TY  - JOUR
AB  - Growing evidence shows that a student's growth mindset (the belief that intelligence is malleable) can benefit their academic achievement. However, due to limited information, little is known about how a teachers’ growth mindset affects their students’ academic achievement. In this paper, we study the impact of teacher growth mindset on academic achievement for a nationwide sample of 8th and 10th grade students in Chile in 2017. Using a student fixed effect model that exploits data from two subject teachers for each student, we find that being assigned to a teacher with a growth mindset increases standardized test scores by approximately 0.02 standard deviations, with larger effects on students with high GPAs and particularly on students in low socioeconomic schools.
AU  - Claro, Susana
AU  - Paredes, Valentina
AU  - Cabezas, Verónica
AU  - Cruz, Gabriel
DA  - May 2021
DO  - 10.26300/wxmt-dc81
PY  - 2021
ST  - Do students improve their academic achievement when assigned to a growth mindset teacher? Evidence from Census Data in Chile using a Student Fixed Effect Design
T2  - EdWorkingPapers.com
TI  - Do students improve their academic achievement when assigned to a growth mindset teacher? Evidence from Census Data in Chile using a Student Fixed Effect Design
UR  - https://www.edworkingpapers.com/ai21-402
ID  - 374
ER  -