Connor Thomson 6 Water St Greta, 2334 22/10/2022 Lois Lane PO Box 99 Metro City, NSW Should parents pay their children for getting good grades? There have been many studies conducted surrounding this topic, and there have been many mixed results as well as insufficient evidence to suggest that extrinsic motivation, such as money has any significant effect on a children’s grades or other elements of their life. Majority of studies that I have analysed, have been conducted in the US, so this may lead to some misleading results. For example, “Pay for Grade” written by Howard Johnston which was conducted in New York and couple of other major cities. This study rather than research the effects of parents paying their children, they researched the effect of schools paying their students. “In Baltimore, high school students can earn up to $110 for improving their scores on high school graduation exams, costing the district nearly $1 million. In New York City, 7th and 8th graders in 60 schools can earn as much as $500 for raising scores on the state math and English tests, and in two suburban Atlanta districts, students will be paid $8.00 an hour to participate in a 15 week “earn and learn” program.” (Johnston, 2008) A study conducted by Johns Hopkins, displayed that paying students for good results was more effective with students who, have a disadvantaged background. This study, done by Howard Johnston,along with many others, resulted in an indecisive conclusion, which continues to leave the debate open, and further controversy. Other studies researched the effect of intrinsic and extrinsic motivation, as well as the effect of paying their children. This study revealed that intrinsic motivation, was more effective in motivating children. This is due to children thinking ‘If I have to be bribed into doing this, then it must not be worth doing for its own sake’” (Myers, 2007, p.335). Willingham, states that a decrease in motivation in students, is only visible to activities that the students initially enjoyed, which may lead to students losing interested and liking subjects less, before rewards were offered. “In a research study by Public Agenda, 89% of students indicated that getting into a good college motivates them “a lot” to work hard in school. Eighty-nine percent also were motivated by getting a college scholarship. The next three most common motivators were: having to show a transcript to get a job (84%), fear of being held back a grade in school (74%), and avoiding summer school (72%). Personal satisfaction (72%), pleasing their parents (70%), and losing sports and extracurricular privileges (61%) came next. Finally, getting paid for better grades (61%) was only more motivating than one other factor, which was making teachers proud (46%)” (Public Agenda, 1999, p.103). This set of data, reinforces the precious point, of intrinsic motivation being highly more effective in motivating students to do well in school. In a third and final study, Byran Warnick, analyses and compares two separate articles. These to articles argue both sides of the coin. For and against, paying students for grades. “Philosopher Derrick Darby argues against cash-for-grades programs on the grounds that such programs leave educational inequality intact.” Meanwhile, “Schooling, for Sidorkin, is a form of labour and labour demands fair compensation” This study overall aims to outline and describe the effect of paying for grades has on the inequality present in the community. One study suggests that paying students, is unfair meanwhile the other argues that it is needed for compensation for academic excellence. Overall, Warnick, is confident in saying that both sides of the argument have insufficient evidence to a conclusion, although they both have valid points. This question of, is paying for grades an effective method, is still very open for discussion. Personally, I believe that the implementation of cash incentives, is not an effective method of rewarding students or children. This is because the studies I have analysed they all have a similar conclusion, that cash incentives overall aren’t effective compared to intrinsic motivation methods. Instead of applying cash incentives to students, I would recommend investing into methods that would facilitate and enhance an individual’s ability to use intrinsic motivation to improve their results. Lois Lane, I hope you have enjoyed my analysis of cash incentives on students, and consider me for the new role. Kind Regards, Connor Annotated Bibliography Butler, A. (2010, October 7). Paying students for grades: Is it sustainable and should it be? FHSU Scholars Repository/Fort Hays State University. https://scholars.fhsu.edu/cgi/viewcontent.cgi?article=1474&contex t=alj This article written by Allison Butler, is an article in which it analyses the already established cash incentives programs, as well as asking the question, is it sustainable. This American study, outlines and describes multiple programs across the US. This article also begins to outline the psychological and ethnic concerns affecting both teachers and students involved in the programs. This notably includes the extra burden placed on teachers, as well as the impact it has on students such as self-esteem and there overall social life. This article has its strengths due to the multiple credited authors of the article, although the fact that it has a somewhat limited sample size is a notable weakness. Another weakness to this source, is that the question I have been asked to answer, states parent paying children, whereas this article outlines programs paying the children, although personally I feel it is a similar conclusion. Howard Johnston (15/09/2008). Pay For Grades https://files.eric.ed.gov/fulltext/ED539172.pdf Again, this article, doesn’t answer the question directly, but gives the audience an insight into the effect of cash incentives on students. Again, this is an American study, in which all field research was conducted, which again leads to a limited sample size. The field research Johnston used was, across 8 states, in which different ages and different methods, ranging from joining a 15-week program, as well as being paid form improvements in certain tests. This article is very similar to A. Butlers, article, due to many reasons, but mainly since they both come to a similar conclusion, that there is not enough credible evidence to ensure that cash incentives are an effective form of motivation on students. Reformist distractions and educational labor: Two perspectives on paying for grades. (2016, October 13). Wiley Online Library. https://onlinelibrary.wiley.com/doi/full/10.1111/edth.12200?casa_toke n=u1NhJv7b5a4AAAAA%3Au5gDZhZdquhzdJ7YkbVEJe8SpcZ8jKPcPPmzR 9lOBp74uGOimhi8kyOdhkxjmt8wzie4lLdFYnMjX9hf This article is quite different to the other articles I used, this id due to the fact that Bryan r. Warnick has analysed two articles, one for and one again cash incentives. The two articles Warnick, analysed were written by two credible authors Derrick Darby and Alexander Sidorkin. Warnick, dusscusses both the strength and weakness of both articles, in a somewhat unbiased opinion, and was able to come to the same conclusion as the other two articles, there is not enough evidence to come to a conclusion.
