The students in Mr. Seemy’s class are about to take a test on organizing and interpreting data. Mr. Seemy asks, “What would you say if I told you that those of you who got an A on this test would get $20?”

“I’d say that’s the best news I’ve heard all year!” exclaims Shantel. “I would be much more motivated to study if I knew I could make money for doing well.”

Mr. Seemy says, “The school is thinking about implementing a program to pay students when they get good grades. It would be a partnership between local businesses and the government to provide the money and payment plans.”

“Really?” questions Sharif. “Incentives are great, but I think that would send the wrong message to kids. There are other good reasons for doing well in school. Money isn’t everything, you know.”

“But it sure does help. I mean, anything that enables kids to learn more is good, right?” responds Shantel.

“Well, to undertake such a program, the school would need to gather evidence to support the idea that money motivates students to get better grades,” says Mr. Seemy. “Shantel, do you think you can prove you’re right?”

“I’m sure of it. I’ll survey everyone in 8th grade,” replies Shantel, “and my evidence will show that money is the most important reason students are motivated to get good grades.”

“I’ll work with you, just to make sure you report your data accurately!” says Sharif.

Whose position does the data support? How do you know?

Are you surprised by the data that Shantel and Sharif collected? Why or why not?

Discussion Question:

How could you replicate this investigation at your school? What would you change?