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The Education Endowment Foundation just came out with a new study on teaching a growth mindset in schools.

They concluded that it didn’t have any impact.

A fair number of studies have reached the opposite conclusion, especially for students who may be experiencing challenges (see The Best Resources On Helping Our Students Develop A “Growth Mindset”).

What I really found interesting were the two caveats that included:

One was saying that since the growth mindset idea is so popular, it’s possible that teachers in the control group knew about it and used it in their teaching.  That would certainly help explain why there wasn’t much of a difference in the results between the control and treatment groups.

The second caveat was suggesting that it could just take a longer period of time to see the results for this kind of intervention.

I suspect data experts may already be aware of these questions kinds of questions when it comes to education research, but it got me wondering what other strategies these caveats could be applied to?

I’m adding this post to The Best Resources For Understanding How To Interpret Education Research.