Incentive Matters!-The Benefit of Reminding Students About Their Academic Standing in Introductory Economics Courses
Qihui Chen () and
The Journal of Economic Education, 2014, vol. 45, issue 1, 11-24
In this article, the authors illustrate how incentives can improve student performance in introductory economics courses. They implemented a policy experiment in a large introductory economics class in which they reminded students who scored below an announced cutoff score on the midterm exam about the risk of failing the course. The authors employed a regression-discontinuity method to estimate the causal impact of their policy on students' performance on the final exam. The results suggest that the policy had a significant impact on students' performance on the final exam. In fact, the gain in test scores was sufficient to boost a student's overall course grade by one letter grade.
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Persistent link: https://EconPapers.repec.org/RePEc:taf:jeduce:v:45:y:2014:i:1:p:11-24
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