Word: moneys
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...what shall we do?" Most teenagers do not look at their math homework the way toddlers look at a blank piece of paper. It would be wonderful if they did. Maybe one day we will all approach our jobs that way. But until then, most adults work primarily for money, and in a curious way, we seem to be holding kids to a higher standard than we hold ourselves...
...York City experiment began. Fourth-graders could earn a maximum of $25 per test, and seventh-graders could earn up to $50 per test. To participate, kids had to get their parents' permission - and 82% of them did. Most of them also opened savings accounts so the money could be directly deposited into them. Meanwhile, Fryer and his team found other testing grounds. In Chicago, Fryer worked with schools chief Arne Duncan, now President Obama's Education Secretary, to design a program to reward ninth-graders for good grades. Over beer and pizza in a South Side bowling alley, they...
...kids who were not getting paid? Or would they, as the psychologists predicted, actually do worse? "If it doesn't work, we're going to stop and start doing something else," says Washington schools chancellor Michelle Rhee. "But if it does work, it should drive where we put our money." (Watch Michelle Rhee talk about D.C. schools...
...results began to trickle into the lab last summer. In New York City, the $1.5 million paid to 8,320 kids for good test scores did not work - at least not in any way that's easy to measure. In Chicago, under a different model, the kids who earned money for grades attended class more often and got better grades, two major accomplishments. Those students did not, however, do better on their standardized tests at the end of the year...
...clue came out of the interviews Fryer's team conducted with students in New York City. The students were universally excited about the money, and they wanted to earn more. They just didn't seem to know how. When researchers asked them how they could raise their scores, the kids mentioned test-taking strategies like reading the questions more carefully. But they didn't talk about the substantive work that leads to learning. "No one said they were going to stay after class and talk to the teacher," Fryer says...