Academic Tenacity for Postsecondary Readiness REL Northwest Eight - - PowerPoint PPT Presentation

Academic Tenacity for Postsecondary Readiness

REL Northwest

Eight Research Alliances

Alaska State Policy Research Alliance Northwest Tribal Educators Alliance Idaho Statewide System of Recognition, Accountability, and Support Alliance Montana Data Use Alliance Oregon College and Career Readiness Research Alliance Oregon Leadership Network Alliance Road Map for Education Results Project Washington ESD Network Alliance

Research Alliance

“A group of stakeholders who share a specific educational concern and agree to work together to learn more about the concern so that they can make sound decisions to improve education outcomes.” (REL Performance Work Statement, April 2011)

• Welcome and introductions
• Behind the buzz
• Context: academic tenacity for postsecondary readiness
• The three constructs of academic tenacity
• Stories of tenacious students
• Inspiring interventions
• Practices to promote academic tenacity
• Evidence of results
• Discussion: What can I do at my school?
• Reflection and wrap-up

Agenda

Definition used in Oregon: “The level of preparation a student needs in order to enroll and succeed– without remediation–in a credit bearing general education course at a postsecondary institution.”

Source: Conley, 2007

Three important factors:

• Academic preparedness
• College knowledge
• Academic tenacity

Defining Postsecondary Readiness

“Academic tenacity is about the mindsets and skills that allow students to look beyond short-term concerns to longer-term

• r higher-order goals, and withstand

challenges and setbacks to persevere toward these goals.”

Source: Dweck, Walton, & Cohen, 2014

What Is Academic Tenacity?

Three constructs are particularly important for academic tenacity: Mindsets and goals Values, identity, and social belonging Self-regulation and self-control

What Is Academic Tenacity?

Mindsets and goals: Oksana

Mindsets and goals

Fixed mindset

“I failed because I’m dumb.” “Maybe I need a new strategy.”

Growth mindset

Mindsets and goals

Fixed mindset

You’re better at art than at math. You put a lot

• f work into

that project.

Growth mindset

Mindsets and goals

Fixed mindset Growth mindset

Performance goals Mastery or learning goals

Mindsets and goals

Fixed mindset

“I failed because I’m dumb.” “Maybe I need a new strategy.”

Growth mindset

Performance goals Mastery or learning goals You’re better at art than at math. You put a lot

• f work into

that project.

Values, identity, and social belonging: Jerry

Values, identity, and social belonging

Relationships with teachers and peers Sense of social belonging

Values, identity, and social belonging

Relationships with teachers and peers Sense of social belonging Long-term motivation and engagement Improved grades and achievement

Self-regulation and self-control: Susanna

Self-regulation and self-control

Tune out distractions and temptations Stay on task Navigate

• bstacles

Self-regulation and self-control

Tune out distractions and temptations Stay on task Navigate

• bstacles

Mindfulness Stress management

Which of the three constructs of academic tenacity do you think this intervention is targeting?

Mindsets and goals Values, identity, and social belonging Self-regulation and self-control

Activity

Students picture a safe place where they feel protected

and in control: a caring, supportive, and encouraging

• place. Before a task, students spend a few minutes

breathing deeply and imagining their safe space.

Mindsets and goals Values, identity, and social belonging Self-regulation and self-control

Activity

Mindsets and goals Values, identity, and social belonging Self-regulation and self-control

Activity

Students picture a safe place where they feel protected

and in control: a caring, supportive, and encouraging

• place. Before a task, students spend a few minutes

breathing deeply and imagining their safe space.

Students create a list of personal values that are important to them. They choose the value that is most important and spend 15 minutes writing about why this value is important to them.

Mindsets and goals Values, identity, and social belonging Self-regulation and self-control

Activity

Mindsets and goals Values, identity, and social belonging Self-regulation and self-control

Activity

Students create a list of personal values that are important to them. They choose the value that is most important and spend 15 minutes writing about why this value is important to them.

How Does Academic Tenacity Relate to Postsecondary Readiness?

“Educational interventions and initiatives that target [academic tenacity] can have transformative effects on students’ experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.” — Dweck et al., 2014

In this study online growth-mindset and sense-of-purpose interventions were given to 1,594 students in 13 geographically diverse high schools. Both interventions were intended to help students persist when they experienced academic difficulty. The interventions were most beneficial for low-performing students. Among students at risk of dropping out of high school (a third of the sample), each intervention raised students’ semester grade point averages (GPA) in core academic courses and increased the rate of satisfactory performance in core courses by 6.4 percentage points.

Students read an article describing the brain’s ability to restructure itself through

• effort. The article focuses on

the implications for students’ potential to become more intelligent through study and

• practice. This message is

reinforced through several writing exercises. In the first, students summarize the scientific findings in their own

• words. In the second, they

read about a hypothetical student who is becoming discouraged and starting to think of himself as “not smart enough” to do well in school. Students are asked to advise this target student based on what they have read.

Paunesku, D., Walton, G. M., Romero, C., Smith,

• E. N., Yeager, D. S., & Dweck, C. S. (2015).

An intervention designed to help low- income and minority eighth-graders imagine “possible selves” increased their success in moving toward APS goals: academic initiative, standardized test scores, and improved grades. Depression, absences, and in-school misbehavior also declined. The effects were still present during a two-year follow-up.

Oyserman, D., Bybee, D., & Terry,

• K. (2006)

Students take part in a 10-session workshop in which they are asked to imagine a future “possible self,” list the obstacles they might encounter to realizing that self, and strategies they can use to overcome the obstacles.

Students picture a safe place where they feel protected and in control: a caring, supportive, and encouraging place. Before a task, students spend a few minutes breathing deeply and imagining their safe space. The authors evaluated a small-group counseling intervention, Student Success Skills, provided to 53 fourth- and fifth-grade African-American students in an inner-city environment. Compared with the control group, students who received the treatment reported significant changes in metacognitive skill, feelings of connectedness to school, and executive function.

Lemberger, M. E., & Clemens,

• E. V. (2012).

What are you doing in your own school to promote academic tenacity? What would you like to do? What questions do you have?

Mindsets and goals Values, identity, and social belonging Self-regulation and self-control

Key characteristics and behaviors of

academically tenacious students:

• Belong academically and socially
• See school as relevant to their future
• Work hard and can postpone immediate pleasure
• Do not get derailed by intellectual or social

difficulties

• Seek out challenges
• Remain engaged over the long haul

Research suggests that academic tenacity is

malleable

References

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Studies in Higher Education. http://eric.ed.gov/?id=ED502858

Horn, L., & Kojaku, L. K. (2001). High school academic curriculum and the persistence path through college: Persistence and transfer behavior of undergraduates 3 years after entering 4-year institutions (Statistical Analysis Report, NCES 2001-163). Washington, DC: U.S. Department of Education, National Center of Education Statistics. http://eric.ed.gov/?id=ED456694 Lemberger, M. E., & Clemens, E. V. (2012). Connectedness and self-regulation as constructs of the Student Success Skills program in inner-city African American elementary school students. Journal of Counseling & Development, 90(4), 450–458. http://eric.ed.gov/?id=EJ990252 McAlister, S., & Mev, P. (2012). College readiness: A guide to the field. Providence, RI: Brown University, Annenberg Institute for School Reform, College Readiness Indicator System. http://eric.ed.gov/?id=ED531948 Mischel, W. (2013). Personality and assessment. New York, NY: Psychology Press. Mischel, W., Ebbesen, E. B., & Raskoff Zeiss, A. (1972). Cognitive and attentional mechanisms in delay of gratification. Journal of Personality and Social Psychology, 21(2), 204–218. http://eric.ed.gov/?id=EJ054812 Oyserman, D., Bybee, D., & Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel action. Journal of Personality and Social Psychology, 91(1), 188–204. Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 26(6), 784–793. Roderick, M., Coca, V., & Nagaoka, J. (2011). Potholes on the road to college: High school effects in shaping urban students’ participation in college application, four-year college enrollment, and college match. Sociology of Education, 84(3), 178–211. http://eric.ed.gov/?id=EJ929878 Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority

• students. Science, 331(6023), 1447–1451.

Warburton, E. C., Bugarin, R., & Nuñez, A.-M. (2001). Briding the gap: Academeic preparation and postsecondary success of first- generation students (Statistical Analysis Report, NCES 2001-153). Washington, DC: U.S. Department of Education, National Center for Education Statistics. http://eric.ed.gov/?id=ED456168 Wiley, A., Wyatt, J., & Camara, W. J. (2011). The development of a multidimensional college readiness index (Research Report No. 2010- 3). New York, NY: College Board.

References, continued

For more information, please contact:

Shannon Davidson (shannon.davidson@educationnorthwest.org)

Thank you