, 71(1), 29–42.
   Web of Science ®Google Scholar
• Cha, P., & Patel, R. (2010). Rewarding progress, reducing debt: Early results from Ohio's performance-based scholarship demonstration for low-income parents. Retrieved from http://www.mdrc.org/sites/default/files/full_496.pdf
   Google Scholar
• Chicago Public Schools, Office of Research, Evaluation, and Accountability. (2005). SES tutoring programs: An evaluation of the second year. Chicago, IL: Chicago Public Schools.
   Google Scholar
• Chicago Public Schools, Office of Research, Evaluation, and Accountability. (2007). SES tutoring programs: An evaluation of year 3 in the Chicago Public Schools. Chicago, IL: Chicago Public Schools.
   Google Scholar
• Coleman, J.S. (1961). The adolescent society. New York, NY: Free Press of Glencoe.
   Google Scholar
• Deci, E. L., Koestner, R., & Ryan, R, M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1–27.
   Web of Science ®Google Scholar
• Deke, J., Dragoset, L, Bogen, K, & Gill, B. (2012). Impacts of Title I supplemental educational services on student achievement. Washington, DC: Department of Education, Institute of Education Sciences.
   Google Scholar
• Djebbari, H., & Smith, J. (2008). Heterogeneous impacts in PROGRESA. Journal of Econometrics, 145(1), 64–80.
   Web of Science ®Google Scholar
• Finn, J. D. (1993). School engagement and students at risk. Washington, DC: National Center for Education Statistics.
   Google Scholar
• Fordham, S. (1996). Blacked out: Dilemmas of race, identity, and success at Capital High. Chicago, IL: University of Chicago Press.
   Google Scholar
• Fredricks, J., Blumenfeld, P., & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.
   Web of Science ®Google Scholar
• Frey, B.S. (2007). Awards as compensation. European Management Review, 4(1), 6–14.
   Web of Science ®Google Scholar
• Fryer, R.G. (2011). Financial incentives and student achievement: Evidence from randomized trials. Quarterly Journal of Economics, 126(4), 1755–1798.
   Web of Science ®Google Scholar
• Fryer, R.G. (2012). Aligning student, parent, and teacher incentives: Evidence from Houston Public Schools (NBER Working Paper, No. 17752). Cambridge, MA: National Bureau of Economic Research.
   Google Scholar
• Gneezy, U., Niederle, M., & Rustichini, A. (2003). Performance in competitive environments: Gender differences. The Quarterly Journal of Economics, 118(3), 1049–1074.
   Web of Science ®Google Scholar
• Gneezy, U., & Rustichini, A. (2004). Gender and competition at a young age. American Economic Review, 377–381.
   Web of Science ®Google Scholar
• Government Accountability Office (GAO). (2006). No Child Left Behind Act: Education actions needed to improve local implementation and state evaluation of supplemental educational services (Report 06-758). Washington, DC: Author.
   Google Scholar
• Green, L., Fry, A.F., & Myerson, J. (1994). Discounting of delayed rewards: A life-span comparison. Psychological Science, 5, 33–36.
   Web of Science ®Google Scholar
• Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17, 300–312.
   Web of Science ®Google Scholar
• Heckman, J.J., Smith, J., & Clements, N. (1997). Making the most out of programme evaluations and social experiments: Accounting for heterogeneity in programme impacts. The Review of Economic Studies, 64(4), 487–535.
   Web of Science ®Google Scholar
• Heinrich, C.J., & Burch, P. (2012). The implementation and effectiveness of supplemental education services: A review and recommendation for program improvement. Washington, DC: American Enterprise Institute for Policy Research.
   Google Scholar
• Heinrich, C.J., Burch, P., Good, A., Acosta, R., Cheng, H., Dillender, M.,... Stewart, M. (2014). Improving the implementation and effectiveness of out‐of‐school‐time tutoring. Journal of Policy Analysis and Management, 33(2), 471–494.
   Web of Science ®Google Scholar
• Heinrich, C.J., Meyer, R.H., & Whitten, G. (2010). Supplemental education services under No Child Left Behind: Who signs up, and what do they gain? Educational Evaluation and Policy Analysis, 32, 273–298.
   Web of Science ®Google Scholar
• Heinrich, C.J., & Nisar, H. (2013). The efficacy of private sector providers in improving public educational outcomes. American Educational Research Journal, 50(5), 856–894.
   Web of Science ®Google Scholar
• Heistad, D. (2005). Analysis of 2005 supplemental education services in Minneapolis Public Schools: An application of matched sample statistical design. Minneapolis, MN: Minneapolis Public Schools.
   Google Scholar
• Imai, K., & Ratkovic, M. (2013). Estimating treatment effect heterogeneity in randomized program evaluation. The Annals of Applied Statistics, 7(1), 443–470.
   Web of Science ®Google Scholar
• Janvry, A, Finan, F., Sadoulet, E., & Vakis, R. (2006). Can conditional cash transfer programs serve as safety nets in keeping children at school and from working when exposed to shocks. Journal of Development Economics, 79, 349–373.
   Google Scholar
• Kruskal, W.H., & Wallis, W.A. (1952). Use of ranks in one-criterion variance analysis.Journal of the American Statistical Association, 47(260), 583–621.
   Web of Science ®Google Scholar
• Levitt, S.D., List, J.A., Neckermann, S., Sadoff, S. (2012). The behaviorist goes to school: Leveraging behavioral economics to improve educational performance (NBER Working Paper No. 18165). Retrieved from http://www.nber.org/papers/w18165
   Google Scholar
• Lipsey, M. (1990). Design sensitivity: Statistical power for experimental research. Newbury Park, CA: Sage.
   Google Scholar
• National Research Council (2003). Engaging schools: Fostering high school students’ motivation to learn. Washington, DC: National Academies Press.
   Google Scholar
• Potter, A., Ross, S.M., Paek, J., McKay, D., Ashton, J., & Sanders, W.L. (2007). Supplemental educational services in the state of Tennessee: 2005–2006. Memphis, TN: Center for Research in Educational Policy.
   Google Scholar
• Rickles, J.H., & Barnhart, M.K. (2007). The impact of supplemental educational services participation on student achievement: 2005–06 Los Angeles, CA: Los Angeles Unified School District Program Evaluation and Research Branch, Planning, Assessment and Research Division.
   Google Scholar
• Rickles, J.H., & White, J. (2006). The impact of supplemental education services participation on student achievement (Publication No. 295). Los Angeles, CA: Los Angeles Unified School District, Program Evaluation and Research Branch, Planning, Assessment, and Research Division.
   Google Scholar
• Schuck, P.H., & Zeckhauser, R. (2006). Targeting in social programs: Avoiding bad bets, removing bad apples. Washington, DC: Brookings Institution Press.
   Google Scholar
• Shadish, W., Cook, T., & Campbell, D.T. (2001).Experimental and quasi-experimental designs for generalized causal inference. New York, NY: Houghton-Mifflin.
   Google Scholar
• Springer, M.G., Pepper, M.J., Gardner, C., & Bower, C.B. (2009). Supplemental educational services under No Child Left Behind. In M. Berends, M.G. Springer, D. Ballou, & H.J. Walberg (Eds.), Handbook of research on school choice (pp. 569–592).New York, NY: Routledge.
   Google Scholar
• Springer, M.G., Pepper, M.J., & Ghosh-Dastidar, B. (2014). Supplemental educational services and student test score gains: Evidence from a large, urban school district. Journal of Education Finance, 39(4), 370–403.
   Google Scholar
• Weiss, M.J., Bloom, H.S., & Brock, T. (2014). A conceptual framework for studying the sources of variation in program effects. Journal of Policy Analysis and Management 33(3), 778–808.
   Web of Science ®Google Scholar
• Whelan, R., & McHugh, L.A. (2010). Temporal discounting of hypothetical monetary rewards by adolescents, adults, and older adults. The Psychological Record, 59(2), 247–258.
   Web of Science ®Google Scholar
• Willms, J. D. (2003). Student engagement at school: A sense of belonging and participation. Results from PISA 2000. Washington, DC: Organisation for Economic Co-Operation and Development.
   Google Scholar
• Zimmer, R., Christina, R., Hamilton, L.S., & Prine, D.W. (2006). Evaluation of two out-of-school program in Pittsburgh Public Schools: No Child Left Behind's supplemental educational services and state of Pennsylvania's Educational Assistance Program (RAND Working Paper). Santa Monica, CA: RAND Corporation.
   Google Scholar
• Zimmer, R., Gill, B., Razquin, P., Booker, K., Lockwood, J.R., Vernez, G.,... O’Day, J. (2007). State and local implementation of the No Child Left Behind Act: Volume I—Title I school choice, supplemental educational services, and student achievement. Washington, DC: U.S. Department of Education.
   Google Scholar