GraniteSchoolDistrict EquityPathwaysReport

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1 GraniteSchoolDistrict EquityPathwaysReport

2 Overview TheEqualOpportunitySchools(EOS)EquityPathwaysReportisyourcomprehensiveanalysisofstudent andstafsurveyresponses.thereportlooksatstudentaspirationsandmindsets,andhighlightsstafand studentbeliefsabout.considerthefolowingasyouplanandimplementyouroutreachstrategies: Doesyouroutreachplanaccountforthebariersidentifiedbyyourstudents? Doestheplantakeintoaccountinfluencesthathavehelpedstudentsofcolorandlow-incomestudents whoarecurentlyinenrol? Doesitaddresstheconcernsofstudentsofcolorandlow-incomestudentsaboutclasses? TableofContents 1.DemographicsofSurveyRespondents 2.Students'Colege&CareerAspirations 3.Student&StafViewsonColege 4.StafPerspectives&StudentExperiencesRegardingEquity 5.Student&StafViewsonRigor 6.Student&StafPerspectivesontheBenefitsofTaking 7.BarierstoAccess 8.LearningMindsets&WhyEOSUsesThem 9.MovingBeyondGPA&TestScorestoIdentifyStudents 10.RecruitingStudentswithLearningMindsetstoAchieveEquity 11.ReadyforAction 12.TakingAction 13.SupportingResearch Thisreportincludessurveyresponsesfor8,874students. EOSportfoliocomparisonsinthisreportarebasedon332,616 studentsacross285schools. Thisreportincludessurveyresponsesfor448staf. EOSportfoliocomparisonsinthisreportarebasedon21,393staf across239schools. ReportgeneratedonNovember12,2018

3 1.DemographicsofSurveyRespondents Thisreportincludessurveyresponsesfor8,874students. EOSportfoliocomparisonsinthisreportarebasedon332,616 studentsacross285schools. Thisreportincludessurveyresponsesfor448staf. EOSportfoliocomparisonsinthisreportarebasedon21,393staf across239schools. Studentdemographicdataarebasedondataprovidedbytheschooldistrict(s).Stafdemographicdataarebasedonstafsurveyresponses. EquityCategory StafRole Med/High-IncomeWhite &AsianStudents n=2,711 3 Teacher n=382 Counselor n=25 6% 85% StudentsofColor& Low-IncomeStudents n=6,163 69% Administrator n=18 ClassifiedStaf n=7 Other n=7 4% 2% 2% White&Asian Race/Ethnicity n=3,950 45% LibraryStaf n=5 Colege&CareerCenterStaf n=4 Hispanic/Latinx n=3,947 Black/AfricanAmerican n=339 4% 44% TeachingStaf AlOtherRaces n=638 7% Advanced Placement Curentlyteach n=63 Don'tteachthem n=319 84% IncomeLevel Low-incomebasedonreceivingfreeorreducedpricemeals Med/High-Income n=4,885 55% Low-Income n=3,989 45% StafTimeatSchool Student Non-Student Students Enroledinatleastonecoursethisyear n=1,656 n=7,218 19% 8 1-2years n= years n= years n=79 10+years n=92 18% 26% 2 StafRace/Ethnicity 9thGrade 10thGrade 11thGrade 12thGrade GradeLevel n=2,501 n=2,316 n=2,130 n=1,927 28% 26% 24% 22% White/EuropeanAmerican n=374 Prefernottoanswer n=27 Twoormorecategories n=17 Black/AfricanAmerican n=7 Polynesian/Pasifika/PacificIslander n=7 Prefertoself-describe n=6 Asian/SoutheastAsian n=4 Latinx/Latina/Latino/Chicana/Chicanon=4 NativeAmerican/Indigenous n=2 6% 4% 2% 2% 0% 83% StafGender Female n=239 Male n=187 Prefernottosay n=16 Nonbinary n=3 Twoormorecategories n=3 4% 42% 53% Thisreportincludessurveyresponsesacross4school(s)in1district(s).

4 2.Students'ColegeandCareerAspirations Studiesshowthatstudents personaleducationaspirationsinhighschoolareimportantpredictorsof colegedegreeatainment.(1) Bothaspirationsforcolege(2)andatainmentofcolegedegrees(3)haveincreasedinrecentdecades amongalstudents.recentfiguresshowthatnationaly56% of9thgradersexpecttoearnatleasta bachelor'sdegree,and of25-29year-oldshavecompletedabachelor'sdegree. StudentsAspiretoGotoColegeBasedon PersonalandAltruisticAspirations "True"or"CompletelyTrue"responses;n= 7,294 80% ofstudentswanttoobtain atwo-year,four-year,or advancedcolegedegree. 88% acrosseosportfolio Iwanttobecomeaneducatedcitizen thatcancontributetosociety IwanttogainskilsthatIcanuseina jobthathelpsothers 77% 86% 86% 80% Iwanttolearnthingsthatwilhelpme makeapositiveimpactontheworld 82% 82% Students'CareerAspirationsAlignwithTheirColegeGoals SocialScience Science CulinaryArts EnvironmentalScience ChildCare Tradesperson Publishing Linguistics AdministrativeProfessional Hospitality Engineer Government Entrepreneur Undecided Education Nursing VisualArtist Agriculture STEM ProfessionalSports ComputerScience Aeronautics AliedHealthProfessional PerformanceArts Cosmetology Military Doctor Film AnimalScience Automotive Counseling Business Animator Communications Journalist FirstResponder Architecture Lawyer Religion Sales CriminalJustice

5 3.Student& StafViewsonColege Althoughcolegeandcareeraspirationsarehighacrossalmostalstudents,disparitiesexistincolege degreeatainment.(3)comparedto42% ofwhiteand6 ofasianstudents,only23% ofafrican Americanand15% oflatinxstudentsaged25-29haveatainedabachelor'sdegreeorhigher.(3) EquitablestudentparticipationinAdvancedPlacement()orInternationalBaccalaureate(IB)coursesis onewaythatgapsincolegeenrolmentcanbereduced.onestudyshowedthatmoststudents(acrossal socieconomicbackgrounds)whowilenrolincolegehavetakenatleastonecolege-levelcourseinhigh school.(4,5) StafEstimatesofStudentsWho. n= 448 Wouldliketogotoatleastatwo-orfour-yearcolege Wilgraduatefrom highschoolpreparedtosucceedatatwo-orfour-yearcolege 63% 55% 70% 76% StudentsAcrossRaceandIncomeLevelsHaveHighColegeAspirations Two-yearassociate'sdegree Four-yearcolegedegree Advanceddegree White& Asian Hispanic/Latinx Black/AfricanAmerican AlOtherRaces Med/ High-Income Low-Income Med/ High-Income Low-Income Med/ High-Income Low-Income Med/ High-Income Low-Income 86% 12% 79% 79% 75% 89% 10% 79% 80% 75% 13% 14% 15% 12% 37% 32% 33% 3 30% 33% 34% 38% 33% 29% 29% 42% 35% 3 29% n=2,711 n=1,239 n=1,755 n=2,192 n=114 n=225 n=305 n=333

6 4.StafPerspectives& StudentExperiencesRegardingEquity Thepersistentgapincolegeenrolment,persistence,andperformancebetweenWhiteandAsian studentsandafricanamericanandlatinxstudentsislargelyreflectiveofstudents'unequalopportunities forlearning,includingdisparitiesinaccesstorigorouscuricula.accesstorigorouscolege-preparatory coursescansubstantialynarowthisgapincolegeoutcomes.(5) Amongstaf:Ifyouweretolearnthat disproportionatelylow numbersof studentsofcolorandlow-incomestudents aretaking,how wouldyoufeelabout theprioritytoaddressthis? n= 448 Amongstaf:Ifyouweretolearnthat disproportionatelylow numbersofstudentsof colorandlow-incomestudentsareentering andgraduatingfrom colege,how wouldyou feelabouttheprioritytoaddressthis? n= 448 Coreresponsibility 25% 26% Coreresponsibility 33% Importantpriority 56% 5 Importantpriority 57% 52% Otherpriority 18% 20% Otherpriority 9% 10% StudentsReportingThatStafHold"High"or"VeryHigh" ExpectationsforTheirAcademicAchievement ReferencelinereferstoEOSportfolioaverage White&Asian n=3, % Hispanic/Latinx n=3,947 49% 57% Black/AfricanAmerican n=339 AlOtherRaces n= % 59% 63% (280)ofstafmembersare"confident"or"veryconfident"thattheyhavetheinstructional strategiestheyneedtosupporttheacademicsuccessofstudentsofcolorandlow-incomestudents. StafWhoWorry. Top3responsesfor"Verytrue","True",or"Moderatelytrue";n= 448 AboutmyabilitiestobestsupportEnglishLanguageLearner(ELL)students AboutcommunicatingwithparentsofEnglishLanguageLearner(ELL) students,low-incomestudents,orstudentsofcolor Aboutmyabilitiestobestsupporttheacademicsuccessoflow-income studentsandstudentsofcoloratmyschool 24% 7% 22% 17% 3 7% 17% 12% 23% 4% Moderatelytrueforme Trueforme Verytrueforme

7 5.Student& StafViewsonRigor Highschoolswithgreaterproportionsofstudentstakingandpassingrigorouscoursework-suchasor IBcourses-havedemonstratedgreatercapacitytoincreasethenumberofstudentswhograduatefrom colege.(6) Evidencepointstosubstantialdiferencesinoutcomes(standardizedtestscores,highschoolgraduation, andcolegeenrolment)forstudentswhotakerigoroushighschoolcourses-likeorib-comparedto studentswhodonottakerigorouscourses.thesebenefitsareevengreaterforstudentsatendinghigh povertyorlow-performingschools.(7) Rigorouscourseworkisnotjustimportantforcolege-goingstudents.Thereadingmaterialforentry-level occupationsissimilartothatrequiredbycolegetextbooks-areadinglevelthatrigorousclasseshelp foster.(8) StafWhoReportClassesare"Chalenging" or"verychalenging"acrossprograms ReferenceisEOSportfolioaverage StudentsWhoReportThatTheirClassesare "Chalenging"or"VeryChalenging" classes n=446 93% 89% Student Med/High-Income White&AsianStudents n=781 40% Standard classes n= % StudentsofColor& Low-IncomeStudents n=875 30% 32% Non- Student Med/High-Income White&AsianStudents n=1,930 18% StudentsofColor& Low-IncomeStudents n=5,288 15% 15% StafWhoReportThatClassesPrepare Students"Wel"or"VeryWel"forColege StudentsWhoReportThatTheirClasses"Probably" or"definitely"preparethem forcolege classes n=448 78% 80% Student Med/High-Income White&Asian Students n=781 66% 70% Standard classes n=448 26% 43% StudentsofColor& Low-IncomeStudents n=875 56% 64% Non- Student Med/High-Income White&Asian Students n=1,930 45% 53% StudentsofColor& Low-IncomeStudents n=5,288 44% 50%

8 Across20studiesofandIBstudentexperience,studentparticipationinorIBislinkedwith personaldevelopmentandacademicpreparation. Commonacrossstudies,studentsreportexpandingacademicidentities,developingdispositionsandskil setsthatarebeneficialforcolegeandcareer,feelingpreparedforcolegeaccessandsuccess,and openingdoorsincolegeandbeyond.(9) n=448 Developingcriticalthinkingskils DevelopingLearningMindsets Developingstudyskils Havingcolege-likeexperience Linkinglearningtolargerpurposes Earningcolegecredit Passingtheexam Developingliteracyskils Developingsubjectareaknowledge Passingtheclass 60% 53% 45% 45% 29% 14% 12% 1 3% StafViewsontheBenefitsofStudents TakingClasses Top10responses;Stafselectupto3responses n=3,832 Earningcolegecredit Helpingwithcolegeaccess Havingcolege-likeexperience Developingstudyskils Developingsubjectareaknowledge Developingcriticalthinkingskils DevelopingLearningMindsets Underchalenged Advisedbyanadult GetingGPAbump 1 15% 17% 19% 20% % 54% Students'TopReasonsforTakingor PlanningtoTakeanClass Top10responses;Studentswhoplantotake,arecurentlytaking,orhavetaken TheProgram PromotesStudents'ConfidenceinColegeBelonging Student Med/High-Income White&AsianStudents n=781 StudentsofColor& Low-IncomeStudents n=875 Non- Student Med/High-Income White&AsianStudents n=1,930 StudentsofColor& Low-IncomeStudents n=5,288 58% 64% 46% 53% 49% 58% 39% 46% PercentofStudentsWhoFeellikeTheyWilBelonginColege 6.Student& StafPerspectivesontheBenefitsofTaking

9 7.BarrierstoAccess Datafrom approximately337,000studentsurveysat268schoolsacrossthecountryshowedthat2outof5 studentsofcolorandlow-incomestudentsreportedthattheyhaveneverbeenencouragedtotakean/ibclass. Amongstudentsofcolorandlow-incomestudentswhoarenotcurentlyenroledin/IB,1in5studentsreported thattheydonotknowwhether/ibclassescanearnthem colegecredit.(10) n=448 Toomuchwork Won'tbesuccessful Competingschedulepriorities Don'tknowthebenefits ConcernedaboutGPA 84% 64% 50% 40% 39% ReasonsStafThinkStudentsChooseNOTto TakeClasses Top5responses n=3,424 Won'tbesuccessful Toomuchwork ConcernedaboutGPA Notenoughinformationprovided Notenoughsupportavailable 49% 42% 34% 27% 2 ReasonsStudentsofColorandLow-Income StudentsChooseNOTtoTakeClasses Top5responses 11thand12thGradeStudentsofColorandLow-IncomeStudents NotParticipatinginExperienceBarriers Med/High-IncomeWhite&AsianStudents(n=872) StudentsofColor&Low-IncomeStudents(n=2,167) AdultEncouragement Barrier Studentslackencouragement &expectationsfrom adultsto takeadvancedclassesorgoto colege BenefitsBarrier Studentsdon'tunderstand benefitsoftakingadvanced courses(colegeadmissions, credit,success) GeneralKnowledgeBarrier Studentsdon'thaveenough informationtoenrolin advancedcoursesordon't knowwhattheyare SchoolAccessBarrier Studentsdon'tknowhowto accessadvancedclassesor don'tknowifthey'realowed WelcomeBarrier Studentsdon'tfeelwelcomein advancedclassesanddon't feellikethey'reopenaccess 60% (524) 63% (1,355) 14% (121) (356) 26% (225) (789) 25% (214) 27% (595) 43% (375) 49% (1,051) Ifthe1,35511thand12thgradestudentsofcolorandlow-incomestudentswhohave theadultencouragementbarierparticipatedinatthesamerateasstudentswithoutthebarier(35%), 478studentsofcolorandlow-incomestudentscouldbeaddedtotheprogram.

10 8.LearningMindsets& WhyEOSUsesThem LearningMindsetsarebeliefsthatinfluencehowapersonapproacheslearningtasks,goals,and environments.thesebeliefsinfluencehowwebehaveandthechoiceswemakeinlearningsetings. SchoolStafMembersAreIntegraltoSupportingandFosteringLearningMindsetsinSchoolCulture LearningMindsetDefinitions AcademicIdentity:Astudent'ssenseoftheirownacademic self-confidenceandtheirbeliefthattheyhavetheacademic strategiestoachievetheirgoals. CommunityLeadership:Students'activitiesoutsideofschool areimportantfortheskilsandmindsetstheydevelop(e.g., leadership,studyskils,self-discipline). Focus:Theabilitytocontrolbehavioraltendenciesorimpulses tostayfocusedonacademictasks. Grit:Perseveranceofefortandconsistencyofintereststoward long-term goals,eveninthefaceofsetbacks. GrowthMindset:Thebeliefthatinteligencecangrow withhardwork,andthatlearningisacontinualprocess. PurposeforLearning:Goalsforthefuturearemotivated bybothself-orientedandpro-socialmotives(tohelpordo good). SelfEficacy:Thebeliefinone'sownabilitytolearnand masteracademicactivities. HavingLearningMindsetslike AcademicIdentity,Grit,andGrowth Mindsetpredict/IBenrolment and/ibcoursepassrates.(10) Themajorityofschools'academic outcomes,asmeasuredbyboth /IBcoursegradesandpassrates, maintainedorimprovedfolowing equityworkwitheos.(11) "Themostbeneficialaspect[ofworkingwithEOS]isreceivingthedataandtheinformationfrom the surveys.theresultswereceivedwecannotgetbyreviewingstudents'grades.theinformationfrom the surveysidentifiesstudents'strengths,grit,andpotential.withoutthisinformation,wewouldnotbeable toidentifystudentsandencouragethem totakeclasses." -EOSPartner,Principal

11 9.MovingBeyondGPA& TestScorestoIdentifyStudents Whatweneedineducationisamuchbeterunderstandingofstudentsfrom amotivationalperspective, from apsychologicalperspective.ineducationtheonethingweknowhowtomeasurebestisiq,but whatifdoingbeterinschoolandinlifedependsonmuchmorethanyourabilitytolearn quicklyandeasily? -AngelaDuckworth(12) Studentmotivation Perseverance Confidenceinsuccess GrowthMindset Confidenceinbelonging Efectivestudyandnote-takingskils Studentinterest Qualityofteaching Reading/number/technologicalliteracyskils Understandclassvalue Prerequisites GPA Testscores 89% 8 79% 75% 70% 66% 66% 63% 47% 39% 27% 15% 15% StafReport"VeryGood"PredictorsofStudentSuccessinClasses n= 448 EOSmadeusrealizethatweneedtolookwelbeyondstudents'gradesinordertojudgetheir potential.wehaveneverintentionalyplayed"gatekeepers"toourprogram.however,wecouldhave doneabeterjob.ourstudents,whomayhavenotatemptedbeforethisprocess,arehaving tremendoussuccessincourses." -EOSPartner,HeadCounselor LearningMindsets Colegeaspirations Wanttoenrol Recommendedbyteachers Persistence Underchalenged Aloftheabove GPAortest-scorethreshold Alstudents Nostudentshouldbeactivelyrecruited 47% 39% 38% 38% 34% 32% 13% 1 StafReportThatStudentswithTheseAttributesShouldBeActivelyRecruitedfor n= 447

12 10.RecruitingStudentswithLearningMindsetstoAchieveEquity Amotivationalperspectiveonlearningandachievementdeepensourunderstandingofstudentsand broadensourappreciationofstudents'strengths.itisacriticalpartnerinfosteringeducationalequity. LearningMindsetsareakeytoolforclosingparticipationgapsinadvancedclasses.Activitiesdesignedto fosterlearningmindsetsshowimmensebenefits,particularlyforstudentsofcolorandlow-income students.(13) ResearchshowsthatstudentsofalageswholearnanddemonstrateLearningMindsetsandskilsare morelikelytohavebeteratendance,coursecompletion,andgraduationrates.inaddition,learning Mindsetsgivestudentstheconfidenceandskilstheyneedtokeepgrowingthroughouttheirlives.(14) 11thand12thGradeStudentsofColorandLow-IncomeStudents witheachlearningmindsetparticipatingin Participationrateof11thand12thgradeMed/High-IncomeWhiteandAsianstudentswithLearningMindset Academic Identity Community Leadership Focus Grit GrowthMindset Purposefor Learning SelfEficacy 42% 37% 38% 38% 39% 40% 22% 2 22% 23% 24% 24% 24% n=1,028 n=2,353 n=1,935 n=1,642 n=1,659 n=2,091 n=1,764 Thereare2,15411thand12thgradestudentsofcolorandlow-incomestudents with1ormorelearningmindsetswhoarecurentlynotenroledin.* *BasedonEOS'sportfoliodata,11thand12thgradestudentsofcolorandlow-incomestudentswith1ormoreLearningMindset demonstratedsemester1/ibpassratesof89%.(15)

13 Acommonthreadthroughouthigh-performingschoolsisthecommonbeliefin students briliance, humanity,andinherentintelectualcapacity.becausetheybelievetheirstudentscanachieveathigh levels,theysethighexpectationsforperformanceandsupportstudentstowardtheirsuccess. (16) SupportOne-On-OneConversationswithStudents n=1,476 Iplannedtotakebeforestartinghighschool Aconversationwithafriend Aconversationwithmyparentsorguardians Ameetingwithmycounselor Classroom visitfrom acounselororstafmember 15% 14% 9% 8% ReasonsWhyCurrentStudentsofColorandLow-Income StudentsDecidedtoEnrolinTheirFirstClass Top5Responses One-on-oneconversationswith students Improveidentification& encouragementpractices Doprofessionaldevelopment Tutorstudents Improveacademicsupportresources Revisepoliciestoincreasestudent access NumberofStafWilingtoTakeActionto CreateanEquitableProgram CreateStructuresforSupport n=4,984 Study/HW support Opportunitiestoredoassignments Peermentors/studypartner Moreinformation Coveredexam fees 25% 27% 29% 34% StudentsofColorandLow-IncomeStudentsReport ThatTheyWouldBeMoreLikelytoTakeif. Top5Responses 102non-teachersareinterested inteachingsubjects BuildCapacityforEquity English History Arts WorldLanguages&Cultures Sciences SocialScience Math ComputerScience ReadyforAction StafAreInterestedinTeachingTheFolowingSubjects

14 12.TakingAction INVITESTUDENTSINTO LARGE GROUPMEETINGS Schoolsoftenstartwithgroupactivitiesto ensuretheyreacheverystudentonthe OutreachList.Thesehaverangedinsize from grade-levelassembliestosmalgroup raliesofabout50students.tobe successful,thesemustbecelebratory, inspirational,andconveyagenuinebeliefin students.youandyourpartnershipdirector shouldtalkaboutotherstrategiesthatwil workbestatyourschool. ADDITIONALEOSTOOLSFOR CLOSINGEQUITYGS Advocacy&OutreachGuide StudentInsightCardsforeachstudent SupportReportforsupportingnewstudents OutreachTracker Stafrecommendations These3stepsandotherresourceswilbeprovidedtoyou intheeosadvocacy&outreachguide. ADVOCATESHAVE1:1 CONVERSATIONSWITH STUDENTS Individualconversationswithstudents generalytakeplacefolowinglargergroup activities,andpriortoregistration.they presentanopportunitytoaddressany remainingconcernsandre-stateyourbelief thatthestudentcanbesuccessfulin advancedclasses,andthatthisisintheir bestinterest.forsomestudents,morethan oneconversationwithanadvocateis beneficial. ENGAGEWITH FAMILIES Oferfamiliesofidentifiedstudentsspecific opportunitiestolearnmoreaboutadvanced classes,andencouragethem totalkwith theirstudentaboutthesecourses.sending letersormakingcalstofamiliesisan importantsteptocongratulatethem that theirstudenthasbeenselectedforthis opportunity,andtoinvitethem toatendan eveningorweekendinformationevent. "WhenyoureadtheInsightCardsofthestudentswhohadnotbeeninAdvancedPlacementclasses,you realizetheopportunitythatwasalmostmissedforthesestudents.talkingtothestudents'parentsas theyrealizeforthefirsttimewhatadvancedplacementmeansandthattheirchildwilbeinthat program wasthemostinspiringmoment[ofworkingwitheos].manyofthem hadnotcompletedhigh schoolthemselves.itwasasiftheyfinalyunderstoodthattherewouldbesomethingmorefortheir childrenandthattheschoolwouldhelpthem getthere." -EOSPartner,DistrictLead

15 13.SupportingResearch 1.Sommerfeld,A.K.(2016).Educationasacolectiveaccomplisment:Howpersonal,peer,andparentexpectationsinteracttopromotedegree atainment.socialpsychologyofeducation,19(2), Ross,T.,etal.(2012).HigherEducation:GapsinAccessandPersistenceStudy(NCES ).U.S.DepartmentofEducation,National CenterforEducationStatistics.Washington,DC:GovernmentPrintingOfice. 3.McFarland,J.,etal.(2018).TheConditionofEducation2018(NCES ).U.S.DepartmentofEducation.Washington,DC:National CenterforEducationStatistics. 4.Ikoma,S.,&Broer,M.(2015).Howcanwehelpstudentsmatchcolegeaspirationstocolegeenrolment?AmericanInstitutesforResearch PolicyCenter. 5.ACT(2010).Mindthegaps:Howcolegereadinessnarowsachievementgapsincolegesuccess. 6.Dougherty,C.,Melor,L.,&Jian,S.(2006).TheRelationshipbetweenAdvancedPlacementandColegeGraduation.2005StudySeries, Report1.NationalCenterforEducationalAccountability. 7.Long,M.C.,Conger,D.,&Iatarola,P.(2012).Efectsofhighschoolcourse-takingonsecondaryandpostsecondarysuccess.American EducationalResearchJournal,49(2), Dagget,W.R.&Pedinoti,J.A.(2011).ReadingskilsandthecareerreadinessGap:Astudyofhighschoolstudents preparednessfor colegeandcareer.internationalcenterforleadershipineducation. 9.Park,K.,Caine,V.,&Wimmer,R.(2014).TheExperiencesofAdvancedPlacementandInternationalBaccalaureateDiplomaProgram Participants:ASystematicReviewofQualitativeResearch.JournalofAdvancedAcademics,25(2), EqualOpportunitySchools.( ).Stafandstudentsurvey,337,623studentresponses,18,582stafresponses.UnpublishedQualtrics survey,program Department,Seatle,WA. 11.EqualOpportunitySchools.( )./IBGradeanalyses,Year1:78,986students, :96,540students.169schools. UnpublishedReport,Program Department,Seatle,WA. 12.Duckworth,A.L.(2013).Thekeytosuccess?Grit.TED:IdeasWorthSpreading. 13.Yeager,D.S.,&Walton,G.M.(2011).Social-psychologicalinterventionsineducationThey renotmagic.reviewofeducationalresearch, 81(2), Farington,C.A.,Roderick,M.,Alensworth,E.,Nagaoka,J.,Keyes,T.S.,Johnson,D.W.,&Beechum,N.O.(2012).Teaching AdolescentstoBecomeLearners:TheRoleofNoncognitiveFactorsinShapingSchoolPerformance-ACriticalLiteratureReview.Consortium onchicagoschoolresearch. 15.EqualOpportunitySchools.( ).Studentsurveyand/IBGradeanalyses,474,318studentresponses.UnpublishedQulatrics survey,program Department,Seatle,WA. 16.Pitre,C.C.(2014).ImprovingAfricanAmericanstudentoutcomes:Understandingeducationalachievementandstrategiestoclose opportunitygaps.westernjournalofblackstudies,38(4),