Replication data for: The Behavioralist Goes to School: Leveraging Behavioral Economics to Improve Educational Performance
Principal Investigator(s): View help for Principal Investigator(s) Steven D. Levitt; John A. List; Susanne Neckermann; Sally Sadoff
Version: View help for Version V1
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| Data | 12/07/2019 04:10:PM | ||
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text/plain | 14.6 KB | 12/07/2019 11:10:AM |
Project Citation:
Levitt, Steven D., List, John A., Neckermann, Susanne, and Sadoff, Sally. Replication data for: The Behavioralist Goes to School: Leveraging Behavioral Economics to Improve Educational Performance. Nashville, TN: American Economic Association [publisher], 2016. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-12-07. https://doi.org/10.3886/E116501V1
Project Description
Summary:
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We explore the power of behavioral economics to influence the level of effort exerted by students in a low stakes testing environment. We find a substantial impact on test scores from incentives when the rewards are delivered immediately. There is suggestive evidence that rewards framed as losses outperform those framed as gains. Nonfinancial incentives can be considerably more cost-effective than financial incentives for younger students, but are less effective with older students. All motivating power of incentives vanishes when rewards are handed out with a delay. Our results suggest that the current set of incentives may lead to underinvestment.
Scope of Project
JEL Classification:
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D91 Micro-Based Behavioral Economics: Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making
H75 State and Local Government: Health; Education; Welfare; Public Pensions
I21 Analysis of Education
I28 Education: Government Policy
D91 Micro-Based Behavioral Economics: Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making
H75 State and Local Government: Health; Education; Welfare; Public Pensions
I21 Analysis of Education
I28 Education: Government Policy
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