Paying for Performance: The Education Impacts of a Community College Scholarship Program for Low-Income Adults
We evaluate the effect of performance-based incentive programs on educational outcomes for community college students from a random assignment experiment at three campuses. Incentive payments over 2 semesters were tied to meeting two conditions—enrolling at least half-time and maintaining a C or better grade point average. Eligibility increased the likelihood of enrolling in the second semester after random assignment and total number of credits earned. Over 2 years, program group students completed nearly 40% more credits. We find little evidence that program eligibility changed types of courses taken but some evidence of increased academic performance and effort.
Year of publication: |
2014
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Authors: | Barrow, Lisa ; Richburg-Hayes, Lashawn ; Rouse, Cecilia Elena ; Brock, Thomas |
Published in: |
Journal of Labor Economics. - University of Chicago Press. - Vol. 32.2014, 3, p. 563-563
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Publisher: |
University of Chicago Press |
Saved in:
Online Resource
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