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Please use this identifier to cite or link to this item: http://arks.princeton.edu/ark:/88435/dsp01qz20ss53s
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dc.contributor.authorBarrow, Lisa-
dc.contributor.authorRichburg-Hayes, Lashawn-
dc.contributor.authorRouse, Cecilia Elena-
dc.contributor.authorBrock, Thomas-
dc.date.accessioned2012-08-03T19:35:26Z-
dc.date.available2012-08-03T19:35:26Z-
dc.date.issued2012-02-
dc.identifier.urihttp://arks.princeton.edu/ark:/88435/dsp01qz20ss53s-
dc.description.abstractWe 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.en_US
dc.language.isoen_USen_US
dc.relation.ispartofseries30-
dc.title"Paying for Performance: The Education Impacts of a Community College Scholarship Program for Low-income Adults"en_US
dc.typeWorking Paperen_US
pu.projectgrantnumber360-2050en_US
Appears in Collections:ERS Working Papers

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