scholarly journals Do Pay-for-Grades Programs Encourage Student Cheating? Evidence from a randomized experiment

2017 ◽  
Author(s):  
Tao Li ◽  
Yisu Zhou
Keyword(s):  
Learning Outcomes ◽  
Primary Schools ◽  
Randomized Control Trial ◽  
Monetary Incentive ◽  
Policy Implications ◽  
Randomized Experiment ◽  
Academic Cheating ◽  
The Past ◽  
Randomized Control ◽  
Student Cheating

Pay-for-grade programs were adopted in many schools within the past two decades. Despite doubts over its effectiveness in improve students performances, educators worry that monetary incentive could skew student learning motivation and lead to academic cheating. Due to data limitation, there has been scant empirical study on this issue. Using a randomized control trial in Chinese migrant primary schools, we studied the effects of pay-for-grades programs on academic cheating. We provide new insights into the feasibility of such policy to improve learning outcomes, show concerning levels of cheating in Chinese migrant schools, and discuss its policy implications.

Implementing Coping Power Adapted as a Universal Prevention Program in Italian Primary Schools: a Randomized Control Trial

2016 ◽  
Vol 18 (7) ◽  
pp. 754-761 ◽  
Author(s):  
Pietro Muratori ◽  
Iacopo Bertacchi ◽  
Consuelo Giuli ◽  
Annalaura Nocentini ◽  
John E. Lochman
Keyword(s):  
Prevention Program ◽  
Primary Schools ◽  
Randomized Control Trial ◽  
Universal Prevention ◽  
Randomized Control ◽  
Coping Power

A randomized-control trial for the teachers’ diploma programme on psychosocial care, support and protection in Zambian government primary schools

2016 ◽  
Vol 22 (4) ◽  
pp. 381-392 ◽  
Author(s):  
Linda Kaljee ◽  
Liying Zhang ◽  
Lisa Langhaug ◽  
Kelvin Munjile ◽  
Stephen Tembo ◽  
...  
Keyword(s):  
Primary Schools ◽  
Randomized Control Trial ◽  
Psychosocial Care ◽  
Randomized Control ◽  
Care Support

scholarly journals Grade Inflation: Causes, Consequences and Cure

2018 ◽  
Vol 7 (6) ◽  
pp. 86 ◽  
Author(s):  
Faieza Chowdhury
Keyword(s):  
Learning Outcomes ◽  
Education System ◽  
Primary Schools ◽  
Grade Inflation ◽  
Academic Institutions ◽  
Signaling Mechanism ◽  
The Public ◽  
The Past ◽  
Student Trust ◽  
Widespread Phenomenon

Academic institutions worldwide, from primary schools to universities, use grades or marks as a fundamental sorting and signaling mechanism for students. The grades awarded to students should be indicative of learning outcomes. However, do the grades awarded today accurately reflect student achievement in the classroom? Grade inflation has become a widespread phenomenon within the education system in the past thirty years, garnering massive condemnation among educators, researchers and the public. Some people even view grade inflation as a scandal, an injustice and a violation of student trust. Nevertheless, there are some academic institutions that find it convenient to ignore this problem and, in some cases, encourage the practice. In this paper, we examine the various factors that can contribute to grade inflation. Additionally, we assess how grade inflation can create problems for students, faculty, and society as a whole. Finally, we provide some suggestions and recommendations to solve the problems of grade inflation.

A randomized control trial of supplementary prenatal care: Implications for family practice

2005 ◽  
Author(s):  
Suzanne Tough ◽  
D. Johnston ◽  
J. Siever ◽  
G. Jorgenson ◽  
L. Slocombe ◽  
...  
Keyword(s):  
Prenatal Care ◽  
Family Practice ◽  
Randomized Control Trial ◽  
Randomized Control
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