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Similarly, in Chicago, kids were paid for grades - a result they could not always control. There, the findings were mixed. Kids who got paid did indeed get better grades, and they also attended class more - a week and a half more over the school year. That is a big deal...
So what happens if we pay kids to do tasks they know how to do? In Dallas, paying kids to read books - something almost all of them can do - made a big difference. In fact, the experiment had as big or bigger an effect on learning as many other reforms...
It may also help that the kids in Dallas were the youngest in the experiment, making them more receptive to reforms. It's hard to know for sure. Another caveat is that the Dallas model worked differently on different kids. Most (including Hispanic kids and poor kids) did better when...
Meanwhile, in Washington, each school got to choose three of the payment metrics, and some of the elements ended up being outcomes like test scores. But the students were also paid on the basis of attendance and behavior - two actions that are under their direct control. Under this hybrid model...
Kids may respond better to rewards for specific actions because there is less risk of failure. They can control their attendance; they cannot necessarily control their test scores. The key, then, may be to teach kids to control more overall - to encourage them to act as if they can indeed...