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Challenging negative stereotypes to narrow the achievement gap


June 24, 2015

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A writing intervention linked to improved academic performance among girls and minorities may work by triggering a sense of belonging, helping to ease the students' anxiety, say Columbia University researchers. They are the first to apply text-mining techniques to analyze the content of experimental essays, showing that some students do better in school when asked to write about values important to them.Full Story

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Columbia University

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