Paying for grades : impact of merit-based financial aid on educational quality
By: Henry, Gary T
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Contributor(s): RUBENSTEIN, Ross.
Material type: 
ArticlePublisher: 2002Journal of Policy Analysis and Management 21, 1, p. 93-109Abstract: In contrast to education reform efforts that target teachers and shools, merit-based financial aid for college increases the incentives for high school students and their families to directly affect the quality of education by investing more time and effort in shoolwork. Large-scale merit-based aid programs, such a Georgia's HOPE Sholarship, seek to improve education by encouraging students to meet higt shool graduates qualifying for the aid has steadily increased to more than 38,000 graduates in the class of 1998, or 59.5 percent of the graduating class. At the same time the relationship between grades and achievement has remained consisent or, in some cases, improved since HOPE began. In fact, African-American males and females with a 3.1 school core course grade point average have increased heir average scholastic Assessment Test (SAT) scores by more than 20 points. This indicates that merit-based aid has improved the quality of K-12 education in Georgia and reduced racial performance disarities by motivating students and their families to commit greater effort to schooling
| Item type | Current location | Collection | Call number | Status | Date due | Barcode |
|---|---|---|---|---|---|---|
| Periódico | Biblioteca Graciliano Ramos | Periódico | Not for loan |
In contrast to education reform efforts that target teachers and shools, merit-based financial aid for college increases the incentives for high school students and their families to directly affect the quality of education by investing more time and effort in shoolwork. Large-scale merit-based aid programs, such a Georgia's HOPE Sholarship, seek to improve education by encouraging students to meet higt shool graduates qualifying for the aid has steadily increased to more than 38,000 graduates in the class of 1998, or 59.5 percent of the graduating class. At the same time the relationship between grades and achievement has remained consisent or, in some cases, improved since HOPE began. In fact, African-American males and females with a 3.1 school core course grade point average have increased heir average scholastic Assessment Test (SAT) scores by more than 20 points. This indicates that merit-based aid has improved the quality of K-12 education in Georgia and reduced racial performance disarities by motivating students and their families to commit greater effort to schooling
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