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A Critique of Monetary Educational Incentives for Elementary and Middle School Students in New York City Public Schools


by Jonathan David Farley & Héctor Rosario — May 15, 2008

Recently, programs providing elementary and middle school students with monetary incentives for high performance have gained currency. An elementary calculation shows that such programs will either fail to make children learn “better” or fail because they are too expensive to implement widely.


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Cite This Article as: Teachers College Record, Date Published: May 15, 2008
http://www.tcrecord.org ID Number: 15257, Date Accessed: 7/22/2014 7:37:02 PM

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About the Author
  • Jonathan Farley
    California Institute of Technology
    E-mail Author
    JONATHAN DAVID FARLEY is in the department of mathematics at the California Institute of Technology; he is the co-founder of Axum Educational Solutions. His most recent publications include “Maximal Sublattices of Finite Distributive Lattices. III: A Conjecture from the 1984 Banff Conference on Graphs and Order” and “Distributive Lattices of Small Width, II: A Problem from Stanley's 1986 Text Enumerative Combinatorics.”
  • Héctor Rosario
    University of Puerto Rico, Mayagüez Campus
    E-mail Author
    HECTOR ROSARIO is an associate professor of mathematics at the University of Puerto Rico, Mayagüez Campus. He earned a Ph.D. in mathematics education from Columbia University in 2003. Some of his most recent publications include “Puzzles and Proofs: From Informal to Formal Arguments” and “Kurt Gödel” in Perennial Psychology: A Manual on OIDA Therapy by Swami B.A. Paramadvaiti.
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