Running head: 2111 WRITING ASSIGNMENT

Title of Your Paper Goes Here

Sophie Schultz
The University of Memphis

WRITING ASSIGNMENT

2
Title of Your Paper Goes Here
Problem

The main problem in this study is the use of the NCE (Normal Curve
Equivalents) data rather than the individual raw scores of each student.
While the NCE scores worked, it would have been most accurate to use each
students raw score to show more precise improvements, or declines. The
NCE scores are scores used as standardization methods that compare all
students, nation wide, test scores (McCutchen, Jones, Carbonneau, & Mueller,
2012). The scores came back as a nationally representative sample. If the
scores would have been raw it would have shown a more individualized
performance per student. The raw data would have helped because it would
have shown a clearer understanding of of the relationship between the
students mindsets and their academic perseverance (McCutchen et al.,
2012). By the schools disregarding these raw scores, in was not possible to
tell if students were improving on an intra-individual level (McCutchen et al.,
2012).
Purpose
The purpose of this study was to find out if students initial mindsets about school had an
impact on their academic achievement. They categorized the mindsets into two groups which
were growth mindset and fixed mindset. The researchers initial hypothesis was that students
who had a growth mindset would progress at a higher rate. This means they believed that the
students with a more fixed mindset would be progressing at a slower rate.
Background and Previous Research

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The previous research performed on this study suggested that the motivation of students
aligned with the beliefs of their teachers by the way the students present themselves in the
classroom (McCutchen et al., 2012). It also suggested that the students self
concepts, classroom wise, affected their academic achievement.
Research Performed
The research performed in this study included students ranging from the third grade up to
the sixth grade. There were four hundred and nineteen students in total in this study. There were
two hundred and three boys, and two hundred and sixteen girls. The boy to girl ratio was good
because it is fairly even. The study included seven different schools, all within the same school
district, coming from twenty-eight different classrooms. The ethnic groups were also fairly even.
These included Hispanic, multiethnic, Caucasian, Asian, Native American, and other. The
researchers used questionnaires to rank them either with a growth or fixed mindset, and they
were given then questionnaire every fall and spring term over the two years. They were followed
by standardized math and reading tests. The researchers used multi-level modeling to link
academic achievement with mindset of the students. They related them across time points.
Finding and Conclusions
The researchers findings concluded that they were correct about the students with higher
achievement and growth mindsets. These students did have higher achievement over time, and
there was a time effect. These students achievement, however, did decrease over the 3 time
points and vice versa for fixed mindset students. they also concluded that the NCE scores did
decline from point 1 to point 3 (McCutchen et al., 2012).
Course Connections
This relates to class content when we talked about intelligence tests (IQ) and emotional

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tests (EQ). This relates to the intelligence tests by the students scores on the math and reading
standardized tests and how they decreased. The emotional test relates to this study by tying in
their mindsets and how they present themselves in the classroom.
References

McCutchen,K.L.,Jones,M.H.,Carbonneau,K.J.,&Mueller,C.E.(2016).Mindset
andstandardizedtestingovertime.LearningandIndividualDifferences,45208
213.doi:10.1016/j.lindif.2015.11.027