Papers - Steven D Levitt

Steven D Levitt, John A List, Sally Sadoff

Cited by*: 8 Downloads*: 46

We test the effect of performance-based incentives on educational achievement in a low-performing school district using a randomized field experiment. High school freshmen were provided monthly financial incentives for meeting an achievement standard based on multiple measures of performance including attendance, behavior, grades and standardized test scores. Within the design, we compare the effectiveness of varying the recipient of the reward (students or parents) and the incentive structure (fixed rate or lottery). While the overall effects of the incentives are modest, the program has a large and significant impact among students on the threshold of meeting the achievement standard. These students continue to outperform their control group peers a year after the financial incentives end. However, the program effects fade in longer term follow up, highlighting the importance of longer term tracking of incentive programs.

Steven D Levitt, John A List, Chad Syverson

Cited by*: 7 Downloads*: 12

Productivity improvements within establishments (e.g., factories, mines, or retail stores) are an important source of aggregate productivity growth. Past research has documented that learning by doing-productivity improvements that occur in concert with production increases-is one source of such improvements. Yet little is known about the specific mechanisms through which such learning occurs. We address this question using extremely detailed data from an assembly plant of a major auto producer. Beyond showing that there is rapid learning by doing at the plant, we are able to pinpoint the processes by which these improvements have occurred.

David H Herberich, Steven D Levitt, John A List

Cited by*: 3 Downloads*: 74

No abstract available

Steven D Levitt, John A List, Sally Sadoff

Cited by*: 0 Downloads*: 25

Although backward induction is a cornerstone of game theory, most laboratory experiments have found that agents are not able to successfully backward induct. We analyze the play of world-class chess players in the centipede game, which is ill-suited for testing backward induction, and in pure backward induction games--Race to 100 games. We find that chess players almost never play the backward induction equilibrium in the centipede game, but many properly backward induct in the Race to 100 games. We find no systematic within-subject relationship between choices in the centipede game and performance in pure backward induction games.

Tova Levin, Steven D Levitt, John A List

Cited by*: 0 Downloads*: 37

The wealthiest 10% of donors now give 90% of charitable dollars in the U.S., but little is known about what motivates them. This study uses a natural field experiment, tracking over five thousand high capacity donors, to lend preliminary insights into the world of high capacity givers. On some dimensions, high capacity donors mirror modal donors: there is persistence in giving patterns, signals of program quality influence giving, and the price of giving is not unduly important. Unlike typical small donors, the givers in our data respond only on the intensive margin, and often with a longer time lag. Our study highlights the value to practitioners of partnering with academics, as our intervention has generated $30 million in incremental donations to the University.

Ufuk Akcigit, Fernando Alvarez, Stephane Bonhomme, George M Constantinides, Douglas W Diamond, Eugene F Fama, David W Galenson, Michael Greenstone, Lars Peter Hansen, Uhlig Harald, James J Heckman, Ali Hortacsu, Emir Kamenica, Greg Kaplan, Anil K Kashyap, Steven D Levitt, John A List, Robert E Lucas Jr., Magne Mogstad, Roger Myerson, Derek Neal, Canice Prendergast, Raghuram G Rajan, Philip J Reny, Azeem M Shaikh, Robert Shimer, Hugo F Sonnenschein, Nancy L Stokey, Richard H Thaler, Robert H Topel, Robert Vishny, Luigi Zingales

Cited by*: 0 Downloads*: 207

No abstract available

Steven D Levitt, John A List, Susanne Neckermann, Sally Sadoff

Cited by*: 0 Downloads*: 161

Research on behavioral economics has established the importance of factors such as reference dependent preferences, hyperbolic preferences, and the value placed on non-financial rewards. To date, these insights have had little impact on the way the educational system operates. Through a series of field experiments involving thousands of primary and secondary school students, we demonstrate the power of behavioral economics to influence educational performance. Several insights emerge. First, we find that incentives framed as losses have more robust effects than comparable incentives framed as gains. Second, we find that non-financial incentives are considerably more cost-effective than financial incentives for younger students, but were not effective with older students. Finally, and perhaps most importantly, consistent with hyperbolic discounting, all motivating power of the incentives vanishes when rewards are handed out with a delay. Since the rewards to educational investment virtually always come with a delay, our results suggest that the current set of incentives may lead to under-investment. For policymakers, our findings imply that in the absence of immediate incentives, many students put forth low effort on standardized tests, which may create biases in measures of student ability, teacher value added, school quality, and achievement gaps.