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ERIC Number: EJ1141834
Record Type: Journal
Publication Date: 2017-Mar
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1477-8785
EISSN: N/A
Paying Students to Learn: An Ethical Analysis of Cash for Grades Programmes
Warnick, Bryan R.
Theory and Research in Education, v15 n1 p71-87 Mar 2017
A growing number of schools have begun experimenting with giving students cash rewards to improve academic performance. This practice has come to be known as "cash-for-grades." In this article, I examine some of the philosophical and ethical questions involved with cash-for-grades programmes, rather than focusing on whether such incentives "work" to increase academic performance. Building on the framework of philosopher Michael Sandel, I examine whether cash incentives are more coercive or corruptive than currently accepted educational practices. An answer to these questions ultimately requires a careful analysis of the meaning of cash as an incentive. Comparing cash incentives to grade incentives, I argue that the individuality and immediacy specific to cash incentives make them uniquely problematic in an educational environment.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A