Paying for Performance: The Education Impacts of a Community College Scholarship Program for Low-income Adults

Lisa Barrow, Lashawn Richburg-Hayes, Cecilia Rouse and Thomas Brock
Additional contact information
Lashawn Richburg-Hayes: MDRC
Cecilia Rouse: Princeton University
Thomas Brock: MDRC

No 1382, Working Papers from Princeton University, School of Public and International Affairs, Education Research Section.

Abstract: 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 two 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 two years, program group students completed nearly 40 percent more credits. We find little evidence that program eligibility changed types of courses taken but some evidence of increased academic performance and effort.

Keywords: education; incentives; college; community college; academic performance (search for similar items in EconPapers)
JEL-codes: I20 I21 I23 J24 (search for similar items in EconPapers)
Date: 2012-02
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Citations: View citations in EconPapers (1)

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Related works:
Journal Article: Paying for Performance: The Education Impacts of a Community College Scholarship Program for Low-Income Adults (2014)
Working Paper: Paying for performance: the education impacts of a community college scholarship program for low-income adults (2009)
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Persistent link: https://EconPapers.repec.org/RePEc:pri:edures:30

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