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Forschungsinstitut zur Zukunft der Arbeit (IZA), Bonn >
IZA Discussion Papers, Forschungsinstitut zur Zukunft der Arbeit (IZA) >
Please use this identifier to cite or link to this item:
http://hdl.handle.net/10419/36125
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Full metadata record
| DC Field | | Value | | Language |
| dc.contributor.author | | Rodríguez-Planas, Núria | | en_US |
| dc.date.accessioned | | 2010-03-11 | | en_US |
| dc.date.accessioned | | 2010-07-07T12:06:14Z | | - |
| dc.date.available | | 2010-07-07T12:06:14Z | | - |
| dc.date.issued | | 2010 | | en_US |
| dc.identifier.uri | | http://hdl.handle.net/10419/36125 | | - |
| dc.description.abstract | | This paper is the first to use a randomized trial in the US to analyze the short- and long-term educational and employment impacts of an after-school program, the Quantum Opportunity Program, that offered disadvantaged high-school youth: mentoring, educational services, and financial rewards with the objective to improve high-school graduation and post-secondary schooling enrollment. Average impacts reveal that the hefty beneficial educational outcomes quickly faded away. Heterogeneity matters. While encouraging results are found for the younger youth; detrimental long-lived outcomes for males suggest that extrinsic rewards may be crowding out intrinsic motivation. Evidence by sites' funding source, which led to implementation differences, supports this hypothesis. | | en_US |
| dc.language.iso | | eng | | en_US |
| dc.publisher | | IZA Bonn | | en_US |
| dc.relation.ispartofseries | | IZA Discussion Papers 4754 | | en_US |
| dc.subject.jel | | C93 | | en_US |
| dc.subject.jel | | I21 | | en_US |
| dc.subject.jel | | I22 | | en_US |
| dc.subject.jel | | I28 | | en_US |
| dc.subject.jel | | J24 | | en_US |
| dc.subject.ddc | | 330 | | en_US |
| dc.subject.keyword | | Short-, medium- and long-term effects | | en_US |
| dc.subject.keyword | | after-school programs | | en_US |
| dc.subject.keyword | | intrinsic and extrinsic motivation | | en_US |
| dc.subject.keyword | | educational and employment outcomes | | en_US |
| dc.subject.stw | | Bildungspolitik | | en_US |
| dc.subject.stw | | Coaching | | en_US |
| dc.subject.stw | | Jugendliche | | en_US |
| dc.subject.stw | | Bildungsverhalten | | en_US |
| dc.subject.stw | | Motivation | | en_US |
| dc.subject.stw | | Bildungsniveau | | en_US |
| dc.subject.stw | | Beschäftigungseffekt | | en_US |
| dc.subject.stw | | USA | | en_US |
| dc.title | | Longer-term impacts of mentoring, educational services, and incentives to learn: evidence from a randomized trial | | en_US |
| dc.type | | Working Paper | | en_US |
| dc.identifier.ppn | | 620973196 | | en_US |
| dc.rights | | http://www.econstor.eu/dspace/Nutzungsbedingungen | | - |
| Appears in Collections: | | IZA Discussion Papers, Forschungsinstitut zur Zukunft der Arbeit (IZA)
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