Search Results

Showing results 1 to 7 of approximately 7.

(refine search)
Keywords:Reward (Psychology) 

Working Paper
Dishonesty in everyday life and its policy implications

Dishonest acts are all too prevalent in day-to-day life. In the current review, we examine some possible psychological causes for such dishonesty that go beyond the standard economic considerations of probability and value of external payoffs. We propose a general model of dishonest behavior that includes also internal psychological reward mechanisms for honesty and dishonesty, and we point to the implications of this model in terms of curbing dishonesty.
Working Papers , Paper 06-3

Journal Article
Unintended consequences of school accountability policies: evidence from Florida and implications for New York

Over the past two decades, state and federal education policies have tried to hold schools more accountable for educating students by tying rewards and sanctions to test scores and other measurable outcomes. A common criticism of these policies is that they may induce schools to ?game the system? along with?or instead of?making genuine educational improvements. One such strategic response may be to classify low-performing students into categories that are excluded from grade computation in an effort to artificially inflate scores. This article analyzes school responses to an influential ...
Economic Policy Review , Volume 19 , Issue May , Pages 19-44

Resolving troubled systemically important cross-border financial institutions: is a new corporate organizational form required?

This paper explores the advantages of a new financial charter for large, complex, internationally active financial institutions that would address the corporate governance challenges of such organizations, including incentive problems in risk decisions and the complicated corporate and regulatory structures that impede cross-border resolutions. The charter envisions a single entity with broad powers in which the extent and timing of compensation are tied to financial results, senior managers and risk takers form a new risk-bearing stakeholder class, and a home-country-based resolution regime ...
Staff Reports , Paper 457

Incentives and responses under No Child Left Behind: credible threats and the role of competition

The No Child Left Behind law mandated the institution of adequate yearly progress (AYP) objectives, on which schools are assigned a pass or fail. Fail status is associated with negative publicity and often sanctions. In this paper, I study the incentives and responses of schools that failed AYP once. Using data from the Wisconsin Department of Public Instruction and regression discontinuity designs, I find evidence in these schools of improvements in high-stakes reading and spillover effects to low-stakes language arts. The patterns are consistent with a focus on marginal students around the ...
Staff Reports , Paper 525

Working Paper
Selecting public goods institutions: who likes to punish and reward?

The authors extend the standard public goods game in a variety of ways, in particular by allowing for endogenous preference over institutions and by studying the relationship between individual types, their preferences, and later behavior within the various institutional environments. They collect individual data on a variety of demographic factors, in addition to measuring levels of risk aversion and ambiguity aversion (over both gains and losses). The authors then elicit preferences in an incentive-compatible manner over voluntary contribution mechanisms with and without reward and ...
Working Papers , Paper 12-5

Solving the too big to fail problem

Remarks at the Clearing House's Second Annual Business Meeting and Conference, New York City.
Speech , Paper 90

Journal Article
Program design, incentives, and response: evidence from educational interventions

In an effort to reform K-12 education, policymakers have introduced school vouchers?scholarships that make students eligible to transfer from public to private schools?in some U.S. school districts. This article analyzes two such educational interventions in the United States: the Milwaukee and Florida voucher programs. Under the Milwaukee program, vouchers were imposed from the outset, so that all low-income public school students became eligible for vouchers to transfer to private schools. In contrast, schools in the Florida program were only threatened with vouchers, with students of a ...
Economic Policy Review , Volume 16 , Issue Oct , Pages 1-22