We evaluate the effect of performance-based incentive programs on educational outcomes for community college students from a random assignment experiment at three campuses. Incentive payments over 2 semesters were tied to meeting two conditions—enrolling at least half-time and maintaining a C or better grade point average. Eligibility increased the likelihood of enrolling in the second semester after random assignment and total number of credits earned. Over 2 years, program group students completed nearly 40% more credits. We find little evidence that program eligibility changed types of courses taken but some evidence of increased academic performance and effort.

We estimate the importance of teachers in Chicago public high schools using matched student-teacher administrative data. A one standard deviation, one semester improvement in math teacher quality raises student math scores by 0.13 grade equivalents or, over 1 year, roughly one-fifth of average yearly gains. Estimates are relatively stable over time, reasonably impervious to a variety of conditioning variables, and do not appear to be driven by classroom sorting or selective score reporting. Also, teacher quality is particularly important for lower-ability students. Finally, traditional human capital measures—including those determining compensation—explain little of the variation in estimated quality.

Online university courses have become common, though some question whether the modality can adequately substitute for an in-person experience. We explore online course enrollment and student outcomes at a large public 4-year system. Online enrollment nearly doubled from 2012 to 2019. Female students and older students were especially likely to take online classes. Students earned more As and Fs in online courses, but semester grade point averages were higher in terms when students took at least one class online. Importantly, taking higher shares of courses online was associated with increased degree completion, with the largest benefits for younger students and male students.