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How finance-based interventions can improve attainment at school for disadvantaged students: A review of international evidence

See, BH; Gorard, S.; Siddiqui, N.; Hitt, L.; el-Soufi, N.; Lu, B.

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Authors

Loraine Hitt l.e.hitt@durham.ac.uk
PGR Student Doctor of Education

Nada El Soufi n.k.el-soufi@durham.ac.uk
PGR Student Doctor of Philosophy

Binwei Lu binwei.lu@durham.ac.uk
PGR Student Doctor of Philosophy



Abstract

The challenge of improving attainment in schools has been a longstanding issue, particularly in developing countries. This paper uses a structured review to examine the best causal evidence from research worldwide on the impact of various strategies, including extra funding for school places, cash transfers and incentives to improve attainment in schools. The best evidence suggests that monetary incentives paid directly to students or families are the most effective strategy for raising attainment in less developed school systems. However, cash incentives may not be as effective in developed countries, where they are more useful for changing behavior such as completing homework, reading books, or attending classes, but not for improving attainment. This may be because students in developed countries already know how to complete homework, but may not know how to improve their test scores. The evidence for other approaches is less clear due to the lack of strong research in those areas.

Citation

See, B., Gorard, S., Siddiqui, N., Hitt, L., el-Soufi, N., & Lu, B. (2023). How finance-based interventions can improve attainment at school for disadvantaged students: A review of international evidence. Educational Research and Evaluation, https://doi.org/10.1080/13803611.2023.2273540

Journal Article Type Article
Acceptance Date Oct 16, 2023
Online Publication Date Oct 26, 2023
Publication Date 2023
Deposit Date Oct 16, 2023
Publicly Available Date Oct 30, 2023
Journal Educational Research and Evaluation
Print ISSN 1380-3611
Electronic ISSN 1744-4187
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
DOI https://doi.org/10.1080/13803611.2023.2273540
Public URL https://durham-repository.worktribe.com/output/1803444

Files

Published Journal Article (Advance Online Version) (4.2 Mb)
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Licence
http://creativecommons.org/licenses/by/4.0/

Publisher Licence URL
http://creativecommons.org/licenses/by/4.0/

Copyright Statement
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.





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