@EdWorkingPaper{ai21-402,
title = "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",
author = "Susana Claro, Valentina Paredes, Verónica Cabezas, Gabriel Cruz",
institution = "Annenberg Institute at Brown University",
number = "402",
year = "2021",
month = "May",
URL = "http://www.edworkingpapers.com/ai21-402",
abstract = {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.},
}