Date of Award

2019

Document Type

Thesis

Degree Name

Bachelor of Arts

Department

Leadership Studies

Abstract

Achievementgaps between low-income and minority students and their counterparts are among the most pressing education policy issues today. Cash incentivization to students has gained momentum as a potential remedy to reduce disparities in studentachievementoutcomes. Grading incentive schemes function identically as objections to cash-incentives positioning both within the broader carrot-stick motivation model. Rather than eliminate the widely used grading scheme, however, I conclude that efforts should be redirected towards reducing the saliency of standardized evaluative benchmarks to which incentives are aimed as opposed to reforming the incentives themselves which I refer to as the Revisionary Proposal.

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