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|Abstract:||We 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 2 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 2 years, program group students completed nearly 40% more credits. We find little evidence that program eligibility changed types of courses taken but some evidence of increased academic performance and effort.|
|Citation:||Barrow, Lisa, Richburg-Hayes, Lashawn, Rouse, Cecilia Elena, Brock, Thomas. (2014). Paying for Performance: The Education Impacts of a Community College Scholarship Program for Low-Income Adults. Journal of Labor Economics, 32 (3), 563 - 599. doi:10.1086/675229|
|Pages:||1 - 37|
|Type of Material:||Journal Article|
|Journal/Proceeding Title:||Journal of Labor Economics|
|Version:||Final published version. Article is made available in OAR by the publisher's permission or policy.|
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