Addressing the Academic Performance Gap between Minority and White Students

Can the academic performance of Black students be increased using interventions designed to reduce their stress and anxiety about being negatively stereotyped?

The investigators will randomly assign 6th-8th grade students from a racially balanced middle school to receive either intervention or control exercises prior to academic tests. A survey will be given throughout the year to assess students’ perception of school climate. Test scores, grades, attendance, and disciplinary incidents will be used to compare and measure effects of the interventions.

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