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Direct linkHanselman, Paul; Rozek, Christopher S.; Grigg, Jeffrey; Borman, Geoffrey D. – Grantee Submission, 2017
Brief, targeted self-affirmation writing exercises have recently been offered as a way to reduce racial achievement gaps, but evidence about their effects in educational settings is mixed, leaving ambiguity about the likely benefits of these strategies if implemented broadly. A key limitation in interpreting these mixed results is that they come…
Descriptors: Writing Exercises, Achievement Gap, Replication (Evaluation), Middle School Students
