The Role of Mindset in Education: A Large-Scale Field Experiment in Disadvantaged Schools

The Role of Mindset in Education: A Large-Scale Field Experiment in Disadvantaged Schools

Elise Huillery
OSC Scientific Seminar - 5th March 2021
  • Image k_samurkas (via Shutterstock)Image k_samurkas (via Shutterstock)

OSC Scientific Seminar 2020-2021

Friday, 5th March 2021, 11:30 am / 1 pm (Zoom video conferencing)

The Role of Mindset in Education:
A Large-Scale Field Experiment in Disadvantaged Schools

Elise Huillery

Professeure, Université Paris Dauphine - PSL

This article provides experimental evidence of the impact of a four-year intervention aimed at developing students’ growth mindset and internal locus of control in disadvantaged middle schools.

We find a 0.07 standard deviation increase in GPA (Grade Point Average), associated with a change in students’ mindset, improved behavior as reported by teachers and school registers, and higher educational and professional aspirations.

International empirical benchmarks reveal that the intervention is at least ten times more cost-effective than the typical educational intervention. However, while reducing between-school inequality when targeted to disadvantaged schools, the program benefits less to more fragile students, therefore increasing within-school inequality.

Registration is mandatory to join the ZOOM meeting (the link will be sent one day before)

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