Words Worth Noting - May 11, 2022

“Economists... conducted an experiment at a poor, minority school district near Chicago where they randomly assigned some teachers to receive end-of-year bonuses based on student improvement, while other teachers received upfront bonuses that could be revoked at the end of the year if student improvement was below average.... the only difference was the timing of the bonus. There were ‘large and statistically significant gains’ on math test scores when bonuses were paid upfront, but not when bonuses were paid at the end of the year.... the prospect of having to give back money they had already received was more motivating for teachers than the prospect of getting money.”

The Boston Globe, reprinted in “Social Studies” in Globe & Mail August 7, 2012