Publication Date

Summer 2021

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Brent Duckor

Keywords

Academic Mindset, At Promise Youth, Mathematics, Middle School, NWEA, Self-Efficacy

Subject Areas

Educational leadership; Education; Educational psychology

Abstract

California’s accountability system has blended its focus on noncognitive factors of achievement as well as evidence of academic growth. School districts are becoming increasingly interested in developing noncognitive factors in their students to help increase student achievement. With the wide variety of mandates and responsibilities schools are shouldering, it will be important to continue developing methods to increase all school accountability metrics in relation with each other. This research aims to explore the relationship between noncognitive factors and mathematics achievement as measured by the Northwest Evaluation Association’s Measure of Academic Progress assessment (MAP). This study surveyed 8th graders throughout a school district to measure their ratings of self-efficacy and growth mindset, two major noncognitive factors found in the research to be major drivers of student achievement. During this research study I developed a new instrument, the Self-Efficacy and Academic Mindset (SEAM). The survey instrument was adapted from the Mindsets Essential Skills and Habits survey (MESH), a survey used by the CORE districts of California to measure and evaluate the noncognitive factors of their students. The survey was conducted in conjunction with the fall 2020 administration of the MAP assessment.

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