Over the past decade or so many cash for grades programs are popping up all over the United States. Despite the title, these programs are not ways for students to pay other people to do their school work for them. Instead the programs are incentive ways to increase A+ work in students by motivating them with the promise of a reward. Cash for grades programs can help students develop proper school etiquette such as: attending all classes, exhibiting good behavior, completing all assignments, and studying for tests and actually doing well on them. Even though the programs seem to produce model A students once they graduate, cash for grades programs can have negative impacts on students during their high school careers and even after graduation. …show more content…
Cash for grades programs convey short-term and long-term effects on students some being positive and some being negative. Awarding students for good grades all began with the administration of Advanced Placement Tests, also know as AP tests, in the 1950’s; however, the tests only granted college credits, not really money. AP tests challenge the mind with high examination and involve a variety of subjects including mathematics, sciences, English, history, and many others. Many students often take AP courses that correspond with the subjects they would like to study in college. Earning a 3, 4, or 5 on a grading scale of 1 to 5, means a student is eligible for college credit; some schools only allow scores of 4 and 5. The very first AP tests were administered through the Texas Advanced Placement Project funded by Peter O'Donnell, a local philanthropist in Waxahachie, Texas. In 1988, the federal government decided that it was going to build the world’s largest particle accelerator in Texas. O'Donnell was worried that many scientists would not come to Waxahachie because not any of the local public schools were suitable enough for their children to attend. Therefore, O'Donnell developed the Texas Advanced Placement Project which funded nine local school districts to administer more AP courses and tests. O'Donnell put a little spin on his project though; he offered additional money and bonuses to teachers who were willing to teach the AP courses and students earned $100 for every AP test they received a 3 or higher on. Statistics skyrocketed as the number of students taking AP tests before the program was 54 and that number jumped to 521 five years later (“Cash for Grades” one). The Texas Advanced Placement Project clearly had a positive impact on the students in those districts; however, just because more students took AP tests, does that mean they all scored better than the original 54 students who took AP courses before the program (“Cash for Grades”)?
What were their reasons behind this sudden interest in accelerated learning? Was it the money? These are all questions that should strike the mind of those who are considering beginning a cash for grades program. Higher educators must think about what type of school they want to be a part of. Cash for grades programs show that “too much emphasis is put on efficiency and not enough on the quality of education” (“Cash for Grades” con). In the article, “Cash for Grades,” a study was done involving children; some children were told that they would receive a reward for drawing pictures and others would receive nothing. At the conclusion of the study, it was discovered that the children offered rewards “were less likely to draw than those who were not” (“Cash for Grades”). It was inferred that the pattern would resemble similarly in adults and “offering rewards actually discourages people from becoming passionate about the activities the pursue” (Cash for Grades”). Taking the information and applying it to students will produce a similar outcome. Paying students to do their homework and get good grades will cause them to enjoy these activities even less and will decrease their desire to participate in …show more content…
them without a financial incentive. Focusing too much on the money will cause students to steadily lose interest in their work and eventually, cause them to believe they should receive some type of rewards every time they complete a task in the future. Cash for grades programs impact the way a student reflects on his or her high school experience and his or her attitude towards learning in general.
The programs can teach children to work hard for money or work hard for success. In Chicago, Roland Fryer developed a program that helped 3,750 high school freshman in 20 schools. The CEO, Arne Duncan, had a fear that there would be a high rate of students who would drop out in ninth or 10th grade. Fryer’s program stated that at the end of every 5 week grading period, students had the chance of earning $50 for every A, $35 for every B, and $20 for every C in English, math, science, social studies, and physical education. Duncan had found a way to “keep high school students in the classroom” while working to improve the curriculum that they learned (“Cash for
Grades”). A survey was taken involving the same Chicago cash for grades program revealing how principals in the area feel about cash for grades programs; however, their opinions do not show much excitement and faith in the program. The pie chart shows that 82.7% of the 450 principal’s surveyed do not think students should be paid for getting good grades or higher test scores. Principals believe that “students should be naturally motivated to succeed in school” and that a “monetary reward would not help students develop the necessary motivation for success in higher education or in the workplace” (Jeremey Eagle). The principals believe that “material rewards kill intrinsic motivation” (Jay Mathews). Only 14.8% of the principals agreed with the program and supported the idea saying that the program supported the underprivileged students. It is important to level out the playing field for all students to have the same chance at success. While some more wealthy families have better opportunities to award money to their children for good grades, most low income families with underprivileged students cannot afford to give their children money for doing well in school, even though underprivileged students have “the most to gain from attaining high test scores” which means more money in their pockets (“Cash for Grades” one). A Texas school who participated in a cash for grade program discovered that the “bonuses and extra support sparked an increase in AP and IB test takers primarily among black and Hispanic students” (Jay Mathews). The portion of these students all scored significantly better on the SAT and ACT standardized tests. All the students who scored above 1100 on the SAT or above a 24 on the ACT increased by 80% for black students and 50% for Hispanic students (Jay Mathews). Another county in Virginia recorded an increase in the passing scores of AP tests for their minority students. The Stafford County school stated that “13% of the gains [were] by minority students” and there are “no signs] that students who have received initiative checks have lost their desire to learn” (Jey Matthews). When dealing with underprivileged and minority students, it is very important to remember how fragile their will to stay in school is. Often it is found that their parents are pushing them to get a job and drop out of school. Their families need them to get a job even if that job pays very little. Soon, these students will no longer have the energy to go to school and work their job so they eventually drop out of school. Time Magazine discussed the results of a study done in Louisiana that offered cash incentives and “hope for underprivileged children and minorities” (E. D. Hirsch). In E. D. Hirsch’s book, The Knowledge Deficit: Closing the Shocking Education Gap for American Children, he discusses the large gap between education for minorities and white children and between Americans and other nations in the world. The book includes that some children are “deprived of new learning and teaching techniques” because of the school they go to, their home life, and pressures to get a job to help support the family. (E. D. Hirsch). Cash for grades programs have become very widespread all over the United States; however, each program seems to impact each school and each student differently. While some programs revealed very promising results in students such as higher AP test scores, higher ACT and SAT scores, and higher grades, others resulted in a lack of desire to learn, stay in school, and taught negative views on school and education. Even though many of the negative side effects of cash for grades programs seem to be psychological, it is important to remember the mental health of students as well. Just because a student is getting good grades and thriving, that doesn’t mean a program such as these aren’t hurting them. Damage to their thoughts and feelings towards work and reward is just as important as damage to their grades and test scores. Cash for grades programs offered a wide variety of implications and ideas that can lead to bigger and better things for students all over the United States.
The teachers use a currency in order to reward the children in a way of “cash” rewards. Nearly 100% of the students in the school are living in poverty at home, are African-American, and are without a preschool education. Older students have been required to fill out applications with references for classroom jobs, followed by attending an interview. Although many adults feel the children are just being trained as robots, principals have explained it is simply to teach students that they have an opportunity to succeed, regardless of their past. Children at these schools are constantly being “incentivized”, which is quite common in America, making this situation
“Making the Grade” by Kurt Wiesenfeld Newsweek magazine, June 27 1996 brings to light an issue that has been glazed over by society for some time, grade inflation. It’s highly disturbing that “we lament that schoolchildren get “kicked upstairs” until they graduate from high school despite being illiterate and mathematically inept, but we seem unconcerned with college graduates whose less blatant deficiencies are far more harmful, if their accreditation exceeds their qualifications”. The issue of grade inflation is not simply an issue of students feeling entitled to higher grades than they have earned, it is a problem that directly impacts our society in a multitude of negative ways. Perhaps the “gold star” mentality started out with the good intentions of creating children with positive self-esteem, however, a direct result is lazy adults with a sense of entitlement for no reason, who lack qualifications to adequately and safely perform their jobs.
In “Grades and Money,” Steven Vogel makes it clear that he is disappointed and frustrated with what grades have become. He believes that grades have become commoditized and that students’ grades suffer because of their relation with money. Vogel also believes that students no longer take any risk with their education. I agree with Vogel that grades are being equated to money by students, that students’ work suffers because of grades, and that students no longer take risks in their educational process.
However, such accusations such as laziness and entitlement, although common, have been prevalent amongst those of college age as proven in “A’s for Everyone.” Shepard had investigated the cause behind this and had put the blame on grade inflation in the years prior to entering college, the pressure to get superb grades due to high tuition costs, and most importantly the belief that “effort” constitutes a grade bonus. However, if one has entered the school system in America, one could see the relative ease in which one could improve their grades through inordinate amounts of extra credit. Multiple students have heard and even seen fellow students ask their parents to even come in for meetings of which equate to blaming their child’s poor grades on the teacher and harassing said teacher to allow their child, soon to be a hardworking, productive citizen of society, to get the “grade they
According to student reporter Joseph Maneen, “Studies have shown that rewards can motivate students to attend school and that the more kids are in school, the more they learn” (“Cash Courses” 1). Teachers cover topics more in-depth than a school textbook does, so for a student to understand what the teachers are teaching they must be present in the classroom. Some may say that being rewarded with money doesn’t help improve our success in subjects we don’t like, but student Katelyn Vlastaris says, “‘If you reward us with money, it may motivate us to do great in subjects we don’t like, and then we’ll start doing well by ourselves’” (“Cashing In”). Once a student gets involved in a subject they are unsure about, they start to learn about it and understand it better, and the students will continue to grow in that subject area.
In today’s society we feel the need to be graded in order to learn. The topic of the grading system has sparked three essays, by three different authors, about the pros and cons of the grading system. First, Jerry Farber, professor at University of California at San Diego, wrote A Young Person’s Guide to the Grading System (333). Next is Steven Vogel, professor at Denison University, who wrote Grades and Money (337). The last two authors in this compilation are Stephen Goode and Timothy W. Maier. They both are journalists for Insight on the News. While each of these authors have their own point of view on the grading system, all three essays talk about how being graded affects learning.
Can you imagine having a job for nine months out of the year that makes you work from 8:15 AM until 3:30 PM on every weekday and not getting paid for all of your hard, tedious work? To most of you that sounds ridiculous. That’s because it is. Students have to go through this painful process from September to May and usually don’t have anything to show for it. They dedicate their whole lives to getting all A’s on their report card and when they finally do all they usually get is a pat on the back. Thus, students should get paid for having good grades because it takes lots of hard work to get those grades, it would cause more students to strive for good grades, and it would eliminate the need for a job, which would allow for more studying time.
Would you pay your child for getting good grades?, or would you like to get paid for your good grades? Parents have payed their children for their proficiency several times, and people are starting to realize what a magnificent idea this is. People believe that this can make kids try harder and it can help them gain more knowledge. Others think this could be an unsuitable theory because it makes kids only want to learn for the money. In my opinion, paying kids for good grades is an excellent suggestion.
Many of my peers have told me that their parents pay them a dollar for every A that they receive on their report card. That concept of paying students for high grades has spread across the nations. Schools now use cash to motivate students to do well in school. Though yes, this is effective, but is it right? Has this truly benefited the students as much as we think it does? The answer to both questions is no. It takes away a child’s natural desire to learn, it doesn’t work out in the long run, and it ruins teacher-student relationships. Paying students for high grades is a terrible idea because it takes away a child’s intrinsic motivation, creates conflict between students and teachers, and doesn’t work out in
Some people may say that students should get paid for good grades because there will be a rise in attendance. A source that supports this is Weston from Johns Hopkins University stating, “When attendance rises there is a direct effect on scores, and it is almost always good”. No doubt that this can be challenged because, what will happen once the schools stop paying the students? It just means that the students will lose motivation and continue to put off work until the very last minute. For the reasons above, students who get paid for grades won’t end up with good, lasting
...hing more than bribery. She claims “...I am involved with these students daily… If [Giving students money] is what we need to do to motivate them to reach their goals…Which will ultimately lead to them having a better life.”(Cosey) If the students do end up reaching their goals, they will be getting cash incentives shortly after graduating, by getting a job. Paying students money will motivate them to try harder, and end up reaching their goals.
According to Anne Stuhldreher, “Moya said she wasn’t a “studying kind of” person before the awards. Now she and her friends like to look in the dictionary and memorize words and their definitions, and they ask their teachers for more practice tests”(Stuhldreher). Although it might help some students, others prefer to live without it. Rewards are not convenient for all students, in Mary Ellen Flannery’s article, a Mashpee student claims, “I think I’d just try my best anyway...(The class) is kind of a challenge, but it’s a fun clas because (our teacher) makes it fun”(Flannery). Not all students require rewards to appreciate or understand the value of their education. This student chose to not recieve rewards in order to learn the significance of an education, unlike Moya, who needed money in order to be greatful for the free education she
As a study done in Dallas has shown when second-graders were given a two dollar money incentive for every thoroughly read book which required a test to be taken where the student scored at least eighty percent on a quiz regarding that book, the average money students
“Should students be paid for good grades?” This question gets obvious responses from the majority of students that you ask; yes. I would even be inclined to say yes; who wouldn’t want to get paid for that? It is our job, and most students would do well if they were paid. However, I feel that being paid for school would give us a false motivation, assuming that the parents would be the ones paying the students during high school only. In addition to a false motivation, I believe it would give us a sense of entitlement, like we are owed for doing the things we are supposed to do. Lastly, being paid for school would not be fair to certain people.
My parents and grandparents always give me 10 dollars for each A and 5 dollars for each B if I ever had gotten a C on my report card I wouldn’t get none of the money. Since having good grades is a great way to earn money also because you’ll have some money to save and keep in a safe place just in case you need to buy something important. Therefore, my grades are really good and i’m keeping them up to save for some things I want in the future , and I wouldn’t spend all of it because then I wouldn’t have enough money to have at