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

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.