Equal Opportunity Schools Report Equity Pathways Report

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1 Equal Opportunity Schools Report Equity Pathways Report

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 Thisreportincludessurveyresponsesfor2,905students. EOSportfoliocomparisonsinthisreportarebasedon306,697 studentsacross266schools. Thisreportincludessurveyresponsesfor189staf. EOSportfoliocomparisonsinthisreportarebasedon18,431staf across214schools. ReportgeneratedonNovember5,2018

3 1.DemographicsofSurveyRespondents Thisreportincludessurveyresponsesfor2,905students. EOSportfoliocomparisonsinthisreportarebasedon306,697 studentsacross266schools. Thisreportincludessurveyresponsesfor189staf. EOSportfoliocomparisonsinthisreportarebasedon18,431staf across214schools. Studentdemographicdataarebasedondataprovidedbytheschooldistrict(s).Stafdemographicdataarebasedonstafsurveyresponses. EquityCategory StafRole Med/High-IncomeWhite &AsianStudents n=1,514 52% Teacher n=167 Counselor n=7 4% 88% StudentsofColor& Low-IncomeStudents n=1,391 48% Other n=5 Administrator n=4 LibraryStaf n=4 3% 2% 2% White&Asian Race/Ethnicity n=1,560 54% ClassifiedStaf n=1 Colege&CareerCenterStaf n=1 Hispanic/Latinx n=475 Black/AfricanAmerican n=665 16% 23% TeachingStaf AlOtherRaces n=202 7% Advanced Placement Curentlyteach n=43 Don'tteachthem n=124 26% 74% IncomeLevel Low-incomebasedonreceivingfreeorreducedpricemeals Med/High-Income n=2,645 9 Low-Income n=260 9% StafTimeatSchool Student Non-Student Students Enroledinatleastonecoursethisyear n=1,096 n=1,809 38% 62% 1-2years n=38 3-5years n= years n=33 10+years n=83 20% 19% 17% 44% StafRace/Ethnicity GradeLevel 9thGrade n=808 10thGrade n=890 11thGrade n=768 12thGrade n=439 15% 28% 3 26% White/EuropeanAmerican n=121 Prefernottoanswer n=33 Black/AfricanAmerican n=15 Twoormorecategories n=8 Asian/SoutheastAsian n=3 Filipinx/Filipino/Filipina n=3 Latinx/Latina/Latino/Chicana/Chicanon=2 Prefertoself-describe n=2 MiddleEastern/SouthAsian n=1 NativeAmerican/Indigenous n=1 64% 17% 8% 4% 2% 2% StafGender Female n=107 Male n=55 Prefernottosay n=24 Nonbinary n=2 Twoormorecategories n=1 29% 13% 57%

4 Studiesshowthatstudents personaleducationaspirationsinhighschoolareimportantpredictorsof colegedegreeatainment.(1) Bothaspirationsforcolege(2)andatainmentofcolegedegrees(3)haveincreasedinrecentdecades amongalstudents.recentfiguresshowthatnationaly56% of9thgradersexpecttoearnatleasta bachelor'sdegree,and36% of25-29year-oldshavecompletedabachelor'sdegree. 87% ofstudentswanttoobtain atwo-year,four-year,or advancedcolegedegree. 88% acrosseosportfolio Iwanttobecomeaneducatedcitizen thatcancontributetosociety IwanttogainskilsthatIcanuseina jobthathelpsothers Iwanttolearnthingsthatwilhelpme makeapositiveimpactontheworld 82% 86% 83% 80% 86% 82% StudentsAspiretoGotoColegeBasedon PersonalandAltruisticAspirations "True"or"CompletelyTrue"responses;n= 2,597 Students'CareerAspirationsAlignwithTheirColegeGoals VisualArtist Undecided Tradesperson STEM SocialScience Science Sales Religion Publishing ProfessionalSports PerformanceArts Nursing Military Linguistics Lawyer Journalist Hospitality Government FirstResponder Film EnvironmentalScience Entrepreneur Engineer Education Doctor CulinaryArts CriminalJustice Counseling Cosmetology ComputerScience Communications ChildCare Automotive Business Architecture Animator AnimalScience AliedHealthProfessional Agriculture Aeronautics AdministrativeProfessional 2.Students'ColegeandCareerAspirations

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= 189 Wouldliketogotoatleastatwo-orfour-yearcolege Wilgraduatefrom highschoolpreparedtosucceedatatwo-orfour-yearcolege 73% 72% 76% 70% 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 9 5% 85% 2% 80% 6% 73% 84% 9% 92% 10% 87% 7% 35% 35% 26% 9% 28% 35% 36% 35% 50% 48% 49% 39% 54% 46% 28% n=1,514 n=46 n=300 n=175 n=626 n=39 n=202

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= 189 Amongstaf:Ifyouweretolearnthat disproportionatelylow numbersofstudentsof colorandlow-incomestudentsareentering andgraduatingfrom colege,how wouldyou feelabouttheprioritytoaddressthis? n= 189 Coreresponsibility 17% 27% Coreresponsibility 23% 37% Importantpriority 48% 5 Importantpriority 56% 52% Otherpriority 20% Otherpriority 15% 9% StudentsReportingThatStafHold"High"or"VeryHigh" ExpectationsforTheirAcademicAchievement ReferencelinereferstoEOSportfolioaverage White&Asian n=1,560 59% 63% Hispanic/Latinx n=475 Black/AfricanAmerican n=665 AlOtherRaces n=202 55% 55% 63% 57% 62% 60% 74% (139)ofstafmembersare"confident"or"veryconfident"thattheyhavetheinstructional strategiestheyneedtosupporttheacademicsuccessofstudentsofcolorandlow-incomestudents. StafWhoWorry. Top3responsesfor"Verytrue","True",or"Moderatelytrue";n= 189 AboutmyabilitiestobestsupportEnglishLanguageLearner(ELL)students AboutcommunicatingwithparentsofEnglishLanguageLearner(ELL) students,low-incomestudents,orstudentsofcolor Studentsorparentsmightstereotypemebecauseofmyrace,classor culture 20% 17% 36% 6% 12% 12% 4% 1 6% 20% 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= % Student Med/High-Income White&AsianStudents n=734 37% 40% Standard classes n=189 32% 34% StudentsofColor& Low-IncomeStudents n=362 35% 32% Non- Student Med/High-Income White&AsianStudents n=780 13% 18% StudentsofColor& Low-IncomeStudents n=1,029 12% 15% StafWhoReportThatClassesPrepare Students"Wel"or"VeryWel"forColege StudentsWhoReportThatTheirClasses"Probably" or"definitely"preparethem forcolege classes n= % Student Med/High-Income White&Asian Students n=734 69% 70% Standard classes n=189 37% 42% StudentsofColor& Low-IncomeStudents n=362 70% 64% Non- Student Med/High-Income White&Asian Students n=780 46% 53% StudentsofColor& Low-IncomeStudents n=1,029 47% 50%

8 Across20studiesofandIBstudentexperience,studentparticipationinorIBislinkedwith personaldevelopmentandacademicpreparation. Commonacrossstudies,studentsreportexpandingacademicidentities,developingdispositionsandskil setsthatarebeneficialforcolegeandcareer,feelingpreparedforcolegeaccessandsuccess,and openingdoorsincolegeandbeyond.(9) n=189 DevelopingLearningMindsets Developingcriticalthinkingskils Havingcolege-likeexperience Developingstudyskils Linkinglearningtolargerpurposes Developingliteracyskils Earningcolegecredit Developingsubjectareaknowledge Passingtheexam Takingtheexam 52% 50% 43% 37% % 12% 5% StafViewsontheBenefitsofStudents TakingClasses Top10responses;Stafselectupto3responses n=1,770 Earningcolegecredit Helpingwithcolegeaccess GetingGPAbump Havingcolege-likeexperience Developingstudyskils Developingsubjectareaknowledge Advisedbyanadult Developingcriticalthinkingskils Underchalenged DevelopingLearningMindsets 13% 13% 15% 15% 16% 18% 29% 38% 4 49% Students'TopReasonsforTakingor PlanningtoTakeanClass Top10responses;Studentswhoplantotake,arecurentlytaking,orhavetaken TheProgram PromotesStudents'ConfidenceinColegeBelonging Student Med/High-Income White&AsianStudents n=734 StudentsofColor& Low-IncomeStudents n=362 Non- Student Med/High-Income White&AsianStudents n=780 StudentsofColor& Low-IncomeStudents n=1,029 62% 65% 52% 53% 55% 58% 44% 46% PercentofStudentsWhoFeellikeTheyWilBelonginColege 6.Student& StafPerspectivesontheBenefitsofTaking

9 7.BarrierstoAccess Datafrom approximately337,000studentsurveysat268schoolsacrossthecountryshowedthat2outof5 studentsofcolorandlow-incomestudentsreportedthattheyhaveneverbeenencouragedtotakean/ibclass. Amongstudentsofcolorandlow-incomestudentswhoarenotcurentlyenroledin/IB,1in5studentsreported thattheydonotknowwhether/ibclassescanearnthem colegecredit.(10) n=189 Competingschedulepriorities ConcernedaboutGPA Don'tknowthebenefits Areintimidated Don'tknowifalowed 49% 40% 22% 16% 10% ReasonsStafThinkStudentsChooseNOTto TakeClasses Top5responses n=637 Won'tbesuccessful Toomuchwork Notenoughinformationprovided ConcernedaboutGPA Notenoughsupportavailable 43% 40% 32% 19% ReasonsStudentsofColorandLow-Income StudentsChooseNOTtoTakeClasses Top5responses 11thand12thGradeStudentsofColorandLow-IncomeStudents NotParticipatinginExperienceBarriers Med/High-IncomeWhite&AsianStudents(n=253) StudentsofColor&Low-IncomeStudents(n=375) 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 70% (177) 60% (225) 25% (62) 23% (87) (76) 39% (148) 35% (88) 34% (129) 58% (146) 58% (216) Ifthe22511thand12thgradestudentsofcolorandlow-incomestudentswhohave theadultencouragementbarierparticipatedinatthesamerateasstudentswithoutthebarier(66%), 148studentsofcolorandlow-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 Efectivestudyandnote-takingskils Studentinterest Qualityofteaching Confidenceinsuccess GrowthMindset Reading/number/technologicalliteracyskils Confidenceinbelonging Understandclassvalue Prerequisites Testscores GPA 83% 73% 70% 70% 67% 62% 6 60% 56% 40% 37% 20% 19% StafReport"VeryGood"PredictorsofStudentSuccessinClasses n= 189 EOSmadeusrealizethatweneedtolookwelbeyondstudents'gradesinordertojudgetheir potential.wehaveneverintentionalyplayed"gatekeepers"toourprogram.however,wecouldhave doneabeterjob.ourstudents,whomayhavenotatemptedbeforethisprocess,arehaving tremendoussuccessincourses." -EOSPartner,HeadCounselor LearningMindsets Recommendedbyteachers Wanttoenrol Aloftheabove Colegeaspirations Persistence Underchalenged GPAortest-scorethreshold Alstudents Nostudentshouldbeactivelyrecruited 45% 39% 34% 32% 13% 4% 3% StafReportThatStudentswithTheseAttributesShouldBeActivelyRecruitedfor n= 187

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 70% 66% 62% 62% 64% 66% 67% 36% 34% 35% 34% 4 38% 34% n=202 n=446 n=423 n=355 n=343 n=466 n=371 Thereare37311thand12thgradestudentsofcolorandlow-incomestudents with1ormorelearningmindsetswhoarecurentlynotenroledin.* *BasedonEOS'sportfoliodata,11thand12thgradestudentsofcolorandlow-incomestudentswith1ormoreLearningMindset demonstratedsemester1/ibpassratesof89%.(15)

13 Acommonthreadthroughouthigh-performingschoolsisthecommonbeliefin students briliance, humanity,andinherentintelectualcapacity.becausetheybelievetheirstudentscanachieveathigh levels,theysethighexpectationsforperformanceandsupportstudentstowardtheirsuccess. (16) SupportOne-On-OneConversationswithStudents n=475 Iplannedtotakebeforestartinghighschool Aconversationwithafriend Aconversationwithmyparentsorguardians It'sjustpartoftheschoolculture Ameetingwithmycounselor 17% 12% % ReasonsWhyCurrentStudentsofColorandLow-Income StudentsDecidedtoEnrolinTheirFirstClass Top5Responses One-on-oneconversationswith students Doprofessionaldevelopment Improveidentification& encouragementpractices Improveacademicsupportresources Tutorstudents Revisepoliciestoincreasestudent access NumberofStafWilingtoTakeActionto CreateanEquitableProgram CreateStructuresforSupport n=1,175 Study/HW support Opportunitiestoredoassignments Peermentors/studypartner Nosummerhomework Coveredexam fees 25% 27% 28% 33% 33% StudentsofColorandLow-IncomeStudentsReport ThatTheyWouldBeMoreLikelytoTakeif. Top5Responses 40non-teachersareinterested inteachingsubjects BuildCapacityforEquity Sciences History SocialScience Math WorldLanguages&Cultures Arts English 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),