Much talk about equity in education is about bricks and mortar--about having equal facilities and equal resources. Those factors, although extremely important, are relatively easy to quantify. What may be harder to capture are the beliefs that administrators, teachers, and students hold--beliefs that can have a striking impact on students' achievement. In this paper, the author explains the importance of setting the minds of students and teachers that intelligence can be developed by citing two set of beliefs she identified in her research. In the author's research, she has identified that people may have a fixed mind-set, in which they believe that intelligence is a static trait: some students are smart and some are not, and that's that. Or they may have a growth mind-set, in which they believe that intelligence can be developed by various means--for example, through effort and instruction. Recent research has shown that students' mind-sets have a direct influence on their grades and that teaching students to have a growth mind-set raises their grades and achievement test scores significantly. Rheinberg, a researcher in Germany, found that when teachers had a fixed mind-set, the students who had entered their class as low achievers left as low achievers at the end of the year. When teachers had a growth mind-set, however, many of the students who had started the year as low achievers moved up and became moderate or even high achievers.