Culture and the Interaction of Student Ethnicity with Reward Structure in Group Learning

Interesting study reviewed in the What Works Clearinghouse (WWC). Elementary students (4th & 5th grade) were randomly assigned to receive an individual reward, a reward based on group performance, or no reward. The evaluation found that individual rewards led to higher achievement among white students but lower performance among African- American students. This was a study of math learning skills (multiplication). The WWC brief review is here. The full citation is:
Hurley, E. A., Allen, B. A., & Boykin, A. W. (2009). Culture and the interaction of student ethnicity with reward structure in group learning. Cognition and Instruction, 27(2), 121–146.
The article is available through the libraries' electronic journal subscriptions.