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Paying for Performance: The Education Impacts of a Community College Scholarship Program for Low-income Adults

Author

Listed:
  • Lisa Barrow

    (Federal Reserve Bank of Chicago)

  • Lashawn Richburg-Hayes

    (MDRC)

  • Cecilia E. Rouse

    (Princeton University)

  • Thomas Brock

    (MDRC)

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 two 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 two years, program group students completed nearly 40 percent more credits. We find little evidence that program eligibility changed types of courses taken but some evidence of increased academic performance and effort.

Suggested Citation

  • Lisa Barrow & Lashawn Richburg-Hayes & Cecilia E. Rouse & Thomas Brock, 2012. "Paying for Performance: The Education Impacts of a Community College Scholarship Program for Low-income Adults," Working Papers 1382, Princeton University, School of Public and International Affairs, Education Research Section..
    • Handle: RePEc:pri:edures:30
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    References listed on IDEAS

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    More about this item

    Keywords

    education; incentives; college; community college; academic performance;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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