This is the third in a series of six papers by the Center on Education Policy exploring issues related to students' motivation to learn. This paper examines various programs that use test performance or postsecondary attendance as motivational goals and the effects of these goals on students. How do policies surrounding assessments and college readiness affect engagement? How does the future possibility of higher education affect motivation? Before considering those questions, it is useful to review the theory and research behind using goal-setting as a motivator.