STUDENT ACADEMIC MINDSET INTERVENTIONS A Review of the Current Landscape Jason Snipes Cheri Fancsali Ginger Stoker August 2012

FOREWORD Our  efforts  to  improve  the  education  of  our  

the  students  at  these  schools  don’t  exhibit  the  

most  vulnerable  children  appear  at  an  impasse.    

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Despite  some  notable,  but  limited  exceptions,  we  

in  core  knowledge  and  skills,  earn  good  grades,  

continue  to  fail  to  provide  too  many  poor  students  

and  graduate  from  high  school.

and  students  of  color  with  the  opportunities  to   H[SHULHQFHWKHVXFFHVVDQGIXO¿OOPHQWLQSHUVRQDO professional,  and  civic  life  that  is  made  possible   by  a  good  education.  Indeed,  achievement  gaps  in   secondary  school  have  largely  remained  stagnant,   and  in  some  cases,  grown  over  the  past  quarter     of  a  century.  

:KLOHWKHLUSUR¿OHVGLIIHULQPDQ\ZD\VZH believe  these  three  cases  offer  an  important   lesson  that  cuts  across  drastically  different  school   environments  and  is  broadly  applicable  to  the   system  as  a  whole.  For  students  to  excel  in  both   school  and  life,  they  must  value  the  power  of   their  intellect  and  possess  academic  mindsets  that  

In  many  of  our  leading  examples  of  schools  serving  

support  engagement  in  learning,  satisfaction  and  

these  students,  we  see  instructional  models  and  

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school  cultures  that  lead  to  incredible  growth  on  

challenging  new  material,  and  embracement  

standard  K-­12  measures  of  academic  performance  

of  the  lessons  to  be  gleaned  from  failure.  Such  

(e.g.,  test  scores,  course-­taking,  and  high  school  

motivation  and  dogged  persistence,  however,  

graduation  rates).    However,  as  many  of  these  

represent  only  one  half  of  the  equation.  Students  

exceptional  practitioners  themselves  call  out,  a  

also  need  a  concrete  set  of  strategies  that  enable  

surprisingly  high  proportion  of  their  students  –    

them  to  make  progress,  especially  when  they  hit  

well  prepared  on  paper  by  every  measure  –  enter  

a  wall:  they  must  be  able  to  set  achievable  goals,  

college  only  to  leave  without  a  degree  or  credential  

articulate  a  strategy  to  achieve  them,  monitor  

to  show  for  it.    

their  learning,  and  adjust  tactics  as  necessary.   These  academic  mindsets  and  learning  strategies  

Other  schools  have  shown  remarkable  success  

distinguish  lifelong  learners  capable  of  truly  owning  

engaging  students  by  designing  instruction  to  

and  driving  their  own  learning.  

meet  their  interests,  creating  small,  tight-­knit   communities,  and  encouraging  participation  in  “real   world”  learning  opportunities.  Many  of  these  schools,   however,  have  been  unable  to  hit  the  bar  in  terms   of  academic  intensity—their  students,  too,  may  seek   to  continue  their  education  beyond  high  school  but   often  lack  the  skills  and  knowledge  to  succeed  in   more  challenging  academic  environments.  

Research  from  a  variety  of  academic  disciplines   has  shed  light  on  the  types  of  contextual  factors  in   schools  that  encourage  this  ownership  of  learning.     These  contextual  factors  include:  caring,  respectful   relationships  among  adults  and  students;;   opportunities  to  experience  autonomy,  challenge,   and  contributing  to  the  greater  good;;  and  the   communication  of  high  expectations  and  personal  

And  then  there  are  the  so-­called  dropout  factories:  

assurances  that  success  is  possible,  coupled  with  

far  too  many  schools  in  which  students  aren’t  

strong  feedback  that  helps  students  navigate  a  

learning,  and  are  disaffected  and  disengaged  

path  to  achieve  it.  Until  we  determine  how  to  

from  their  education.  For  a  number  of  reasons—

translate  these  insights  into  practices  and  routines  

instructional  quality,  lack  of  supports,  unsafe  

in  the  classroom,  however,  we  will  be  hard-­pressed  

learning  environments,  and  otherwise,  many  of  

to  transform  the  learning  trajectories  of  those  

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Student Academic Mindset Interventions: A Review of the Current Landscape

students  whose  futures  most  depend  on  receiving  

read  or  do  mathematics.  Improving  a  student’s  

a  good  education  at  school.

orientation  toward  learning  and  her  beliefs  about  

Through  the  course  of  the  past  year,  the  Stupski   Foundation  brought  together  and  worked  closely   with  the  Learning  Lab  Network  –  a  pioneering   group  of  students,  teachers,  district  and  state   leaders,  and  community  representatives  –  to   articulate  what  it  looks  like  when  students  truly   own  their  learning.  The  Learning  Lab  Network  

the  nature  of  intelligence  sparks  a  positive,   recursive  process  that  fundamentally  changes   what  she  absorbs  from  the  available  learning   opportunities.  Attending  to  these  factors  is   QHFHVVDU\EXWQRWVXI¿FLHQW²TXDOLW\FXUULFXOXP and  instruction  must  be  in  place  for  a  student  to   acquire  the  required  knowledge  and  skills.

also  invested  a  great  deal  of  time  focused  on  

We  do  believe,  however,  that  the  urgency  of  

what  classrooms,  schools,  and  instruction  should  

promoting  student  ownership  of  learning  could  

look  like  to  foster  the  necessary  mindsets  and  

not  be  greater.  The  implementation  of  the  more  

learning  strategies.  The  Foundation  asked  IMPAQ  

rigorous  Common  Core  standards  in  the  coming  

International  to  conduct  a  review  of  existing  

years  will  only  ratchet  up  the  expectations  and  the  

academic  mindset  interventions  to  support  this  

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work.  This  report  grew  out  of  their  review  of  the  

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research  literature  and  conversations  with  several  

Equipping  students  with  the  right  mindsets  and  

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strategies  will  enable  them  to  engage  productively  

collection  of  interventions  and  insights  will  inspire  

with  this  more  challenging  material.  To  this  end,  we  

and  advance  others’  efforts  to  empower  students  

must  unleash  the  energy  and  insights  of  students  

and  equip  them  with  the  education  they  need    

to  improve  education  for  all  their  peers  –  but  

and  deserve.

especially  for  those  who  need  it  the  most.  

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SUSAN J. COLBY

be  clear  that  we  are  not  naïvely  asserting  that  

Chief Executive Officer

changing  students’  mindsets  will  teach  them  to  

The Stupski Foundation

2

Student Academic Mindset Interventions: A Review of the Current Landscape

ACKNOWLEDGEMENTS The  authors  are  grateful  to  the  Stupski  Foundation  for  their  generous  support  for  this  project.  We  are   especially  indebted  to  Lisa  Quay  who  reviewed  this  report  and  provided  valuable  feedback.  We  also  greatly   appreciate  the  thoughtful  feedback  and  guidance  provided  by  Tia  Martinez,  Steven  Johnson,  and  Maida   Brankman,  and  the  overall  guidance  and  thought  leadership  on  this  project  provided  by  Susan  Colby.   The  authors  are  also  thankful  for  the  assistance  of  many  individuals  who  contributed  to  this  report.  The   following  experts  generously  gave  their  time  to  share  resources  and  participate  in  in-­depth  interviews   DERXWWKHLUH[SHULHQFHVDQGNQRZOHGJHRIWKH¿HOGRIDFDGHPLFPLQGVHW'U-RVKXD$URQVRQ'U*HRIIUH\ %RUPDQ/LVD%URZQ'U*HRII&RKHQ'U-DFTXHO\QQH(FFOHV'U5RQDOG)HUJXVRQ.DWLH+RQJ'U 6\OYLD5RGULJXH]'U&ODXGH6WHHOH'U*UHJRU\:DOWRQDQG'U'DYLG