INCENTIVES TO LEARN
INCENTIVES TO LEARN
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DOI：
10.1162/rest.91.3.437
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发表时间：
2009-08-01
影响因子：
8
通讯作者：
Thornton, Rebecca
中科院分区：
文献类型：
--
作者：
Kremer, Michael;Miguel, Edward;Thornton, Rebecca
我们研究了一个随机评估的优秀奖学金计划，在该计划中，肯尼亚女孩谁在学术考试中取得了很好的成绩，支付学费，并获得赠款。女孩们的考试成绩有了很大的提高，项目学校的教师出勤率也有所提高。对于预考分数低的女孩来说，这是一种积极的外部效应，她们不太可能获得奖学金。我们没有看到内在动机减弱的证据。存在异质性程序效应。在这两个地区中的一个地区，考试成绩大幅提高，对男孩产生了积极的溢出效应。在另一种情况下，损耗使估计复杂化，但我们不能拒绝没有程序效果的假设。
We study a randomized evaluation of a merit scholarship program in which Kenyan girls who scored well on academic exams had school fees paid and received a grant. Girls showed substantial exam score gains, and teacher attendance improved in program schools. There were positive externalities for girls with low pretest scores, who were unlikely to win a scholarship. We see no evidence for weakened intrinsic motivation. There were heterogeneous program effects. In one of the two districts, there were large exam gains and positive spillovers to boys. In the other, attrition complicates estimation, but we cannot reject the hypothesis of no program effect.