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Running Head: REWARDING STUDENTS WITH FINANCIAL INCENTIVES 1

REWARDING STUDENTS WITH FINANCIAL INCENTIVES 2

Rewarding Students with Financial Incentives

Curtis Taylor

Dr. Jacquot

English 215 Research And Writing

October 19, 2015

High school education is basic and fundamental for the growth and development of a teenager. Therefore, their performance is very crucial in terms of what they have grasped in the education system. The students have to perform higher than the normal standards, since there is an issue regarding their conduct and the output. During the teenage period, there is so much hype occurring in the students as various issues such as adolescence, self esteem and peer influence affect their concentration in class. Hence, the dismal performance is accredited to these challenges. However, when focusing on their improvement on academic performance, there is need to evaluate the best methods for this process. One of the choices includes offering financial incentives to the students. The current system is unfair and rewards experience and formal qualifications instead of performance. Schools with performance-based rewards improve the governance of schools by increasing the efficiency

of resource allocation. And finally Student performance is increased, and teacher quality improves.

Financial incentives should not be awarded to American high school students to perform well on standardized examinations.

In as much as hard work is instilled in students concerning its importance, there is the point that they need some motivational processes to become the best. However, the awards accorded to them may not affect them equally. According to Fryer (2010), the issuance of these incentives affected gender in different ways. Besides, there is a huge variation witnessed in the types of tests rewarded, the graders being awarded the incentives and also the type of the incentives associated with cash.

A study conducted in Kenya by Kremer, Miguel and Thornton (2009) shows that financial awards for grade six students raised the scores by an average of 0.19 for the ladies while the gents had a 0.08 improvement. The increase can be described as insignificant in an overall dimension, meaning that reward system cannot be implemented successfully for all the students’ benefits. Not all the students will perform as expected, because they have different abilities.

References

Kremer, M, Miguel, E and Thornton, R (2009). “Incentives to Learn,” Review of Economics and Statistics.

Fryer, R. G. (2010). Financial incentives and student achievement: evidence from randomized trials. NBER working paper