A version of the historic “marshmallow test” has confirmed that a student’s ability to delay gratification at an early an age could positively affect their academic achievement in later years. However, researchers from New York University and the University of California at Irvine found that although delaying gratification was associated with academic achievement, it did not seem to affect behaviors such as impulsiveness or persistence.
The correlation between growth-mindset interventions and academic achievement is limited, according to a recent meta-analysis by researchers from Case Western Reserve University. They looked at more than 229 studies and found that such interventions had a very small effect overall and had limited benefits for high-risk students and students from low socioeconomic backgrounds.
Support for embracing students’ different learning styles may be unfounded, asserts Cindi May, a professor of psychology at the College of Charleston. Instead, she thinks educators should adopt evidence-based ways of learning that benefit most students.
States using the Partnership for Assessment of Readiness for College and Careers exam have higher standards for all subjects and grades, according to a recent federal study. The National Center for Education Statistics analyzed how testing consortia defined test proficiency and found that state standards are more aligned than in the past.
How students spend their summers may be widening the achievement gap between students from lower-income families and their more affluent peers, according to two recent studies. The National Center for Education Statistics tracked how 18,000 kindergartners spent their summers and reported that 7% of poor students and 13% of “near” poor students attended summer camp — compared with about 40% of students from middle-class and wealthy families.
Teresa Donnellan is an editorial assistant at SmartBrief.
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