ERIC Number: ED528606
Record Type: Non-Journal
Publication Date: 2012-Jan
Abstractor: As Provided
Reference Count: N/A
Aligning Student, Parent, and Teacher Incentives: Evidence from Houston Public Schools. NBER Working Paper No. 17752
Fryer, Roland, Jr.
National Bureau of Economic Research
This paper describes an experiment designed to investigate the impact of aligning student, parent, and teacher incentives on student achievement. On outcomes for which incentives were provided, there were large treatment effects. Students in treatment schools mastered more than one standard deviation more math objectives than control students, and their parents attended almost twice as many parent-teacher conferences. In contrast, on related outcomes that were not incentivized (e.g. standardized test scores, parental engagement), we observe both positive and negative effects. We argue that these facts are consistent with a moral hazard model with multiple tasks, though other explanations are possible.
Descriptors: Incentives, Parent Teacher Conferences, Standardized Tests, Academic Achievement, Parents, Students, Teachers, Mathematics Instruction, Educational Objectives, Parent Participation, Scores, Program Effectiveness
National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: National Bureau of Economic Research
Identifiers - Location: Texas