Search

Large numbers of students who enroll in college do not complete a degree. If students attribute their academic challenges to a perceived lack of intelligence or inability to succeed in college, they may be less likely to persist. "Growth Mindset" interventions aim to improve college persistence and academic achievement by encouraging students to view intelligence as a "malleable" characteristic that grows with effort, and to view academic challenges as temporary setbacks that they can overcome. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of "Growth Mindset" interventions on postsecondary students' academic achievement, college enrollment, and progressing in college. The WWC identified 15 studies of "Growth Mindset" interventions. Six of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of Growth Mindset interventions on postsecondary students--including Black, White, Hispanic, first-generation, and Pell grant-eligible students--in both public and private postsecondary settings. This Intervention Brief provides an overview of the full Intervention Report. [For the Intervention Report, see ED617271. For the Intervention Report Snapshot, see ED617278.]

Large numbers of students who enroll in college do not complete a degree. Yet, earning a college degree is one of the primary pathways for economic success and is increasingly required for good jobs and high wages. The way students interpret early academic struggles in college may affect whether or not they remain enrolled. If students attribute their academic challenges to a perceived lack of intelligence or inability to succeed in college, they may be less likely to persist. "Growth Mindset" interventions aim to improve college persistence and academic achievement by encouraging students to view intelligence as a "malleable" characteristic that grows with effort, and to view academic challenges as temporary setbacks that they can overcome. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of "Growth Mindset" interventions on postsecondary students' academic achievement, college enrollment, and progressing in college. The WWC identified 15 studies of "Growth Mindset" interventions. Six of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of Growth Mindset interventions on postsecondary students--including Black, White, Hispanic, first-generation, and Pell grant-eligible students--in both public and private postsecondary settings. [For the Intervention Brief, see ED617275. For the Intervention Report Snapshot, see ED617278.]

The U.S. Department of Education's Office of Career, Technical, and Adult Education (OCTAE) funded Manhattan Strategy Group and Abt Associates to conduct the Advancing Innovation in Adult Education project. The goal is to inspire and promote the development and use of innovate approaches in adult education that can result in high quality services and positive outcomes for adult learners. The five adult education practices highlighted in this report provide integrated education and training program as well as bridge services that support adults' development of the knowledge, skills, and abilities they need to enroll and be successful in postsecondary education or occupational training, earn short-term credentials, and obtain employment. The programs, which are part of local school districts, have developed strong partnerships with a range of stakeholders, including community and technical colleges, universities, workforce development providers, and employers. The five practices and the programs in which they are being implemented include: (1) Bridges to Careers Expansion, Rochester Adult Literacy at Hawthorne, Rochester, Minnesota; (2) Career Pathways, South Bay Adult School, Redondo Beach, California; (3) Certified Clinical Medical Assistant (CCMA), Jennings County Education Center, North Vernon, Indiana; (4) Connections 101, Great Falls College and Career Readiness Center, Great Falls, Montana; and and (5) PluggedIn Virginia (PIVA) Boot Camp, Peninsula Regional Education Program, Newport News, Virginia. This compendium describes the project's criteria for the selection of innovative practices, and provides context for the practices that were selected and profiles each of the innovative practices.

"Growth Mindset" interventions aim to improve college persistence and academic achievement by encouraging students to view intelligence as a "malleable" characteristic that grows with effort, and to view academic challenges as temporary setbacks that they can overcome. This What Works Clearinghouse (WWC) report explores the effects of "Growth Mindset" interventions on postsecondary students' academic achievement, college enrollment, and progressing in college. The WWC identified 15 studies of "Growth Mindset" interventions. Six of these studies meet WWC standards. This Intervention Snapshot provides a table based on the findings from these six studies including an effectiveness rating, the improvement index, and the number of studies and students that contributed to the findings. The improvement index is a measure of the intervention's effect on an outcome. [For the Intervention Report, see ED617271. For the Intervention Brief, see ED617275.]

The U.S. Department of Education's Policy to Performance project was funded in 2009 to build the capacity of state adult basic education (ABE) staff to develop and implement policies and practices that would support an ABE transition system. Policy to Performance states were selected though a competitive process. State adult education directors from 13 states and one U.S. Territory submitted applications, in which they described their existing ABE transition activities as well as their goals and proposed activities for the Policy to Performance project. Based on information that state leaders provided in their applications and in follow-up telephone discussions, eight states were selected to participate. The State ABE Transition Systems Report provides information about the activities that were conducted by the Policy to Performance project and the findings from the states' work during the project. Described are the technical assistance activities that the project provided to state participants and the procedures that were used to analyze the information collected during the project. The key components of an ABE transition system, which provided a framework for the states to use in developing their ABE transition systems, are discussed. Also presented are the state demonstration processes that were used to test selected elements of an ABE transition system, as well as examples from the states' implementation of these processes. A key strategy some states used to implement ABE transition policies was to include transition policies and their related practices in the requirements for funding under Title II of the Workforce Investment Act, 1998. The approaches undertaken by Louisiana, Massachusetts, and Virginia in this process are discussed (see Section V. Driving Policy and Practice through WIA, Title II Local Grants). The final section of the report presents the lessons learned from the project and conclusions concerning state transition systems development. Appendix A, has descriptions of each of the state's Policy to Performance activities. Appendix B contains the Analyzing State Policies and Guidance to Support ABE Transition Form, and Appendix C has the steps in the Policy Planning, Implementation, and Evaluation (PPIE©) process. The findings from the Policy to Performance project suggest that there are key processes, information, and technical assistance that can be provided to support ABE state leaders and their interagency partners in ABE state transition system implementation. All of the project states moved forward in working with state partners to further ABE transition to postsecondary education or employment, in identifying transition practices that can assist ABE learners in moving to a next step, and in specifying policies or guidelines to direct and guide transition activities. The experiences of the Policy to Performance states also indicate that there are challenges in implementing a state transition system that could be addressed through further development and evaluation.

By establishing its Outreach and Technical Assistance Network (OTAN) in 1989, California became the first state to spend substantial funds on building a technological infrastructure for adult education. OTAN's goals are as follows: foster communication among state officials, researchers, and local administrators, instructors, and staff in adult education; facilitate access to library and other information about adult education policies and practices; and provide technical assistance in introducing the use of technology to adult educators. OTAN's history may be divided into the following periods: (1) building the foundation (1989-1994); (2) building a communication and information system (1994-1997); and (3) enhancing the system (1997-1999). OTAN's staff has provided training and technical assistance to enable its subscribers to feel comfortable using technology and to become facile in accessing OTAN's various services and materials. To reach a variety of adult education programs throughout California, OTAN's staff has provided on-site training in regional resource centers and local programs. Work is under way to enhance OTAN's roles as a platform for furthering the use of technology and as a gateway to adult education resources worldwide. Copies of the OTAN user and nonuser surveys and seven graphics depicting use of an OTAN Web site are appended.(Contains 12 tables/figures and 10 references.) (MN)

This report is intended to complement a much briefer companion volume, "A Research Agenda for Year-Round Schools: Executive Summary." Together both volumes fully describe the second phase of a national study of year-round schools (YRS) that was initially begun by the National Council of Year-Round Education in 1975. The bulk of this volume consists of (1) a history of year-round schools in the United States, (2) a comparative analysis of the 24 YRS programs studied in phase 2 (with three case studies) and a critique of program evaluations conducted in the study districts, (3) a substudy of the YRS movement in California, and (4) a description of needed YRS policy research. The appendix contains maps showing the geographic location of YRS programs in the United States and an extensive bibliography of materials relevant to the YRS movement. (Author/JG)

The voucher plan--a proposal to give parents the right and the financial means in the form of a voucher to send their child to the public, private, or parochial school of their choice--was developed as a "model" and, necessarily, without great sensitivity to differences among local school districts. The San Francisco Unified School District assessed the feasibility of the voucher model as it applies to the San Francisco school environment. This feasibility study differs from that recommended by the Office of Economic Opportunity (OEO), which appeared to take the position that the voucher plan is worth a test even if the benefits for a local school district were less than clear. The San Francisco district believed that it would be unwise for the school district to embark on an experimental program of any kind unless the prospect of improving education thereby was reasonably assured. The principal criteria used to measure voucher feasibility relate to the plan's relevance and realism in terms of the local school environment and prospects for improving the schools; acceptability of the plan by participating schools, public and nonpublic, and parents and teachers; the timing and scale of the proposed demonstration; and its workability--administrative detail, personnel matters, and legality. Study information was gathered through surveys of various segments of the educational community and open meetings in schools. Findings and recommendations are included. (Author/JF)

This volume attempts to identify and describe factors that supported the unexpected expansion of Elementary and Secondary Education Act Title I services in thirteen participating local education agencies (LEAs). It also describes changes in program delivery patterns that may not have supported expansion of services but may have accompanied allocation policy change, and describes selected problems and successes faced by the individual districts as they conducted their programs. Increases in services received by students were attributed by the investigators to changes in the total availability of Title I funds, shifting of resources to elementary instruction, shifts in uses of funds within elementary instruction, and changes in the availability of donated resources. On the program delivery level, the investigators found that LEAs focused more on elementary instruction, modified coordination with other compensatory programs, changed staffing patterns, and increased specialist utilization and class size. Experiences of the LEAs in implementing allocation policy are described, with focus on the problems associated with changing from poverty to achievement criteria in the allocation of Title I resources, issues of service delivery, and parent involvement and reaction to allocation policy changes. (MK)

Findings from the evaluation of the AB 3059 alternative child care programs are presented in this report. (AB 3059 child care programs were mandated by the California legislature in 1976 with the goals of assessing features that might reduce child care costs, ensuring maximum parental choice among facilities, addressing unmet child care needs throughout California, and encouraging community-level coordination of support for child care programs.) Section I, the introduction, provides an overview of the legislation establishing AB 3059 child care programs, summarizes background information about AB 3059 and other child care programs funded by the California State Department of Education, discusses the evaluation study's objectives and limitations, and defines key terms and concepts used throughout the report. Major findings of the study as they relate directly to the legislative goals of AB 3059 are presented in Section II. The central question addressed in this section is "To what extent have AB 3059 programs succeeded in meeting the objectives specified by the California state legislature?" Major findings for each of the four types of program constituting AB 3059 (center-based child care, family day care systems, vendor payment programs, and resource/referral programs) are presented in Section III. Finally, Section IV assesses the cost and resource structures of different methods of child care delivery, the impact of wage rates and caregiver/child ratios on the costs of center-based care, and the interrelationship of cost and quality considerations. (Author/MP)