<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jackson, C. Kirabo</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">A Little Now for a Lot Later</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Human Resources</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2010-07-01 00:00:00</style></date></pub-dates></dates><pages><style  face="normal" font="default" size="100%">591-639</style></pages><doi><style  face="normal" font="default" size="100%">10.3368/jhr.45.3.591</style></doi><volume><style face="normal" font="default" size="100%">45</style></volume><issue><style face="normal" font="default" size="100%">3</style></issue><abstract><style  face="normal" font="default" size="100%">I analyze a program implemented in Texas schools serving underprivileged populations that pays both students and teachers for passing grades on Advanced Placement (AP) examinations. Using a difference-in-differences strategy, I find that program adoption is associated with increased AP course and exam taking, increases in the number of students with high SAT/ACT scores, and increases in college matriculation. The rewards don’t appear to distort behaviors in undesirable ways, and I present evidence that teachers and students were not simply maximizing rewards. Guidance counselors credit the improvements to greater AP access, changes in social norms towards APs, and better student information.</style></abstract></record></records></xml>