Incentive matters! - The benefit of reminding students about their academic standing in introductory economics courses

Qihui Chen, Tade O. Okediji

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)11-24
Number of pages14
JournalJournal of Economic Education
Volume45
Issue number1
DOIs
StatePublished - Jan 1 2014

Keywords

  • Incentives
  • Introductory economics
  • Regression-discontinuity design

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