Using a randomized controlled trial in a nationally representative sample of 65 public high schools (N = 13,660), we tested the effects of a growth mindset intervention on math course- taking patterns and student achievement and explored whether school context was related to the success of the intervention. Students were randomly assigned to complete either the growth mindset intervention or a
... [Show full abstract] control activity during two 25-minute sessions. After participating in the growth mindset program used in the National Study of Learning Mindsets, students’ 9th- grade mathematics GPA increased by an average of 0.05 grade points on a 4.3-point scale. We found distinct patterns of treatment effects that depend on level of math preparation, course intensity, school context, and changes in students’ mindset.