PERTS stands for the Project for Education Research That Scales. It is an applied research center at Stanford University. Our team partners with schools, colleges, and other organizations to improve student motivation and achievement on a large scale. In the process, we conduct research that enables us to improve our programs and to expand what is known about academic motivation.
To be successful, students must be motivated and resilient: They must choose to learn and to persist even when schoolwork is challenging.
Research shows that students are more likely to be motivated and resilient if they have adaptive learning mindsets. Students with adaptive learning mindsets think about school and about their own abilities in fundamentally different ways from disengaged students: They understand why school is important; they trust their teachers and peers; and they understand that they can grow their abilities by working hard and by trying new strategies when they get stuck. Students who don't understand these things don't try as hard and give up quickly.
PERTS programs help students develop more adaptive learning mindsets so they can stay motivated and resilient. In doing so, they can improve academic outcomes.Contact Us
The PERTS Mindset Kit has videos, readings, and activity suggestions that empower educators and parents to effectively promote learning mindsets in the students they work with.
PERTS creates and evaluates brief online programs that help students in high school and college develop learning mindsets. Our community college program is currently recruiting qualified colleges. Our high school learning mindset program is currently being evaluated through a double blind randomized controlled study with a nationally representative sample of students. It will be available to all schools in the U.S. starting in early 2017.
We are working with the College Transition Collaborative to learn how to use social belonging interventions to reduce group-based achievement gaps in college. This is a partnership between researchers and administrators from more than twenty universities.
PERTS draws on decades of scientific research to develop activities that can help students discover new ways to think about school and about their own abilities. In the process, students can become more passionate, more resilient learners.
Lay theory interventions raised first-year full-time college enrollment among students from socially and economically disadvantaged backgrounds exiting a high-performing charter high school network or entering a public flagship university (experiments 1 and 2) and, at a selective private university, raised disadvantaged students’ cumulative first-year grade point average (experiment 3).
Yeager, D. S.*, Walton, G. M.*, Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., Kamentz, D., Ritter, G., Duckworth, A. L., Urstein, R., Gomez E., Markus, H. R. Cohen, G. L., & Dweck, C. S. (2016). Proceedings of the National Academy of Sciences of the United States of America.* The first two authors contributed equally to this work.
Presents results from a randomized controlled trial in which a brief growth mindset intervention and a brief purpose for learning intervention raised academic achievement among students at-risk for dropping out of high school.
Paunesku, D., Walton, G.M., Romero, C.L., Smith, E.N., Yeager, D.S., & Dweck, C.S. (2015). Mindset Interventions are a Scalable Treatment for Academic Underachievement. Psychological Science.
A number of studies demonstrate that students are more motivated when they possess a "purpose for learning" — when they understand how learning today will help them accomplish meaningful goals in the future.
Yeager, D.S., Henderson, H., Paunesku, D., Walton, G.M., D’Mello, S. Spitzer, B.J., & Duckworth, A.L. (2014). Boring but Important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107(4), 559-580.
The impact was so overwhelmingly positive that I have to admit that it brought tears to my eyes. I was just so thrilled for my community.
[When PERTS unveiled our college's results at a state-wide summit of faculty and administrators], all the arrows went in the right direction, and there were gasps of joy when they saw this.
They ask us questions to help us succeed in school. That was my favorite part about the program.
Our interdisciplinary team includes behavioral scientists, software developers, analysts, and logistics coordinators.
PERTS is always searching for passionate and driven individuals to join our rapidly growing team.
Take a look at some of our open positions. If you don't see the position you were hoping for, please reach out and convince us why you'd be a great fit!Explore all positions
We work with schools, colleges, and other organizations around the country to improve student outcomes.
Below is a map of some of our partner schools and colleges across the nation
For press inquiries or to request a speaking engagement, please email us at email@example.com
Learn more about PERTS by reading some of these recent news articles from across the web.