A very interesting article on administering rewards for good grades or high scores on A.P tests in high need schools.
"In cash programs being studied, economist compare the academic performance of groups of students who are paid and students who are not. Results from the first year in the A.P program in New York showed that test scores remain flat but more students are taking the tests, said Edward Rodriguez, the program's executive director."
How much money are we pledging? Because, it appears to me, that students are not taking A.P tests on their own accord, but rather because there is a cash incentive involved. The tests scores aren't going up, but there's a draw. I guess it's a way of at least motivating students to look beyond their basic abilities and the fact that they have to go to school at least 7 hours a day for 7 days a week and push themselves to achieve more. However, in Dallas, students who are rewarded score higher on the SAT and enroll in college at a higher rate. So, perhaps, motivating students to see beyond normal CP classes may also motivate students who perhaps hadn't considered college to go sit for the SAT and start applying. I can't find any fault there, but I still ask myself, "How much are you paying them?"
The article also described that these rewards create once incentives were stopped, students showed less interest in their work and therefore, in their education. We're looking at education the whole child and giving them knowledge, not just getting them to complete their assignments on time. (Though that can sometimes be an issue- but do we fix it with incentives?) I'm a firm believer that effort beyond what's expected should be commended and that there's no problem with administering a few homework passes - but I would much rather see a student get into what he or she is reading on their own than just do it for the sake of a homework pass.
The tutoring center I work in does something similar to the program described at Kaplan in the form of a summer reading program. The students get a sticker- put on a chart- for every book they read. They set goals at the beginning of the summer of how many books they think they can read and there is a list provided of suggested reading. Most include classics that not all students read. However, some of these classics may also be a part of summer reading requirements at their high schools or middle schools- so it's sort of free pass. At the end of the summer, those who participated are rewarded with a special after center hours activity. This summer it was a martial arts instructor. However, the prize wasn't adapted for the older students, so I saw a lax attitude about engaging in the program from students ages 12-17. I feel that it's a good thing to provide these kids with incentive to read, especially since some of them don't engage as readily in learning at school and have learning disabilities, but how much reading are they then doing ON THEIR OWN? It hasn't been proven to foster a love of reading in the students at the center. Though, on the flip side of that, I have been able to foster a love of reading simply by making book recommendations to my high school students of books that aren't titles like Wuthering Heights. (Not that there's anything wrong with Wuthering Heights, a lot of my girls loved it) When I suggest a "cool" book, I am always met with a response after the child finishes it of, "What else you got?" So, the question becomes, does furthering a passion in our students work or does providing an incentive work? The result has to be worth the means.
As Dr. Marinak says in the article, confirming my fears, "A number of kids who received tokens didn't even return to reading at all." Again, we have to aim to foster a desire to learn and a desire to read as a means of gaining new knowledge, not as a gimmick to get candy or jump ropes. It appears that administrators and supporters of these projects are most worried about the dwindling of student motivation. For younger students, the motivation behind the incentives on the part of the teachers seems to go over their heads, but not for older students. Older students sense they are being "bribed" and, as psychology suggests, if the true reward of the system isn't clear or abruptly ends, so will the behavior put into place to get the perceived reward.
A quick aside to this that is an interesting point on motivation-
This acts as a sort of experiment on motivation, but started as a way for me to engage with my students as a classroom aide/paraprofessional. I couldn't actually teach them through actual classroom instruction, but I wanted to reward them for their efforts. I bought Post-it notes in the shape of stars. When I felt that a student went beyond his normal expectations or employed extra thought or extra critical thinking skills, I administered 'the star.' I wrote a quick note telling the student what they did that was exceptional and a message of "Good Job!" This could be anything from "I really liked the point you made about the characters when we were reading The Other Side today" to "You were a really good friend to
By the first administered post-it, I was asked by my students, "What do I get if I get a star?" My response would be, "You just get the star" or, put simply, you just get the FEELING of knowing you did something well, that you did something beyond the usual expectations, or you really used your brain. The response would almost always be a shrug of the shoulders, followed by "Oh." or "Thanks." However, eventually, as more stars were passed out and more kids were recognized, it became a competition. Students seemed more encouraged to say things that we "out of the box," discuss things more, listen better, and help others. At first, this was met with questions like, "Does that mean I could get a star?" or "Ms. Kunkel, did you hear what I said? Does that maybe mean I'll get a star?" I would sort of reply with maybe and depending on what occurred, I would reward 'the star' later. Eventually, most of the students did these desired actions or engaged more on their own-. But, most of the time, the students didn't see it coming, but felt rewarded when and excited when finally it was there turn and I stuck a 'star' in the corner of their desk. The 'star' never interfered with class time as I quietly gave out stars on their desks- usually while at lunch or at specials. The student didn't ever parade around with the star- it was more like a letter that Mom leaves in their lunchbox- something for them to read, smile at, and tuck away in their desk.
However, I have to say, I feel like most seasoned teachers would either see this as a) unfair- because the class didn't get it as a whole and I was essentially rewarding one exceptional student- (However, over the course of a few months, each child was eventually given their moment in the sun, but they had to "work" for it) and b)distracting and taking away from lessons- because I would occasionally have to quiet students down if I was too obvious about my method of administering the post-it. But, I really did see that the stars were encouraging my students to go the extra mile- and- they weren't competing for candy or toys or homework passes to lighten their work load, but a small, colored piece of paper. It was more the words and the encouragement that mattered- not the physical reward.
Could a reward system work? It appears like it remains to be seen. It also appears like if it doesn't encourage a student to want to take an active role in their education, then it's just a waste of money and resources. The scores have to show that it works before more schools will employ it. The article seems to communicate that it works in some ways but not in others. I can say from experience that giving encouragement disguised as a reward has a very interesting effect on student motivation and participation.
What an interesting article. There is no doubt that if the "reward" is attractive enough, kids might just go the extra mile but I have some real issues with the concept. If the kids are just focused on the reward, do they have a clue as to what they are really doing...even to the point that they maybe getting the grade or whatever the incentive was for but do they really retain or appreciate what they have done.
ReplyDeleteFor example, I know one family that "paid" their kid everytime she scored a soccer goal (sad but true). Now, did the child try to win in soccer because of the good of the team, the great feeling of self accomplishment or for the almighty dollar. And what kind of signal does that send a child who may try their hardest but not score the goal. Doesn't it say: "you are not worthy of a reward" That could easily be translatd to a child stuggling to read that is trying their hardest or the student who may do their best but not make it into an AP class.
We don't want to lose sight of teaching students to value what education is and to value the feeling of self accomplishment for its own merits.