THW pay additional benefits
to families on welfare based
on their childs academic
performance in school
PROPOSITION
1.Educational Achievement Incentives to Prevent Poverty Transmission
A minimal level of schooling is found to be a long-term poverty and welfare
dependency indicator. The schoolchildren who live in poverty-ridden families also do
not enjoy services like tutoring services, extracurricular activity involvement, and
specified learning environments, and this inhibits academic progress. By linking
school performance and entitlements to welfare each other, legislators can institute
a positive reinforcement mechanism that rewards families to do so much more
toward furthering the schooling of children.
As an example, the financial incentive being greater where the children get specific
grades or school performance, the families shall be motivated to invest time and
financial resources on the school performance of the children. This shall be on
attending parent-teacher meetings, the supply of a disturbance-free study room or
training the children on the right study behavior. The specific financial incentive shall
thus generate greater school graduation levels, higher skills, and higher employability
rate levels among disadvantaged children.
Long-term Con
This plan also fits well with the experience of the "human capital investment,"
discovered to be effective in other contexts. Bright pupils who excel in school shall be
able to enter higher levels of school and higher-paying jobs and therefore be less
dependent on welfare in the long term. Other than that, it leaves the culture of
academic achievement being very valued and rewarded so much so that the culture
spillover effects on the communities and introduces social change toward accepting
education as the pass out of poverty.
2. Promoting Equity and Fair Chance for Children from Low-Income Families
Students from disadvantaged backgrounds also usually experience structural
disadvantages to access academic achievement, e.g., restricted access to well-
resourced schools, unsuitable teaching materials, insecure lodgings, and lack of role
models. The disadvantages might carry on poverty from generation to generation.
Additional welfare assistance connected with academic achievement is a preventive
solution to the gap.
As the policy rewards the children who are academically higher performers, it
rewards work and accomplishment over needs alone. This will motivate children to
try hard regardless of socioeconomic barriers and develop resilience and growth
mind-set. And it sends the message to parents that what parents do to support
schools is important and will help mobilize parents more.
Justice and Social Cohesion
This policy also owes its foundation to social justice—it provides a fair break for the
academically motivated and gets all children to the same starting point. It has the
possibility of closing achievement gaps between socio-economic groups through
providing children with clear rewards for hard work and doing one's best and doing
so repeatedly has the cumulative effect of greater equality and greater social
mobility.
Financial incentives have been found to be very instrumental to the improvement of
school performance and especially so among the disadvantaged. The U.S. federal
"Earned Income Tax Credit," e.g., has been associated with improved health and
school performance and the same incentive structures used on school performance
would have the same effects.
for 1 sources :
(Source: World Bank, 2018)
(Source: U.S. Department of Education, 2019)
(Source: NBER Working Paper, 2016)
For 2 sources:
(Source: OECD, 2020)
(Source: Journal of Public Economics, 2017)
(Source: NCEE, 2018)
OPPOSITION
1. Perpetuation of Inequity and Unpunishing of Uncontrollable Conditions
Positioning the welfare benefit on the school record of the child would be unduly
punishing families who face circumstances beyond their control. Low-income families
face systemic problems such as the absence of good schools, language problems,
disabilities, or precarious residence status that together unsettle the potential of the child
to perform well academically. Fines on families for something over which they have no
control might aggravate the imbalances than correcting them.
Although the performance rewards goal is rewarding progress, the impact is actually to
turn attention from offering supportive needs toward mending core structural flaws. For
a family that just so happens to be located in a community of poorly funded schools, the
performance of the child would be compromised even with all efforts. Rewarding or
benefit withdrawal on such outcomes would further entrench poverty, further keep
families away from coming out for assistance, and keep schools from lifting
performance—just the opposite of the mobility goal.
Supporting Evidence:
Statistics from the National Center for Education Statistics show schoolresource and
quality differences as principal drivers of the achievement gap. Those policies that do not
account for such systemic problems have the possibility of holding families responsible
for issues far from the control of families.
2. Negatives on Family Life and Motivation
Extended Argument: Introduction of reward policies for academic achievement in the
higher welfare benefit entitlement style might carry perverse effects involving intrinsic
motive losses and additional family strain. Families might be stressed or pushed hard
from financial rewards coming out from academic achievement and this might evoke
burdens on children's well-being and intrinsic motivation.
Counterpoint to the Incentive Argument:
Families and children would find school transactional and intrinsically valueless to the
community. If the sole incentive to the behavior being material then the former would
most likely inhibit the growth of intrinsic motivation, curiosity, and learning enthusiasm.
Families will also most likely game or manipulate the system so that they end up
benefiting most—like only considering measurable outcomes or not considering the non-
academic facets of growth.
Impact on Family Relationships: Ascribing rewards to performance may also incur stress
on relatives in the event children fail to accomplish objectives even with assistance from
the rest of the relatives. It may also evoke shame or failure emotions and consequently
eradicate children’s confidence and motivation. Moreover, the policies may evoke
bitterness or frustration and create hostility instead of healthy development. Supporting
Evidence: Education psychologists also note that extrinsic rewards also possess the
possibility of dampening intrinsic motivation (Deci et al., 1999). Even the conditional cash
transfer programs (such as Mexico’s Oportunidades) have inconclusive results from
research works; they tip the scale either toward results or they stress or demoralize the
beneficiaries because the design turned poorly thought out.
Soureces for 1:
(Source: NCES, "The Condition of Education," 2020)
(Source: World Bank, "World Development Report 2018: Learning to Realize Education's
Promise")
(Source: OECD, "Education at a Glance," 2020)
Sources for 2:
(Source: Psychological Bulletin, 1999)
(Source: World Bank, "Conditional Cash Transfers and Education," 2015)
(Source: Children and Youth Services Review, 2017)
