Predicted probability of 9th grade on-track status varied substantially across the growth-mindset and academic-behavior scales¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Predicted probability of being on track ranged from 54 to 83 percent across the 5-point growth-mindset scale and from 52 to 86 percent across the academic-behavior scale. → Snipes 2016

Evidence¶

Snipes 2016¶

Snipes, J., & Tran, L. (2016). Early indicators and academic mindsets in the Clark County School District. San Francisco, CA: REL West @ WestEd. https://eric.ed.gov/?id=ED573499

q2 · i? · associational · r2

Predicted probabilities from separate logistic regressions (figure 6, table C2), sample size = 13,578. The report states the academic-behavior probability "varied from a low of 52 percent" to "86 percent for students with the highest score."

"The estimated probability of being on track varied from a low of 54 percent among students with the lowest score on the 5-point growth-mindset scale (1) to a high of 83 percent among students with the highest score (5) on the growth-mindset scale."

Discussion¶

Learner Variables¶

• Motivation — predictor: learners who differ on it differ in outcomes
• Mindset — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The meta-analytic correlation between growth mind-set and academic achievement is weak (r = .10) — the general claim this finding bears on, with the studies behind it
• 8th grade growth mindset and academic behavior self-reports positively predicted 9th grade on-track status; performance avoidance did not — a broader claim this one bears on
• In a large urban district, 6th-grade SEL status is more frequently a significant predictor of being off track academically in 9th grade than SEL growth between 6th and 8th grade — related
• 71 percent of CCSD 8th graders were on track for graduation at the end of 9th grade in 2015/16 — related
• A growth-mindset-of-personality workshop reduced retaliatory aggression and increased prosocial behavior among urban high school students — related