Monetary and Nonmonetary Student Incentives for Tutoring Services: A Randomized Controlled Trial

Abstract

In recent years, the largely punitive accountability measures imposed by the 2001 No Child Left Behind Act have given way to an emphasis on financial incentives. Although most policy interventions have focused primarily on linking teacher compensation to student test scores, several recent studies have examined the prospects for the use of financial incentives for students to improve student outcomes. This study builds on the existing literature by comparing student responses to monetary and nonmonetary (certificates of recognition) incentives to increase participation in federally funded supplemental educational services (SEdS). Approximately 300 eligible middle grade students who had signed up for SEdS were randomly selected and then assigned to either a control condition that received no incentive, a monetary reward group that could earn up to $100 for regular attendance, or a nonmonetary group that could receive a certificate of recognition signed by the district superintendent. Although the benefits of the monetary incentives were negligible, the students in the certificate group attended 42.5% more of their allotted tutoring hours than those assigned to control. The effect of the certificate was particularly strong for female students, who attended 26% more of their allocated tutoring hours compared to males who were also offered certificates. These results suggest the need for further research into the role of nonmonetary incentives in motivating student behaviors. Also, the findings could be useful to policymakers at the state or district level seeking cost-effective mechanisms to increase uptake of underutilized student supports.