The kids had much in common. In all four cities, a majority were African American or Hispanic and from low-income families. So why did the results vary so dramatically from city to city?
One clue came out of the interviews Fryer's team conducted with students in New York City. The students were universally excited about the money, and they wanted to earn more. They just didn't seem to know how. When researchers asked them how they could raise their scores, the kids mentioned test-taking strategies like reading the questions more carefully. But they didn't talk about the substantive work that leads to learning. "No one said they were going to stay after class and talk to the teacher," Fryer says. "Not one."
We tend to assume that kids (and adults) know how to achieve success. If they don't get there, it's for lack of effort — or talent. Sometimes that's true. But a lot of the time, people are just flying blind. John List, an economist at the University of Chicago, has noticed the disconnect in his own education experiments. He explains the problem to me this way: "I could ask you to solve a third-order linear partial differential equation," he says. "A what?" I ask. "A third-order linear partial differential equation," he says. "I could offer you a million dollars to solve it. And you can't do it." (He's right. I can't.) For some kids, doing better on a geometry test is like solving a third-order linear partial differential equation, no matter the incentive. . . .
So what happens if we pay kids to do tasks they know how to do? In Dallas, paying kids to read books — something almost all of them can do — made a big difference. In fact, the experiment had as big or bigger an effect on learning as many other reforms that have been tested, like lowering class size or enrolling kids in Head Start early-education programs (both of which cost thousands of dollars more per student). And the experiment also boosted kids' grades. "If you pay a kid to read books, their grades go up higher than if you actually pay a kid for grades, like we did in Chicago," Fryer says. "Isn't that cool?"
Saturday, April 10, 2010
For lots of reasons not necessarily laid out here. If we are going to make them do work they don't want to do, why not pay them? We get paid. And if they like it and they get paid, well. . . . And see Sidorkin.
Posted by Aaron Schutz at 8:56 PM