Incentives to Learn

Michael R. Kremer, Edward Miguel and Rebecca Thornton

Scholarly Articles from Harvard University Department of Economics

Abstract: We study a randomized evaluation of a merit scholarship program in which Kenyan girls who scored well on academic exams had school fees paid and received a grant. Girls showed substantial exam score gains, and teacher attendance improved in program schools. There were positive externalities for girls with low pretest scores, who were unlikely to win a scholarship. We see no evidence for weakened intrinsic motivation. There were heterogeneous program effects. In one of the two districts, there were large exam gains and positive spillovers to boys. In the other, attrition complicates estimation, but we cannot reject the hypothesis of no program effect.

Date: 2009
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Citations: View citations in EconPapers (167)

Published in Review of Economics and Statistics

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http://dash.harvard.edu/bitstream/handle/1/3716457/Kremer_IncentivesLearn.pdf (application/pdf)

Related works:
Journal Article: Incentives to Learn (2009)
Working Paper: Incentives to learn (2005)
Working Paper: Incentives to Learn (2004)
Working Paper: Incentives to Learn (2004)
Working Paper: Incentives to Learn (2004)
Working Paper: Incentives to learn (2004)
Working Paper: Incentives to Learn (2004)
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