American Economic Journal: Economic Policy · 2022 · Roland G. Fryer、Steven D. Levitt、John A. List、Sally Sadoff
中文摘要
在一项实地实验中，我们向教师提供经济激励，将其设定为收益框架或损失框架：收益框架下的激励在年末发放；损失框架下，教师预先获得奖金，若其学生成绩未能充分提高，则必须退还奖金。合并两轮实验的数据后，估计损失框架下的激励使数学成绩提高了0.124个标准差（σ），其中第一轮效应较大，第二轮无效应。收益框架下的激励效应较小，约为0.051σ，且不具有统计显著性。我们发现提示性证据表明，对教师增值的影响在处理结束后仍然持续。（JEL C93, I21, I28, J32, J45）
Abstract
In a field experiment, we provide financial incentives to teachers framed either as gains, received at the end of the year, or as losses, in which teachers receive up-front bonuses that must be paid back if their students do not improve sufficiently. Pooling two waves of the experiment, loss-framed incentives improve math achievement by an estimated 0.124 standard deviations (σ), with large effects in the first wave and no effects in the second wave. Effects for gain-framed incentives are smaller and not statistically significant, approximately 0.051σ. We find suggestive evidence that the effects on teacher value added persist posttreatment. (JEL C93, I21, I28, J32, J45)