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A follow up to an affirmation intervention study with middle schoolers revealed long term benefits of an exercise in which students wrote about a self-affirming value. Over 2 years, black students' GPA s was raised by 0.24 grade points. Low-achieving black students' GPA increased by 0.41 and their rate of remediation or grade repetition was dramatically reduced. The authors describe the importance of setting in motion a recursive process early on.
