In this article, the authors look at the evidence that external motivation can encourage middle-school and high-school students to work harder and learn more. They then identify a number of state and local policies that could put constructive pressure on students to exert effort in their academics. Such policies include instituting external, curriculum-based exams linked to real-world consequences for kids; maintaining high standards for earning good grades; and experimenting with well-designed cash-incentive programs. The authors conclude by considering how student accountability and student agency might combine for an even more effective approach in the future.