Texas Pay Students for Good Grades?
Monday, March 16th, 2009Should we pay students for good grades? Is paying them in effect a bribe to make good grades or is it a reasonable motivator to teach them the benefit of working for a distant goal? Republican Texas House Representative Joe Deschotel has sponsored a bill to use some of the federal stimulus money coming to Texas to create a program to pay students at low-performing schools who receive good grades in core subjects.
House Bill No. 3449 would be a pilot program for students enrolled in academically unacceptable campuses. The school would have to apply to the Texas Commissioner of Education for designation.
Only the ninth grade level will participate. In addition to being paid for good grades the school district will need to provide college and career counseling including encouragement to prepare for college entrance exam courses. The payment schedule would be $50 for “A”, $35 for “B”, and $20 for “C”.
According to a report in USA Today by Greg Toppo there are now 12 states currently experimenting or planning to develop programs that pay students for good grades. Typically the programs usually involve middle schoolers or high school freshmen. The Principals Partnership Project says the funds paid can range from $110 to over $500 dollars per semester. In Atlanta an $8 per hour program is planned.
The practice has raised a controversy as to whether paying a student will take away or diminish their internal sense of satisfaction. According to a report in Money, some psychologists believe that “praise and encouragement” are as important to give students while “paying for grades is a bad idea because it substitutes an external reward — money — for an internal sense of satisfaction and therefore interferes with developing a work ethic.” Gary Buffone a psychologist , parent, and book author of Choking on the Silver Spoon told Money that paying his daughters for good grades in high school got them focused and able to work towards a long term goal.
So far the effectiveness of these programs has been reported as promising by some. An academic study carried out by Johns Hopkins University found the effect was most positive for very “disadvantaged” students. In New York City there have been “mixed results” as reported by the New York Times. Roland G. Fryer, now the Department of Education’s equality officer and Harvard Economist, received national media attention when he created a private funded program to pay students $50 for passing tests.
Some teachers groups like the Ysleta Teachers Association think the money would be “better spent on other programs like after school programs”. They are concerned that students will come to expect money for grades as a standard and see it as giving the wrong message of a government entitlement.
The current drop out rate of students in Texas and the nation is unacceptable. The goal of our society is to teach students self reliance and productivity allowing them to function in our economic system. The cost of paying students as a reward for good grades may end up being cheaper in reality than paying for other types of interventional programs. Our culture already “pays” students with scholarships for college or private school for high academic achievement. Many poor students grow up in homes where there is a legacy of dependence on government programs and no family experience of regular employment. This may offer these students important lessons on how to get ahead in the world.
We need to test new ideas to deal with this intractable plague upon our youth. I do not see this concept as teaching students to look for entitlements but instead see it as teaching them the value of “work”. The state of Texas should proceed with a pilot project as proposed by Representative Deschotel and carefully evaluate the results. The Rio Grande Valley suffers nearly a 50% drop out rate and should definitely be included in the project.
Thanks for reading Contempo Magazine blog which discusses issues for McAllen, the Rio Grande Valley, and America from a conservative Hispanic point of view. Tony Magaña grew up in McAllen Texas, attended Texas A&M University, served as an officer in Army Reserve, and holds a doctorate from Harvard University. The co-founder of Contempo Magazine has participated in Valley business for over 20 years. He is a member of the National Association of Hispanic Journalists and also writes for the American Daily Revew

