David Kirp Discusses Growth-mind-Set interventions Can Improve Achievement

New York, NY – On this week’s New York Times Op-ed, our friend David Kirp, discusses small, not costly, growth-mind-set interventions that can help underperforming students thrive in the classroom and even rethink their place in the world. However, he cautions that though promising these interventions are not a silver bullet, they may complement good educational practice but are no substitute for quality in the classroom. “Students who come to see themselves as the masters of their own destiny can take advantage of opportunities to learn, but only if those opportunities exist. They won’t learn biology unless there’s a biology class, and they won’t learn to be critical thinkers unless the school makes that a priority. What’s more, as the researchers are quick to point out, a brief intervention can’t even begin to address the pernicious effects of poverty and discrimination.”
 
David Kirp, is the James D. Marver professor at the Goldman School of Public Policy at the University of California, Berkeley, and a strong supporter of community schools.

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