@article {95,
	title = {Teaching and Incentives: Substitutes or Complements?},
	journal = {Economics of Education Review},
	volume = {91},
	number = {December},
	year = {2022},
	abstract = {Interventions to promote learning are often categorized into supply- and demand-side approaches. In a randomized experiment to promote learning about COVID-19 among Mozambican adults, we study the interaction between a supply and a demand intervention, respectively: teaching via targeted feedback, and providing financial incentives to learners. In theory, teaching and learner-incentives may be substitutes (crowding out one another) or complements (enhancing one another). Experts surveyed in advance predicted a high degree of substitutability between the two treatments. In contrast, we find substantially more complementarity than experts predicted. Combining teaching and incentive treatments raises COVID-19 knowledge test scores by 0.5\&nbsp;standard deviations, though the standalone teaching treatment is the most cost-effective. The complementarity between teaching and incentives persists in the longer run, over nine months post-treatment.},
	url = {https://doi.org/10.1016/j.econedurev.2022.102317},
	author = {James Allen and Arlete Mahumane and James Riddell and Tanya Rosenblat and Dean Yang and Hang Yu}
}
