We use a database generated by a policy intervention that incentivized learning as measured by standardized exams to investigate empirically the relationship between cheating by students and cash incentives to students and teachers. We adapt methods from the education measurement literature to calculate the extent of cheating and show that cheating is more prevalent under treatments that provide monetary incentives to students (versus no incentives or incentives only to teachers). We provide evidence suggesting that students may have learned to cheat, with the number of cheating students per classroom increasing over time under treatments that provide monetary incentives to students.
"Cheating and Incentives: Learning from a Policy Experiment."
American Economic Journal: Economic Policy,
Search; Learning; Information and Knowledge; Communication; Belief; Unawareness
Analysis of Education
Education: Government Policy
Economic Development: Human Resources; Human Development; Income Distribution; Migration