By Mary Reece Maryfoutsopsorg 7162015 1 Purpose A ddress a question Why is it people of similar backgrounds living in similar situations attending the same school with the same set of teachers fail while others succeed ID: 473134
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Examination of Fostering Grit and the Impact on Student Achievement
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By Mary ReeceMary.fouts@ops.org
7/16/2015
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PurposeAddress a question: Why is it people of similar backgrounds, living in similar situations, attending the same school with the same set of teachers fail while others succeed?
Grit: the ability to persevere, work hard, fail but try againBefore implementing strategies to foster grit, it is imperative to understand grit7/16/2015
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Understanding how and why students move forward in difficult circumstances will allow teachers to cultivate an environment of perseverance and determination.
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Previous Research and Background InformationStudy conducted in 2014 by the University of Chicago Consortium on Chicago School Research Students with a GPA of 3.0 or higher in high school were more likely to graduate from college than students with a lower GPA.
“The skills and behaviors that earn students high grades-coming to class, completing their assignment, and meeting their teachers’ expectation-are needed to succeed in college and in their careers” (Healey, Nagaoka, & Michelman
, 2014, p. 3). Students with high GPAs have more than intelligence.Healey, K., Nagaoka
, J., & Michelman, V. (2014). The Educational Attainment of Chicago Public Schools Students A Focus on Four Year College Degrees. Univeristy of Chicago, Consortium on Chicago School Research. Chicago: University of Chicago. Retrieved June 29, 2015
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Previous Research and Background InformationNoted economist James Heckman’s study on the GED program in America“…although the GED establishes cognitive equivalence on one measure of scholastic aptitude, recipients still face limited opportunity due to deficits in non-cognitive skills such as persistence, motivation and reliability” (Heckman, Humphries, &
Mader, 2010, p. 2).GED students do not lack intelligence7/16/2015
5Heckman, J., Humphries, J., & Mader, N. (2010). GED Working Paper No 16064.
National Bureau of Economic Research. Cambridge: NBER. Retrieved June 11, 2015, from http://www.nber.org/papers/w16064.pdfSlide6
Previous Research and Background InformationAccording to Carol Dweck in a study conducted comparing theories of intelligence and student achievement:“Theories
of intelligence shape their (the student) responses to academic challenge” (Blackwell, Trzesniewski, & Dweck, 2007, p. 247). Students develop defeatist attitudes towards their education and intelligence.
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007, February). Implicit Theories of Intelligence Predict Achievement Across Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78(1), 246-263. Retrieved June 11, 2015, from http://www.stanforduniversity.info/dept/psychology/cgi-bin/drupalm/system/files/Implicit%20Theories%20of%20Intelligence%20Predict%20Achievement%20Across%20an%20Adolescent%20Transition.pdf
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Previous Research and Background InformationOthers may have:“…the belief that ability can be developed through their effort orients those endorsing a more incremental theory toward challenging tasks that promote skill acquisition and toward using effort to overcome difficulty” (Blackwell, Trzesniewski, & Dweck
, 2007, p. 247).Challenges in learning are an opportunity to do betterBlackwell
, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007, February). Implicit Theories of Intelligence Predict Achievement Across Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78(1), 246-263. Retrieved June 11, 2015, from http://www.stanforduniversity.info/dept/psychology/cgi-bin/drupalm/system/files/Implicit%20Theories%20of%20Intelligence%20Predict%20Achievement%20Across%20an%20Adolescent%20Transition.pdf
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Previous Research and Background InformationWhat skills?Emma Garcia, an expert on economic and educational policies lists non-cognitive skills as: Critical thinking
skillsProblem solving skillsEmotional healthSocial skillsWork ethicCommunity responsibility
(Garcia, 2014, p. 3). Garcia expands the skills to include:Factors
affecting personal relationships between students and teachersClosenessAffectionOpen communication
Self-controlSelf-regulationPersistenceAcademic confidence
TeamworkOrganizational skillsCreativityCommunication skills (Garcia, 2014, p. 3).
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Garcia, E. (2014).
The Need to Address
Noncogntive
Skills in the Education Policy Agenda.
Washington D.C.: Economic Policy Institute. Retrieved June 11, 2015, from http://s3.epi.org/files/2014/the-need-to-address-noncognitive-skills-12-02-2014.pdfSlide9
Previous Research and Background InformationNarrowed set of non-cognitive skills:Self Regulation and Grit:Famous Marshmallow Test:Young children were placed in a room with a single marshmallow.
They were told if they waited for an adult to return they would receive two marshmallows. The study was designed to observe kids as they self-regulated.
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Previous Research and Background Information “It is now known that the number of seconds children were able to wait for a larger, preferred treat predicts an astounding array of life outcomes” (Duckworth, Is It Really Self Control: A Critical Analysis of the "Marshmallow Test", 2013).
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Duckworth, A. (2013, November 10). Is It Really Self Control: A Critical Analysis of the "Marshmallow Test". (D. Nussbaum, Ed.) Socity of Personality and Social Psychology. Retrieved June 10, 2015, from https://spsptalks.wordpress.com/2013/11/10/is-it-really-self-control-a-critical-analysis-of-the-marshmallow-test/Slide11
MethodologyWhen: April-May 2015Where: Benson High School MagnetWho: Two groups were selected amongst the senior class at
Benson.Group 1:Top Ten Percent based on GPA 3.5-4.28Group 2: Outside of the top ten percent based on GPA 1.52-3.427/16/2015
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MethodologyHow was the study conducted?Grit MeasurementBoth groups took the Online Duckworth Lab Grit SurveyScale of 1-5 with one being not very gritty and 5 being very gritty
Student Perspective: Surveys about: Skills, Steps, Motivation, Influence7/16/2015
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Data Analysis and InterpretationDo successful students (top 10% of the graduating class) have a higher level of grit than other students?
Students with higher GPAs have slightly higher grit scoresThe average grit scores for Group 1
was 3.93 The average grit score for Group 2 was 3.67 7/16/2015
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Data Analysis and Interpretation7/16/2015
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Data Analysis and InterpretationWhat are the characteristics of higher achieving students that are not prevalent among other students?100% of students in Group 1
had future plans beyond high school.11 enrolled in a post-secondary college 1 student enrolled in the marines with the plan to enter college afterwards.
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Data Analysis and Interpretation75% of Group 2 had plans to go to college The majority of the rest planned on working without a clear job at the time the survey was taken. The first characteristic of high achieving students is future planning.
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Data Analysis and InterpretationGroup 1:Clear path laid out for the futureThey
took logical steps to accomplish their goals. Identified 13 clear steps to reaching their goalsGroup 217% of students in group two admitted to doing nothing to reach their future goals
Second Characteristic: Ability to create logical plan for the future7/16/201517Slide18
Data Analysis and Interpretation7/16/2015
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Data Analysis and Interpretation
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Data Analysis and Interpretation
Additional Findings:5 Necessary Skills for SuccessDo students recognize the need for grit?Group 1-listed many of the skills mentioned in earlier studies
Group 2-listed more classroom expectations than skillsWhere do students learn the skills?#1-Family#2-SchoolAdditional Characteristics: Family promotion of soft skills (grit, communication, work ethic, self regulation) reinforced at school.
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Third Characteristic: The ability to identify 5 Skills necessary for success
Group One: Top Ten Skills
(Tied )study skills, persistence, determination
50%
Positive attitude
33%
L
istening
25%
H
ard
work
25%
M
otivation
25%
T
ime
management
25%
D
o
the work/work ethic
25%
P
articipating/willingness
16%
(tied) grit/failed and learn from it, ask questions, patience, focus, respect, maturity, and responsibility
16
%
Group 2: Top Ten Skills
B
e
respectful
33%
C
oncentrate/pay
attention
29%
D
o
the work
22%
S
tudy/study
skills
22%
R
eading
18%
Listen
14%
Motivation
14%
Patience
14%
Determination
11%
(tie): future goals, go to class, kindness to others, money, and writing skills
11%
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Data Analysis and Interpretation
Top 10% perspective on the role of teachers:“Describe one thing a teacher has done to motivate you?”
Recognition of student’s ability or work in a positive way.One student wrote: “They have told me that if I go above and beyond I gain a better grade.” Another student wrote:
“They pushed me into getting my work done even when I gave up.” 7/16/2015
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Data Analysis and Interpretation
Beyond fostering grit through comments, one student identified: “Enthusiasm and passion is how a teacher motivates me. Their ability and love for what they do is amazingly motivating.”
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How do you plan to foster grit?7/16/201525