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"content": "\u003cp>For the past 25 years, U.S. policy has urged schools to \u003ca href=\"https://sites.ed.gov/idea/IDEA-History\" target=\"_blank\" rel=\"noopener noreferrer\">keep students with disabilities in the same classrooms with their general education peers\u003c/a> unless severe disabilities prevent it. It seems a humane policy not to wall off those with disabilities and keep them apart from society. Who would argue against it?\u003c/p>\n\u003cp>Schools have embraced inclusion. According to the most recent data from 2020-21 school year, \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities\" target=\"_blank\" rel=\"noopener noreferrer\">two thirds of the 7 million students with disabilities who receive special education services spent 80% or more of their time\u003c/a> in traditional classrooms. Separation is less common today; only one out of every eight students with disabilities was taught separately in a special-needs only environment most of the time.\u003c/p>\n\u003cp>But a recent international analysis of all the available research on special education inclusion found inconsistent results. Some children thrived while others did very badly in regular classrooms. Overall, students didn’t benefit academically, psychologically or socially from the practice. Math and reading scores, along with psychosocial measures, were no higher for children with disabilities who learned in general education classrooms, on average, compared to children who learned in separate special education classrooms.\u003c/p>\n\u003cp>“I was surprised,” said Nina Dalgaard, lead author of the \u003ca href=\"https://www.campbellcollaboration.org/better-evidence/inclusion-children-with-special-educational-needs.html\" target=\"_blank\" rel=\"noopener noreferrer\">inclusion study for the Campbell Collaboration\u003c/a>, a nonprofit organization that reviews research evidence for public policy purposes. “Despite a rather large evidence base, it doesn’t appear that inclusion automatically has positive effects. To the contrary, for some children, it appears that being taught in a segregated setting is actually beneficial.”\u003c/p>\n\u003cp>Many disability advocates balked at the findings, published in December 2022, on social media. An influential lobbying organization, the National Center for Learning Disabilities, said it continues to believe that inclusion is beneficial for students and that this study will “not change” how the disability community advocates for students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Students with disabilities have a right to learn alongside their peers, and studies have shown that this is beneficial not only for students with disabilities but also for other students in the classroom,” said Lindsay Kubatzky, the organization’s director of policy and advocacy.\u003c/p>\n\u003cp>“Every student is different, and ‘inclusion’ for one student may look different from others. For some, it could be a classroom separate from their peers, but that is rarely the case.”\u003c/p>\n\u003cp>The Campbell Collaboration study is a meta-analysis, which means it is supposed to sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. Dalgaard, a senior researcher at VIVE—The Danish Centre for Social Science Research, initially found over 2,000 studies on special education inclusion. But she threw out 99 percent of them, many of which were quite favorable to inclusion. Most were qualitative studies that described students’ experiences in an inclusion classroom but didn’t rigorously track academic progress. Among those that did monitor math or reading, many of them simply noted how much students improved in an inclusive setting, but didn’t compare those gains with how students might have otherwise fared in a separate special-needs only setting.\u003c/p>\n\u003cp>Fewer than 100 studies had comparison groups, but still most of those didn’t make the cut because the students in inclusive settings were vastly different from those in separate settings. Special education is a particularly difficult area to study because researchers cannot randomly assign students with disabilities to different treatments. Schools tend to keep children with milder disabilities in a regular classroom and teach only those with the most severe disabilities separately. In comparing how both groups fare, it should be no surprise that students with milder disabilities outperform those with more severe disabilities. But that’s not good evidence that inclusion is better. “It’s a serious, confounding bias,” Dalgaard said.\u003c/p>\n\u003cp>In the end, Dalgaard was left with only 15 studies where the severity of the disability was somehow noted so that she could compare apples to apples. These 15 studies covered more than 7,000 students, ages six through 16, across nine countries. Four of the studies were conducted in the United States with the others in Europe.\u003c/p>\n\u003cp>The disabilities in the studies ranged widely, from the most common ones, such as dyslexia, ADHD, speech impairments and autism, to rarer ones, such as Down syndrome and cerebral palsy. Some students had mild versions; others had more severe forms. I asked Dalgaard if she found clues in the results as to which disabilities were more conducive to inclusion. I was curious if children with severe dyslexia, for example, might benefit from separate instruction with specially trained reading teachers for the first couple of years after diagnosis.\u003c/p>\n\u003cp>Dalgaard said there wasn’t enough statistical evidence to untangle when inclusion is most beneficial. But she did notice in the underlying studies that students with autism seem to be better off in a separate setting. For example, their psychosocial scores were higher. But more studies would be needed to confirm this.\u003c/p>\n\u003cp>She also noticed that how a school goes about including students with disabilities mattered. In schools that used a co-teaching model, one regular teacher and one trained in special education, students fared better in inclusion classrooms. Again, more research is needed to confirm this statistically. And, even if co-teaching proves to be effective over multiple studies, not every school can afford to hire two teachers for every classroom. It’s particularly cost-prohibitive in middle and high school as teachers specialize in subjects.\u003c/p>\n\u003cp>Instead, Dalgaard noted that inclusion is often a cost-cutting practice because schools save money when they no longer run separate classrooms or schools for children with disabilities. “In some cases, children with disabilities no longer had access to the same resources. It’s not supposed to happen this way, but it does in some places,” said Dalgaard. “That is probably why the results of the meta-analysis show that some children actually learn more in segregated settings.”\u003c/p>\n\u003cp>I was surprised to learn from Dalgaard that no sound meta-analysis has found “clear” benefits for special education inclusion. Indeed, previous meta-analyses have found exactly the same inconsistent or very small positive results, she said. This latest Campbell Collaboration study was commissioned to see if newer research, published from 2000 to September 2021, would move the dial. It did not.\u003c/p>\n\u003cp>As a nation, we spend an estimated $90 billion a year in federal, state and local taxpayer funds on educating children with disabilities. We ought to know more about how to best help them learn.\u003c/p>\n\u003cp>*Correction: This story has been updated with the correct spelling of Lindsay Kubatzky’s name.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-ponts-new-research-review-questions-the-evidence-for-special-education-inclusion/\">\u003cem>special education inclusion\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For the past 25 years, U.S. policy has urged schools to \u003ca href=\"https://sites.ed.gov/idea/IDEA-History\" target=\"_blank\" rel=\"noopener noreferrer\">keep students with disabilities in the same classrooms with their general education peers\u003c/a> unless severe disabilities prevent it. It seems a humane policy not to wall off those with disabilities and keep them apart from society. Who would argue against it?\u003c/p>\n\u003cp>Schools have embraced inclusion. According to the most recent data from 2020-21 school year, \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities\" target=\"_blank\" rel=\"noopener noreferrer\">two thirds of the 7 million students with disabilities who receive special education services spent 80% or more of their time\u003c/a> in traditional classrooms. Separation is less common today; only one out of every eight students with disabilities was taught separately in a special-needs only environment most of the time.\u003c/p>\n\u003cp>But a recent international analysis of all the available research on special education inclusion found inconsistent results. Some children thrived while others did very badly in regular classrooms. Overall, students didn’t benefit academically, psychologically or socially from the practice. Math and reading scores, along with psychosocial measures, were no higher for children with disabilities who learned in general education classrooms, on average, compared to children who learned in separate special education classrooms.\u003c/p>\n\u003cp>“I was surprised,” said Nina Dalgaard, lead author of the \u003ca href=\"https://www.campbellcollaboration.org/better-evidence/inclusion-children-with-special-educational-needs.html\" target=\"_blank\" rel=\"noopener noreferrer\">inclusion study for the Campbell Collaboration\u003c/a>, a nonprofit organization that reviews research evidence for public policy purposes. “Despite a rather large evidence base, it doesn’t appear that inclusion automatically has positive effects. To the contrary, for some children, it appears that being taught in a segregated setting is actually beneficial.”\u003c/p>\n\u003cp>Many disability advocates balked at the findings, published in December 2022, on social media. An influential lobbying organization, the National Center for Learning Disabilities, said it continues to believe that inclusion is beneficial for students and that this study will “not change” how the disability community advocates for students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Students with disabilities have a right to learn alongside their peers, and studies have shown that this is beneficial not only for students with disabilities but also for other students in the classroom,” said Lindsay Kubatzky, the organization’s director of policy and advocacy.\u003c/p>\n\u003cp>“Every student is different, and ‘inclusion’ for one student may look different from others. For some, it could be a classroom separate from their peers, but that is rarely the case.”\u003c/p>\n\u003cp>The Campbell Collaboration study is a meta-analysis, which means it is supposed to sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. Dalgaard, a senior researcher at VIVE—The Danish Centre for Social Science Research, initially found over 2,000 studies on special education inclusion. 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In comparing how both groups fare, it should be no surprise that students with milder disabilities outperform those with more severe disabilities. But that’s not good evidence that inclusion is better. “It’s a serious, confounding bias,” Dalgaard said.\u003c/p>\n\u003cp>In the end, Dalgaard was left with only 15 studies where the severity of the disability was somehow noted so that she could compare apples to apples. These 15 studies covered more than 7,000 students, ages six through 16, across nine countries. Four of the studies were conducted in the United States with the others in Europe.\u003c/p>\n\u003cp>The disabilities in the studies ranged widely, from the most common ones, such as dyslexia, ADHD, speech impairments and autism, to rarer ones, such as Down syndrome and cerebral palsy. Some students had mild versions; others had more severe forms. I asked Dalgaard if she found clues in the results as to which disabilities were more conducive to inclusion. I was curious if children with severe dyslexia, for example, might benefit from separate instruction with specially trained reading teachers for the first couple of years after diagnosis.\u003c/p>\n\u003cp>Dalgaard said there wasn’t enough statistical evidence to untangle when inclusion is most beneficial. But she did notice in the underlying studies that students with autism seem to be better off in a separate setting. For example, their psychosocial scores were higher. But more studies would be needed to confirm this.\u003c/p>\n\u003cp>She also noticed that how a school goes about including students with disabilities mattered. In schools that used a co-teaching model, one regular teacher and one trained in special education, students fared better in inclusion classrooms. Again, more research is needed to confirm this statistically. And, even if co-teaching proves to be effective over multiple studies, not every school can afford to hire two teachers for every classroom. It’s particularly cost-prohibitive in middle and high school as teachers specialize in subjects.\u003c/p>\n\u003cp>Instead, Dalgaard noted that inclusion is often a cost-cutting practice because schools save money when they no longer run separate classrooms or schools for children with disabilities. “In some cases, children with disabilities no longer had access to the same resources. It’s not supposed to happen this way, but it does in some places,” said Dalgaard. “That is probably why the results of the meta-analysis show that some children actually learn more in segregated settings.”\u003c/p>\n\u003cp>I was surprised to learn from Dalgaard that no sound meta-analysis has found “clear” benefits for special education inclusion. Indeed, previous meta-analyses have found exactly the same inconsistent or very small positive results, she said. This latest Campbell Collaboration study was commissioned to see if newer research, published from 2000 to September 2021, would move the dial. It did not.\u003c/p>\n\u003cp>As a nation, we spend an estimated $90 billion a year in federal, state and local taxpayer funds on educating children with disabilities. We ought to know more about how to best help them learn.\u003c/p>\n\u003cp>*Correction: This story has been updated with the correct spelling of Lindsay Kubatzky’s name.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-ponts-new-research-review-questions-the-evidence-for-special-education-inclusion/\">\u003cem>special education inclusion\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores",
"title": "Why Teach the Arts? Large, Randomized Test Finds Improved Student Behavior and No Harm to Test Scores",
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"content": "\u003cp>Why learn art in school?\u003c/p>\n\u003cp>The arts have been part of public education almost from the beginning. Nineteenth century education reformer Horace Mann, the father of American public schools, believed that the arts enhanced learning. He made drawing and music part of the Massachusetts curriculum for “common schools.” Many decades later, labor unions and progressives saw the arts as a way for the working class to develop intellectually and be empowered.\u003c/p>\n\u003cp>Arts education steadily increased throughout most of the 20th century. But in the 1970s, the arts began to fall victim to fiscal crises and \u003ca href=\"https://www.arts.gov/sites/default/files/2008-SPPA-ArtsLearning.pdf\">budget cuts\u003c/a>. Arts classes were further squeezed out after a 2001 \u003ca href=\"https://www.congress.gov/bill/107th-congress/house-bill/1\">federal law\u003c/a> required schools to test children annually. Schools with low test scores felt pressure to devote \u003ca href=\"https://www.gao.gov/assets/gao-09-286.pdf\">more time to reading and math\u003c/a>. Then the 2008 recession slashed school art budgets even more. The poorest students were sometimes left with no art in school at all.\u003c/p>\n\u003cp>Arts advocates grew increasingly alarmed and \u003ca href=\"https://www.wallacefoundation.org/knowledge-center/arts-education/pages/default.aspx?utm_id=go_cmp-273985249_adg-16248356089_ad-287202336650_kwd-16047533659_dev-c_ext-_prd-_mca-_sig-Cj0KCQiAqOucBhDrARIsAPCQL1au5mPukDV07MLmvto6uN0ISZVm0wahWTbmgZHBQsIvND6SkJV8LfIaArZcEALw_wcB&utm_source=google&gclid=Cj0KCQiAqOucBhDrARIsAPCQL1au5mPukDV07MLmvto6uN0ISZVm0wahWTbmgZHBQsIvND6SkJV8LfIaArZcEALw_wcB\">marshaled evidence for why the arts matter\u003c/a>. Proponents made claims for how instruction in the arts raises\u003ca href=\"https://www.wallacefoundation.org/knowledge-center/Documents/Arts-Integration-Research-Every-Student-Succeeds-Act-ESSA.pdf\"> grades, boosts SAT scores and increases the rate of college going\u003c/a>.\u003c/p>\n\u003cp>In Houston, Texas, \u003ca href=\"http://media.wix.com/ugd/553c60_d871a332ccf0426989a134875ddf0a89.pdf\">almost 30 percent of the schools\u003c/a> had no fine arts teachers in 2013-14. The city’s art community, from the Houston Ballet to the Alley Theater and the Houston Symphony, wanted to rectify this and, together with philanthropies, offered low-cost art performances, field trips and education programs to schools. The schools would have to kick in only $5 to $10 per student for the year.\u003c/p>\n\u003ch2>Large trial\u003c/h2>\n\u003cp>More schools signed up than the program could handle. And this provided a rare opportunity to put arts education to a rigorous test to see what its benefits and opportunity costs really are. Researchers randomly assigned 21 elementary and middle schools to receive arts education first and watched what happened to 8,000 of their students in grades three through eight. They compared them with 8,000 students at 21 other schools that had to wait and didn’t get the extra arts for at least a couple years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The students in both groups were demographically similar: One quarter of the students were Black, two-thirds were Hispanic. More than 85 percent of their families were poor enough to qualify for free or reduced-price lunch. Of course, it wasn’t a blind test. The students knew they were getting art and there was no placebo, but it’s as close as you get to a pharmaceutical drug trial in education.\u003c/p>\n\u003cp>The arts programming itself ranged a lot. Sometimes artists visited the schools and taught a series of weekly lessons in dance or theater. Other times students went on field trips to museums where art educators explained paintings and sculptures. Sometimes it was a one-off symphony performance with a discussion afterward.\u003c/p>\n\u003ch2>Results\u003c/h2>\n\u003cp>After at least a year of this artistic potpourri, the academic performance of students in math, reading and science was no different for those who got more art. Their state test scores were neither better nor worse than students who didn’t get art. To the researchers, that was good news.\u003c/p>\n\u003cp>“Schools that are struggling in math and reading are worried about where they can make space in the schedule to squeeze art in. They worry that math and reading is going to get worse if we add the arts,” said Daniel Bowen, an associate professor at Texas A&M University and one of the study’s co-authors. “That didn’t happen.”\u003c/p>\n\u003cp>While art won’t ruin math scores, the researchers found that art led to improvements in student behavior and other social-emotional skills that students need.\u003c/p>\n\u003cp>Disciplinary infractions were 3.6 percentage points lower among students who had more art exposure, according to the study, \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1002/pam.22449\">Investigating the Causal Effects of Arts Education\u003c/a>, which published online in the Journal of Policy Analysis and Management in November 2022. In the schools without art, 14.5 percent of students were disciplined compared to only 10.9 percent of students in the schools with art. The researchers also detected an increase in students’ compassion for others, or emotional empathy, based on student surveys. The surveys also found that elementary school students, who made up the majority of the students in the study, were more engaged in school and had stronger college aspirations.\u003c/p>\n\u003cp>During the study, the researchers conducted focus groups with principals, who said it was hard to make the case for art when they’re under pressure to raise math scores. This study, the researchers said, can help school leaders argue that the arts foster \u003ca href=\"https://hechingerreport.org/early-research-focuses-on-schools-that-develop-students-social-emotional-qualities/\">soft skills\u003c/a> that can be just as, if not more, important than test scores to children’s futures.\u003c/p>\n\u003cp>“There’s good reason to believe that arts education just improves student engagement. It is something that can make learning more intriguing and fun and interesting. And that’s what we found,” said Brian Kisida, an assistant professor at Truman School of Government and Public Affairs at the University of Missouri, and the other co-author of the study.\u003c/p>\n\u003cp>That higher student engagement, however, didn’t translate into better school attendance. Absenteeism was similar for both groups of schools, with and without art.\u003c/p>\n\u003cp>The only academic benefit from art at all was in one aspect of writing, as measured by Texas state assessments. Students who’d received more art lessons exhibited stronger ideas and thoughts, but not writing mechanics, such as spelling or grammar.\u003c/p>\n\u003cp>\u003cstrong>Dose of Reality\u003c/strong>\u003c/p>\n\u003cp>I wondered if it was a disappointment not to see greater academic benefits from exposure to art. But the researchers emphatically said “no.”\u003c/p>\n\u003cp>Kisida explained that most of the academic claims made by arts proponents are “dubious.” Yes, students who take more art classes tend to be better students, but there is no proof that the arts are making them smarter.\u003c/p>\n\u003cp>“We don’t know if it’s the arts that are doing the heavy lifting there, or if it’s just that students who are interested in the arts or whose parents push them into the arts are also students who excel in other areas,” said Kisida.\u003c/p>\n\u003cp>This large randomized controlled trial of art proves that academic gains – at least in the short run – are unlikely. Kisida says that this is a healthy dose of reality for arts advocates.\u003c/p>\n\u003cp>To be sure, cognitive scientists and literacy experts believe that knowledge of the world is important for reading comprehension and critical thinking. One reason is because it’s easier to absorb a new reading passage if a student is already familiar with the topic. But it would likely take years of accumulated art knowledge – and dozens of museum visits and theater performances – to see reading comprehension improve.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-the-lesson-the-arts-teach/\">\u003cem>art in school\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Why learn art in school?\u003c/p>\n\u003cp>The arts have been part of public education almost from the beginning. Nineteenth century education reformer Horace Mann, the father of American public schools, believed that the arts enhanced learning. He made drawing and music part of the Massachusetts curriculum for “common schools.” Many decades later, labor unions and progressives saw the arts as a way for the working class to develop intellectually and be empowered.\u003c/p>\n\u003cp>Arts education steadily increased throughout most of the 20th century. But in the 1970s, the arts began to fall victim to fiscal crises and \u003ca href=\"https://www.arts.gov/sites/default/files/2008-SPPA-ArtsLearning.pdf\">budget cuts\u003c/a>. Arts classes were further squeezed out after a 2001 \u003ca href=\"https://www.congress.gov/bill/107th-congress/house-bill/1\">federal law\u003c/a> required schools to test children annually. Schools with low test scores felt pressure to devote \u003ca href=\"https://www.gao.gov/assets/gao-09-286.pdf\">more time to reading and math\u003c/a>. Then the 2008 recession slashed school art budgets even more. The poorest students were sometimes left with no art in school at all.\u003c/p>\n\u003cp>Arts advocates grew increasingly alarmed and \u003ca href=\"https://www.wallacefoundation.org/knowledge-center/arts-education/pages/default.aspx?utm_id=go_cmp-273985249_adg-16248356089_ad-287202336650_kwd-16047533659_dev-c_ext-_prd-_mca-_sig-Cj0KCQiAqOucBhDrARIsAPCQL1au5mPukDV07MLmvto6uN0ISZVm0wahWTbmgZHBQsIvND6SkJV8LfIaArZcEALw_wcB&utm_source=google&gclid=Cj0KCQiAqOucBhDrARIsAPCQL1au5mPukDV07MLmvto6uN0ISZVm0wahWTbmgZHBQsIvND6SkJV8LfIaArZcEALw_wcB\">marshaled evidence for why the arts matter\u003c/a>. Proponents made claims for how instruction in the arts raises\u003ca href=\"https://www.wallacefoundation.org/knowledge-center/Documents/Arts-Integration-Research-Every-Student-Succeeds-Act-ESSA.pdf\"> grades, boosts SAT scores and increases the rate of college going\u003c/a>.\u003c/p>\n\u003cp>In Houston, Texas, \u003ca href=\"http://media.wix.com/ugd/553c60_d871a332ccf0426989a134875ddf0a89.pdf\">almost 30 percent of the schools\u003c/a> had no fine arts teachers in 2013-14. The city’s art community, from the Houston Ballet to the Alley Theater and the Houston Symphony, wanted to rectify this and, together with philanthropies, offered low-cost art performances, field trips and education programs to schools. The schools would have to kick in only $5 to $10 per student for the year.\u003c/p>\n\u003ch2>Large trial\u003c/h2>\n\u003cp>More schools signed up than the program could handle. And this provided a rare opportunity to put arts education to a rigorous test to see what its benefits and opportunity costs really are. Researchers randomly assigned 21 elementary and middle schools to receive arts education first and watched what happened to 8,000 of their students in grades three through eight. They compared them with 8,000 students at 21 other schools that had to wait and didn’t get the extra arts for at least a couple years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The students in both groups were demographically similar: One quarter of the students were Black, two-thirds were Hispanic. More than 85 percent of their families were poor enough to qualify for free or reduced-price lunch. Of course, it wasn’t a blind test. The students knew they were getting art and there was no placebo, but it’s as close as you get to a pharmaceutical drug trial in education.\u003c/p>\n\u003cp>The arts programming itself ranged a lot. Sometimes artists visited the schools and taught a series of weekly lessons in dance or theater. Other times students went on field trips to museums where art educators explained paintings and sculptures. Sometimes it was a one-off symphony performance with a discussion afterward.\u003c/p>\n\u003ch2>Results\u003c/h2>\n\u003cp>After at least a year of this artistic potpourri, the academic performance of students in math, reading and science was no different for those who got more art. Their state test scores were neither better nor worse than students who didn’t get art. To the researchers, that was good news.\u003c/p>\n\u003cp>“Schools that are struggling in math and reading are worried about where they can make space in the schedule to squeeze art in. They worry that math and reading is going to get worse if we add the arts,” said Daniel Bowen, an associate professor at Texas A&M University and one of the study’s co-authors. “That didn’t happen.”\u003c/p>\n\u003cp>While art won’t ruin math scores, the researchers found that art led to improvements in student behavior and other social-emotional skills that students need.\u003c/p>\n\u003cp>Disciplinary infractions were 3.6 percentage points lower among students who had more art exposure, according to the study, \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1002/pam.22449\">Investigating the Causal Effects of Arts Education\u003c/a>, which published online in the Journal of Policy Analysis and Management in November 2022. In the schools without art, 14.5 percent of students were disciplined compared to only 10.9 percent of students in the schools with art. The researchers also detected an increase in students’ compassion for others, or emotional empathy, based on student surveys. The surveys also found that elementary school students, who made up the majority of the students in the study, were more engaged in school and had stronger college aspirations.\u003c/p>\n\u003cp>During the study, the researchers conducted focus groups with principals, who said it was hard to make the case for art when they’re under pressure to raise math scores. This study, the researchers said, can help school leaders argue that the arts foster \u003ca href=\"https://hechingerreport.org/early-research-focuses-on-schools-that-develop-students-social-emotional-qualities/\">soft skills\u003c/a> that can be just as, if not more, important than test scores to children’s futures.\u003c/p>\n\u003cp>“There’s good reason to believe that arts education just improves student engagement. It is something that can make learning more intriguing and fun and interesting. And that’s what we found,” said Brian Kisida, an assistant professor at Truman School of Government and Public Affairs at the University of Missouri, and the other co-author of the study.\u003c/p>\n\u003cp>That higher student engagement, however, didn’t translate into better school attendance. Absenteeism was similar for both groups of schools, with and without art.\u003c/p>\n\u003cp>The only academic benefit from art at all was in one aspect of writing, as measured by Texas state assessments. Students who’d received more art lessons exhibited stronger ideas and thoughts, but not writing mechanics, such as spelling or grammar.\u003c/p>\n\u003cp>\u003cstrong>Dose of Reality\u003c/strong>\u003c/p>\n\u003cp>I wondered if it was a disappointment not to see greater academic benefits from exposure to art. But the researchers emphatically said “no.”\u003c/p>\n\u003cp>Kisida explained that most of the academic claims made by arts proponents are “dubious.” Yes, students who take more art classes tend to be better students, but there is no proof that the arts are making them smarter.\u003c/p>\n\u003cp>“We don’t know if it’s the arts that are doing the heavy lifting there, or if it’s just that students who are interested in the arts or whose parents push them into the arts are also students who excel in other areas,” said Kisida.\u003c/p>\n\u003cp>This large randomized controlled trial of art proves that academic gains – at least in the short run – are unlikely. Kisida says that this is a healthy dose of reality for arts advocates.\u003c/p>\n\u003cp>To be sure, cognitive scientists and literacy experts believe that knowledge of the world is important for reading comprehension and critical thinking. One reason is because it’s easier to absorb a new reading passage if a student is already familiar with the topic. But it would likely take years of accumulated art knowledge – and dozens of museum visits and theater performances – to see reading comprehension improve.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-the-lesson-the-arts-teach/\">\u003cem>art in school\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">It’s no surprise that loud, unwanted sounds can be disruptive and even damaging to ears. However, even background noise like the air conditioning running, the refrigerator humming and delivery vans idling outside can be cause for concern. According to \u003c/span>\u003ca href=\"https://brainvolts.northwestern.edu/\">\u003cspan style=\"font-weight: 400\">Nina Kraus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a neurobiology professor at Northwestern University who studies sound, ongoing noises that people claim to “tune out” are unlikely to harm ears, but they can still have a profound effect on the brain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Repeated exposure to noisy environments has many negative impacts including increased stress, problems with memory and difficulty concentrating, writes Kraus in her book \u003c/span>\u003ca href=\"https://mitpress.mit.edu/9780262545075/of-sound-mind/\">\u003cspan style=\"font-weight: 400\">“Of Sound Mind: How Our Brain Constructs a Meaningful Sonic World.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students’ developing brains are particularly susceptible to noisy environments. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/1976-21562-001\">\u003cspan style=\"font-weight: 400\">A study on New York City public schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed that students in a classroom facing loud train tracks had lower reading levels than students in a classroom shielded from the noise. Learners in the room exposed to the sounds of the trains were on average three to eleven months behind their peers. When the New York Transit Authority installed padding on the railroad tracks and the school made updates to the classroom to reduce the noise, \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494481800400\">\u003cspan style=\"font-weight: 400\">the reading level disparity disappeared\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Repeated exposure to noise doesn't just affect language tasks like reading, it also has a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3757288/\">\u003cspan style=\"font-weight: 400\">negative impact on students’ ability to do visual tasks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as recalling images or concentrating on objects. In one \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0013916503256260\">\u003cspan style=\"font-weight: 400\">experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, researchers asked subjects to track a moving ball on a computer with a mouse while other balls moved around the screen. Those who were exposed to long-term noise had more difficulty completing the task.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are sounds that people think of as being safe, but they really aren't, ” says Kraus. “Even if we're not paying attention to noise, it is having an effect on us and it is having an effect on us on multiple levels. And one is very much our ability to think.” \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Sonic Solutions for the Classroom \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With lockers slamming and chatty students, educators can’t have complete control over the sounds in a school. Yet opportunities to reduce noise can be found all around the school building. “There are so many noises that we do have a choice about,” says Kraus, who urges schools to become more aware of the sounds that students are encountering every day and consider which sounds they can eliminate or reduce.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Changing out buzzing light fixtures, installing quiet HVAC systems and updating insulation in the walls and ceiling are large-scale solutions that can minimize noise in school buildings. There are also simpler changes to students’ sonic environment that can make a meaningful difference for learners. For example, some schools have gotten rid of their \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59617/students-can-get-to-class-without-bells-but-schools-need-to-adapt\">\u003cspan style=\"font-weight: 400\">school bells\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in an effort \u003c/span>\u003ca href=\"https://edsource.org/2017/saved-by-the-peace-and-quiet-at-a-growing-number-of-california-schools/587211\">\u003cspan style=\"font-weight: 400\">to eliminate extra noise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58835/how-the-difference-between-sound-and-noise-can-influence-our-ability-to-learn\">\u003cspan style=\"font-weight: 400\">Improving the soundscape for learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can be as simple as closing the door to the classroom or shutting the windows when students need to concentrate. “Schools are notoriously reverberant and not very friendly with respect to dampening sound,” says Kraus about echoey hallways and classrooms. She suggests laying down rugs if possible because they absorb sound and keep chairs from scraping noisily across the floor. Additionally, teachers can choose to decorate their walls with wall hangings or student work that uses fabric or fiber to dampen sounds. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So much of our experience as people happens without our conscious awareness and yet these forces are there,” says Kraus. “And sound is, from an evolutionary standpoint, a tremendously important part of how we connect with the world.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It’s no surprise that loud, unwanted sounds can be disruptive and even damaging to ears. However, even background noise like the air conditioning running, the refrigerator humming and delivery vans idling outside can be cause for concern. According to \u003c/span>\u003ca href=\"https://brainvolts.northwestern.edu/\">\u003cspan style=\"font-weight: 400\">Nina Kraus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a neurobiology professor at Northwestern University who studies sound, ongoing noises that people claim to “tune out” are unlikely to harm ears, but they can still have a profound effect on the brain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Repeated exposure to noisy environments has many negative impacts including increased stress, problems with memory and difficulty concentrating, writes Kraus in her book \u003c/span>\u003ca href=\"https://mitpress.mit.edu/9780262545075/of-sound-mind/\">\u003cspan style=\"font-weight: 400\">“Of Sound Mind: How Our Brain Constructs a Meaningful Sonic World.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students’ developing brains are particularly susceptible to noisy environments. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/1976-21562-001\">\u003cspan style=\"font-weight: 400\">A study on New York City public schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed that students in a classroom facing loud train tracks had lower reading levels than students in a classroom shielded from the noise. Learners in the room exposed to the sounds of the trains were on average three to eleven months behind their peers. When the New York Transit Authority installed padding on the railroad tracks and the school made updates to the classroom to reduce the noise, \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494481800400\">\u003cspan style=\"font-weight: 400\">the reading level disparity disappeared\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Repeated exposure to noise doesn't just affect language tasks like reading, it also has a \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3757288/\">\u003cspan style=\"font-weight: 400\">negative impact on students’ ability to do visual tasks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as recalling images or concentrating on objects. In one \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0013916503256260\">\u003cspan style=\"font-weight: 400\">experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, researchers asked subjects to track a moving ball on a computer with a mouse while other balls moved around the screen. Those who were exposed to long-term noise had more difficulty completing the task.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are sounds that people think of as being safe, but they really aren't, ” says Kraus. “Even if we're not paying attention to noise, it is having an effect on us and it is having an effect on us on multiple levels. And one is very much our ability to think.” \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Sonic Solutions for the Classroom \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With lockers slamming and chatty students, educators can’t have complete control over the sounds in a school. Yet opportunities to reduce noise can be found all around the school building. “There are so many noises that we do have a choice about,” says Kraus, who urges schools to become more aware of the sounds that students are encountering every day and consider which sounds they can eliminate or reduce.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Changing out buzzing light fixtures, installing quiet HVAC systems and updating insulation in the walls and ceiling are large-scale solutions that can minimize noise in school buildings. There are also simpler changes to students’ sonic environment that can make a meaningful difference for learners. For example, some schools have gotten rid of their \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59617/students-can-get-to-class-without-bells-but-schools-need-to-adapt\">\u003cspan style=\"font-weight: 400\">school bells\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in an effort \u003c/span>\u003ca href=\"https://edsource.org/2017/saved-by-the-peace-and-quiet-at-a-growing-number-of-california-schools/587211\">\u003cspan style=\"font-weight: 400\">to eliminate extra noise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58835/how-the-difference-between-sound-and-noise-can-influence-our-ability-to-learn\">\u003cspan style=\"font-weight: 400\">Improving the soundscape for learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can be as simple as closing the door to the classroom or shutting the windows when students need to concentrate. “Schools are notoriously reverberant and not very friendly with respect to dampening sound,” says Kraus about echoey hallways and classrooms. She suggests laying down rugs if possible because they absorb sound and keep chairs from scraping noisily across the floor. Additionally, teachers can choose to decorate their walls with wall hangings or student work that uses fabric or fiber to dampen sounds. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So much of our experience as people happens without our conscious awareness and yet these forces are there,” says Kraus. “And sound is, from an evolutionary standpoint, a tremendously important part of how we connect with the world.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In the last 15 years, millions of dollars have been invested in training students to have a “growth mindset,” the belief that anyone’s intelligence can improve through hard work. But now the merit of one of the most popular ideas in education has been thrown into confusion with the publication of two conflicting studies in the same highly respected journal.\u003c/p>\n\u003cp>Each study is a meta-analysis, which means they are supposed to sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. How could two such studies come out within just three weeks of each other in \u003ca href=\"https://www.apa.org/pubs/journals/bul\" target=\"_blank\" rel=\"noopener noreferrer\">Psychological Bulletin\u003c/a> and arrive at opposite conclusions? Which one is right?\u003c/p>\n\u003cp>That question is currently the hottest topic in educational psychology. Scholars have been debating the conflicting claims by email and on Twitter. Some penned \u003ca>formal commentaries\u003c/a> on the debate. At least one commentary on the commentaries is in the works. (This is what happens when a scholarly controversy grows red hot.)\u003c/p>\n\u003cp>The theory of growth mindset was developed by Stanford University psychologist Carol Dweck over decades, and it exploded onto the education scene with her 2006 best-selling book, “Mindset: The New Psychology of Success.” In it, Dweck explained that students who believe their brains can change will be more motivated in their studies, take on greater challenges, persist through frustrations and ultimately thrive in school.\u003c/p>\n\u003cp>The optimistic philosophy had an intuitive appeal. Teachers ramped up their praise of student effort and tacked up motivational posters: “Don’t give up until you are PROUD” and “Every mistake you make is PROGRESS.” The concept spawned an industry of mindset consultants who explained neuroplasticity to educators and parents. Today, growth mindset is so accepted in education that it is infused into social-emotional lessons and even math books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But scholars have wondered how much boosting your mindset really helps students.\u003c/p>\n\u003cp>One team of seven researchers led by Jeni Burnette, a psychologist at North Carolina State University, found that the results were wildly different for students across 53 studies published between 2002 and 2020. Sometimes students benefited a lot from a short online lesson about mindset and their grades rose. Often they didn’t. In a few cases, student performance and well-being deteriorated after a mindset intervention.\u003c/p>\n\u003cp>In their final analysis, Burnette and her colleagues concluded that growth mindset interventions are helpful for \u003cem>some\u003c/em> but not all students. Low-achieving and disadvantaged students were most likely to benefit. High-achievers typically did not get a boost.\u003c/p>\n\u003cp>“Despite the large variation in effectiveness,” the researchers wrote, “we found positive effects on academic outcomes, mental health, and social functioning, especially when interventions are delivered to people expected to benefit the most.” Their paper, “\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000368\" target=\"_blank\" rel=\"noopener noreferrer\">A Systematic Review and Meta-Analysis of Growth Mindset Interventions: For Whom, How, and Why Might Such Interventions Work?\u003c/a>,” published online Oct. 13, 2022 in Psychological Bulletin, a journal of the American Psychological Association.\u003c/p>\n\u003cp>Then 21 days later, on Nov. 3, the same journal published a rival meta-analysis that concluded growth mindset interventions generally weren’t effective at all. Case Western Reserve University psychologist Brooke Macnamara and her co-author criticized the majority of the 63 studies they found for being poorly designed or conducted by researchers who are advocates for growth mindset and have financial incentives to report positive outcomes.\u003c/p>\n\u003cp>“We conclude that apparent effects of growth mindset interventions on academic achievement are likely attributable to inadequate study design, reporting flaws, and bias,” they wrote in their paper, entitled, “\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000352\" target=\"_blank\" rel=\"noopener noreferrer\">Do Growth Mindset Interventions Impact Students’ Academic Achievement? A Systematic Review and Meta-Analysis With Recommendations for Best Practices\u003c/a>.”\u003c/p>\n\u003cp>Northwestern University statistician Elizabeth Tipton weighed in on Nov. 7, declaring in an \u003ca href=\"https://www.researchgate.net/publication/365186228_Why_Meta-Analyses_of_Growth_Mindset_and_Other_Interventions_Should_Follow_Best_Practices_for_Examining_Heterogeneity\" target=\"_blank\" rel=\"noopener noreferrer\">online commentary\u003c/a> that the more flattering meta-analysis was the correct one: growth mindsets work for low-achievers.\u003c/p>\n\u003cp>“I’m a statistician and I really don’t care if growth mindset works or not,” she said. “But I do care about meta-analysis.”\u003c/p>\n\u003cp>Tipton argues that results for different groups of students shouldn’t be “smooshed” together. To understand Tipton’s logic, it’s helpful to imagine growth mindset as a garden pesticide. One formula may help tomato plants thrive, but not lettuce or cucumbers. And it may have destroyed basil plants altogether.\u003c/p>\n\u003cp>“When you look across many people’s gardens, it doesn’t look like it works on average,” said Tipton. “But if you looked within everybody’s gardens and looked only at tomatoes, you would realize that it actually did work.”\u003c/p>\n\u003cp>To prove her point, Tipton recrunched all the data in the studies Macnamara had chosen using the methodology in the first Burnette meta-analysis and replicated the positive findings for low-income and low-achieving students. “You get remarkably similar results,” she said.\u003c/p>\n\u003cp>Indeed, Macnamara herself found this same dichotomy between low and high achievers back in her first meta-analysis of growth mindset published in 2018. In that earlier study, she had a skeptical conclusion, that \u003ca href=\"https://hechingerreport.org/should-taxpayers-and-schools-invest-in-growth-mindset-programs/\" target=\"_blank\" rel=\"noopener noreferrer\">mindsets were unlikely to produce large, consistent benefits for students\u003c/a>. But her previous numbers were similar to those of Burnette and Tipton.\u003c/p>\n\u003cp>Macnamara told me she didn’t systematically review the quality of those older studies, as she has now, and there are now more than twice as many studies since she last looked in 2016. “More data typically allows for better estimates,” she said by email.\u003c/p>\n\u003cp>Macnamara said she is writing a formal response to Tipton’s commentary. “Their claims do not hold up to scrutiny and this will be borne out in our official reply,” she wrote to me. She declined an interview because she said she didn’t want to violate Psychological Bulletin’s rules, which prohibit authors from talking to the media prior to peer review and publication.\u003c/p>\n\u003cp>As I went down this reporting rabbit hole, I began to understand that this scholarly debate is about far more than methodology; it’s about whether you buy the theory of growth mindset itself.\u003c/p>\n\u003cp>There are legitimate questions about what exactly we mean by \u003ca href=\"https://psyarxiv.com/mp84a/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset and its link to academic performance\u003c/a>, according to another commentary on the dueling meta-analyses by two educational psychologists at the University of Texas at Austin, Veronica Yan and Brendan Schuetze.\u003c/p>\n\u003cp>The biggest problem is that the word “intelligence” can mean different things to different people. Researchers who study intelligence tend to think of it as cognitive abilities, such as brain processing speed and memory, which are relatively stable over time. But lay people often think of intelligence as a mix of knowledge and skills, which we can readily gain, and “is the purpose of schooling,” Yan and Schuetze wrote.\u003c/p>\n\u003cp>This ambiguity matters because growth mindset is measured through surveys by asking students how much they agree with statements such as, “You have a certain amount of intelligence, and you can’t really do much to change it,” “Your intelligence is something about you that you can’t change very much,” and “You can learn new things, but you can’t really change your basic intelligence.”\u003c/p>\n\u003cp>Students who think of intelligence as a cognitive ability tend to produce lower growth mindset scores. But their mindset scores might have been much higher if they defined intelligence as the ability to learn new things and gain knowledge. So, growth mindset scores, which researchers use to prove their theories, may greatly depend on semantics and be unreliable.\u003c/p>\n\u003cp>The connection between mindset and academic achievement can be a tenuous one. Some studies have found that students can hold a “fixed mindset,” believing that intelligence is a fixed trait, but still feel that they can make up for a lack of innate intelligence by working hard. Perhaps a fixed mindset and strong academic achievement can go hand in hand, too.\u003c/p>\n\u003cp>Critics also question whether improvements in growth mindset are really driving the academic gains that are seen in studies. That’s because many experiments have found that students’ grades can improve after an intervention even when their mindsets haven’t changed.\u003c/p>\n\u003cp>The confounding issue is that mindset interventions rarely focus on mindset alone, but combine it with other helpful tips, such as encouraging students to work hard, set goals and use strategies when facing challenges. Maybe it’s all the other things that are included in a mindset intervention, but not growth mindset in and of itself, that are effective.\u003c/p>\n\u003cp>This is a tricky theoretical knot to unravel. Imagine that someone complimented your beauty and also suggested you get a haircut. Then a week later you are asked out on a date. Was it the praise or the haircut that gave you more confidence and made you more attractive?\u003c/p>\n\u003cp>Mindset proponents argue that changing mindsets alone won’t accomplish much by itself. The change in belief is only powerful if it is combined with productive ways to put a growth mindset into practice. Indeed, Dweck and other mindset researchers are now expanding their mindset interventions, not only to change students, but also to work with educators on changing how they teach, assign work and grade students. Mindset interventions are swelling into school reform.\u003c/p>\n\u003cp>I interviewed Dweck about the academic maelstrom over her work. She said that neither she nor any of the leading mindset researchers, as far as she knows, have a financial interest in growth mindset products. “None of us make money from any product,” Dweck said.\u003c/p>\n\u003cp>Dweck was a co-founder of Mindset Works, which sells mindset interventions and training programs to schools, but she said she divested “years ago” when she realized it was a conflict of interest. The company continues to tout that its products are based on Dweck’s research and charges $50 or less per student for short online video lessons, but teacher training can run $1,000 per hour. There are also cheaper alternatives. Schools can obtain \u003ca href=\"https://www.perts.net/orientation/hg\" target=\"_blank\" rel=\"noopener noreferrer\">mindset products and training\u003c/a> from a foundation-funded nonprofit, PERTS, at no cost.\u003c/p>\n\u003cp>Dweck agrees that low-achieving students benefit far more than high achievers, who often see no academic boost in studies. But she says that’s because academic gains are usually measured by grades. “There’s a little bit of a ceiling effect,” she said. “If you’re getting As, you don’t have anywhere to go. And also, if you’re highly motivated already, you may not need a motivation booster.”\u003c/p>\n\u003cp>Still, Dweck recommends that schools give the intervention to all students and not restrict it to low-achievers. She says that kids of all achievement levels can benefit in ways that grades do not capture.\u003c/p>\n\u003cp>As evidence, Dweck cites the\u003ca href=\"https://www.nature.com/articles/s41586-019-1466-y\" target=\"_blank\" rel=\"noopener noreferrer\"> largest single study of growth mindset\u003c/a> to date, published in 2019, in which more than 13,000 ninth graders across the nation were randomly assigned to receive a mindset boost. Though it primarily benefited low performers, even high-achieving students who watched short online lessons in ninth grade were more likely to take advanced math courses in 10th grade than high achievers who didn’t watch the videos.\u003c/p>\n\u003cp>In her own teaching practice, Dweck continues to give a mindset boost to Stanford University freshmen who take her fall seminar. “They got into a lot of top schools, but as they enter this new environment, they need a mindset booster,” said Dweck. “They’re struggling. They’re blaming themselves. They’re socially comparing themselves with others and judging themselves.”\u003c/p>\n\u003cp>If education were studied in business schools, growth mindset would make for an ideal case study of what happens when an academic concept spreads through pop culture and explodes like wildfire. Growth mindset seems simple, but it’s easy to misunderstand and \u003ca href=\"https://hechingerreport.org/growth-mindset-guru-carol-dweck-says-teachers-and-parents-often-use-her-research-incorrectly/\" target=\"_blank\" rel=\"noopener noreferrer\">misapply\u003c/a>. Many of us, including academic scholars, have strong gut feelings on whether to accept or reject the theory. Researchers are still figuring out how best to incorporate the philosophy in schools. Classroom adoption has gotten ahead of the research and a healthy skepticism is warranted.\u003c/p>\n\u003cp>At the same time, there is a growing body of evidence that these short, online interventions might convince low-performing teens to believe in themselves and their ability to learn. A shift in mindset isn’t going to close the achievement gap; it’s no silver bullet. We still need to improve how schools teach. But small psychological boosts like this might help some students on the margin. And that makes this field of research worth watching.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-does-growth-mindset-matter-the-debate-heats-up/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>growth mindset\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the last 15 years, millions of dollars have been invested in training students to have a “growth mindset,” the belief that anyone’s intelligence can improve through hard work. But now the merit of one of the most popular ideas in education has been thrown into confusion with the publication of two conflicting studies in the same highly respected journal.\u003c/p>\n\u003cp>Each study is a meta-analysis, which means they are supposed to sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. How could two such studies come out within just three weeks of each other in \u003ca href=\"https://www.apa.org/pubs/journals/bul\" target=\"_blank\" rel=\"noopener noreferrer\">Psychological Bulletin\u003c/a> and arrive at opposite conclusions? Which one is right?\u003c/p>\n\u003cp>That question is currently the hottest topic in educational psychology. Scholars have been debating the conflicting claims by email and on Twitter. Some penned \u003ca>formal commentaries\u003c/a> on the debate. At least one commentary on the commentaries is in the works. (This is what happens when a scholarly controversy grows red hot.)\u003c/p>\n\u003cp>The theory of growth mindset was developed by Stanford University psychologist Carol Dweck over decades, and it exploded onto the education scene with her 2006 best-selling book, “Mindset: The New Psychology of Success.” In it, Dweck explained that students who believe their brains can change will be more motivated in their studies, take on greater challenges, persist through frustrations and ultimately thrive in school.\u003c/p>\n\u003cp>The optimistic philosophy had an intuitive appeal. Teachers ramped up their praise of student effort and tacked up motivational posters: “Don’t give up until you are PROUD” and “Every mistake you make is PROGRESS.” The concept spawned an industry of mindset consultants who explained neuroplasticity to educators and parents. Today, growth mindset is so accepted in education that it is infused into social-emotional lessons and even math books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But scholars have wondered how much boosting your mindset really helps students.\u003c/p>\n\u003cp>One team of seven researchers led by Jeni Burnette, a psychologist at North Carolina State University, found that the results were wildly different for students across 53 studies published between 2002 and 2020. Sometimes students benefited a lot from a short online lesson about mindset and their grades rose. Often they didn’t. In a few cases, student performance and well-being deteriorated after a mindset intervention.\u003c/p>\n\u003cp>In their final analysis, Burnette and her colleagues concluded that growth mindset interventions are helpful for \u003cem>some\u003c/em> but not all students. Low-achieving and disadvantaged students were most likely to benefit. High-achievers typically did not get a boost.\u003c/p>\n\u003cp>“Despite the large variation in effectiveness,” the researchers wrote, “we found positive effects on academic outcomes, mental health, and social functioning, especially when interventions are delivered to people expected to benefit the most.” Their paper, “\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000368\" target=\"_blank\" rel=\"noopener noreferrer\">A Systematic Review and Meta-Analysis of Growth Mindset Interventions: For Whom, How, and Why Might Such Interventions Work?\u003c/a>,” published online Oct. 13, 2022 in Psychological Bulletin, a journal of the American Psychological Association.\u003c/p>\n\u003cp>Then 21 days later, on Nov. 3, the same journal published a rival meta-analysis that concluded growth mindset interventions generally weren’t effective at all. Case Western Reserve University psychologist Brooke Macnamara and her co-author criticized the majority of the 63 studies they found for being poorly designed or conducted by researchers who are advocates for growth mindset and have financial incentives to report positive outcomes.\u003c/p>\n\u003cp>“We conclude that apparent effects of growth mindset interventions on academic achievement are likely attributable to inadequate study design, reporting flaws, and bias,” they wrote in their paper, entitled, “\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000352\" target=\"_blank\" rel=\"noopener noreferrer\">Do Growth Mindset Interventions Impact Students’ Academic Achievement? A Systematic Review and Meta-Analysis With Recommendations for Best Practices\u003c/a>.”\u003c/p>\n\u003cp>Northwestern University statistician Elizabeth Tipton weighed in on Nov. 7, declaring in an \u003ca href=\"https://www.researchgate.net/publication/365186228_Why_Meta-Analyses_of_Growth_Mindset_and_Other_Interventions_Should_Follow_Best_Practices_for_Examining_Heterogeneity\" target=\"_blank\" rel=\"noopener noreferrer\">online commentary\u003c/a> that the more flattering meta-analysis was the correct one: growth mindsets work for low-achievers.\u003c/p>\n\u003cp>“I’m a statistician and I really don’t care if growth mindset works or not,” she said. “But I do care about meta-analysis.”\u003c/p>\n\u003cp>Tipton argues that results for different groups of students shouldn’t be “smooshed” together. To understand Tipton’s logic, it’s helpful to imagine growth mindset as a garden pesticide. One formula may help tomato plants thrive, but not lettuce or cucumbers. And it may have destroyed basil plants altogether.\u003c/p>\n\u003cp>“When you look across many people’s gardens, it doesn’t look like it works on average,” said Tipton. “But if you looked within everybody’s gardens and looked only at tomatoes, you would realize that it actually did work.”\u003c/p>\n\u003cp>To prove her point, Tipton recrunched all the data in the studies Macnamara had chosen using the methodology in the first Burnette meta-analysis and replicated the positive findings for low-income and low-achieving students. “You get remarkably similar results,” she said.\u003c/p>\n\u003cp>Indeed, Macnamara herself found this same dichotomy between low and high achievers back in her first meta-analysis of growth mindset published in 2018. In that earlier study, she had a skeptical conclusion, that \u003ca href=\"https://hechingerreport.org/should-taxpayers-and-schools-invest-in-growth-mindset-programs/\" target=\"_blank\" rel=\"noopener noreferrer\">mindsets were unlikely to produce large, consistent benefits for students\u003c/a>. But her previous numbers were similar to those of Burnette and Tipton.\u003c/p>\n\u003cp>Macnamara told me she didn’t systematically review the quality of those older studies, as she has now, and there are now more than twice as many studies since she last looked in 2016. “More data typically allows for better estimates,” she said by email.\u003c/p>\n\u003cp>Macnamara said she is writing a formal response to Tipton’s commentary. “Their claims do not hold up to scrutiny and this will be borne out in our official reply,” she wrote to me. She declined an interview because she said she didn’t want to violate Psychological Bulletin’s rules, which prohibit authors from talking to the media prior to peer review and publication.\u003c/p>\n\u003cp>As I went down this reporting rabbit hole, I began to understand that this scholarly debate is about far more than methodology; it’s about whether you buy the theory of growth mindset itself.\u003c/p>\n\u003cp>There are legitimate questions about what exactly we mean by \u003ca href=\"https://psyarxiv.com/mp84a/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset and its link to academic performance\u003c/a>, according to another commentary on the dueling meta-analyses by two educational psychologists at the University of Texas at Austin, Veronica Yan and Brendan Schuetze.\u003c/p>\n\u003cp>The biggest problem is that the word “intelligence” can mean different things to different people. Researchers who study intelligence tend to think of it as cognitive abilities, such as brain processing speed and memory, which are relatively stable over time. But lay people often think of intelligence as a mix of knowledge and skills, which we can readily gain, and “is the purpose of schooling,” Yan and Schuetze wrote.\u003c/p>\n\u003cp>This ambiguity matters because growth mindset is measured through surveys by asking students how much they agree with statements such as, “You have a certain amount of intelligence, and you can’t really do much to change it,” “Your intelligence is something about you that you can’t change very much,” and “You can learn new things, but you can’t really change your basic intelligence.”\u003c/p>\n\u003cp>Students who think of intelligence as a cognitive ability tend to produce lower growth mindset scores. But their mindset scores might have been much higher if they defined intelligence as the ability to learn new things and gain knowledge. So, growth mindset scores, which researchers use to prove their theories, may greatly depend on semantics and be unreliable.\u003c/p>\n\u003cp>The connection between mindset and academic achievement can be a tenuous one. Some studies have found that students can hold a “fixed mindset,” believing that intelligence is a fixed trait, but still feel that they can make up for a lack of innate intelligence by working hard. Perhaps a fixed mindset and strong academic achievement can go hand in hand, too.\u003c/p>\n\u003cp>Critics also question whether improvements in growth mindset are really driving the academic gains that are seen in studies. That’s because many experiments have found that students’ grades can improve after an intervention even when their mindsets haven’t changed.\u003c/p>\n\u003cp>The confounding issue is that mindset interventions rarely focus on mindset alone, but combine it with other helpful tips, such as encouraging students to work hard, set goals and use strategies when facing challenges. Maybe it’s all the other things that are included in a mindset intervention, but not growth mindset in and of itself, that are effective.\u003c/p>\n\u003cp>This is a tricky theoretical knot to unravel. Imagine that someone complimented your beauty and also suggested you get a haircut. Then a week later you are asked out on a date. Was it the praise or the haircut that gave you more confidence and made you more attractive?\u003c/p>\n\u003cp>Mindset proponents argue that changing mindsets alone won’t accomplish much by itself. The change in belief is only powerful if it is combined with productive ways to put a growth mindset into practice. Indeed, Dweck and other mindset researchers are now expanding their mindset interventions, not only to change students, but also to work with educators on changing how they teach, assign work and grade students. Mindset interventions are swelling into school reform.\u003c/p>\n\u003cp>I interviewed Dweck about the academic maelstrom over her work. She said that neither she nor any of the leading mindset researchers, as far as she knows, have a financial interest in growth mindset products. “None of us make money from any product,” Dweck said.\u003c/p>\n\u003cp>Dweck was a co-founder of Mindset Works, which sells mindset interventions and training programs to schools, but she said she divested “years ago” when she realized it was a conflict of interest. The company continues to tout that its products are based on Dweck’s research and charges $50 or less per student for short online video lessons, but teacher training can run $1,000 per hour. There are also cheaper alternatives. Schools can obtain \u003ca href=\"https://www.perts.net/orientation/hg\" target=\"_blank\" rel=\"noopener noreferrer\">mindset products and training\u003c/a> from a foundation-funded nonprofit, PERTS, at no cost.\u003c/p>\n\u003cp>Dweck agrees that low-achieving students benefit far more than high achievers, who often see no academic boost in studies. But she says that’s because academic gains are usually measured by grades. “There’s a little bit of a ceiling effect,” she said. “If you’re getting As, you don’t have anywhere to go. And also, if you’re highly motivated already, you may not need a motivation booster.”\u003c/p>\n\u003cp>Still, Dweck recommends that schools give the intervention to all students and not restrict it to low-achievers. She says that kids of all achievement levels can benefit in ways that grades do not capture.\u003c/p>\n\u003cp>As evidence, Dweck cites the\u003ca href=\"https://www.nature.com/articles/s41586-019-1466-y\" target=\"_blank\" rel=\"noopener noreferrer\"> largest single study of growth mindset\u003c/a> to date, published in 2019, in which more than 13,000 ninth graders across the nation were randomly assigned to receive a mindset boost. Though it primarily benefited low performers, even high-achieving students who watched short online lessons in ninth grade were more likely to take advanced math courses in 10th grade than high achievers who didn’t watch the videos.\u003c/p>\n\u003cp>In her own teaching practice, Dweck continues to give a mindset boost to Stanford University freshmen who take her fall seminar. “They got into a lot of top schools, but as they enter this new environment, they need a mindset booster,” said Dweck. “They’re struggling. They’re blaming themselves. They’re socially comparing themselves with others and judging themselves.”\u003c/p>\n\u003cp>If education were studied in business schools, growth mindset would make for an ideal case study of what happens when an academic concept spreads through pop culture and explodes like wildfire. Growth mindset seems simple, but it’s easy to misunderstand and \u003ca href=\"https://hechingerreport.org/growth-mindset-guru-carol-dweck-says-teachers-and-parents-often-use-her-research-incorrectly/\" target=\"_blank\" rel=\"noopener noreferrer\">misapply\u003c/a>. Many of us, including academic scholars, have strong gut feelings on whether to accept or reject the theory. Researchers are still figuring out how best to incorporate the philosophy in schools. Classroom adoption has gotten ahead of the research and a healthy skepticism is warranted.\u003c/p>\n\u003cp>At the same time, there is a growing body of evidence that these short, online interventions might convince low-performing teens to believe in themselves and their ability to learn. A shift in mindset isn’t going to close the achievement gap; it’s no silver bullet. We still need to improve how schools teach. But small psychological boosts like this might help some students on the margin. And that makes this field of research worth watching.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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