Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece 7/16/2015 1

Purpose Address 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 again Before implementing strategies to foster grit, it is imperative to understand grit 7/16/2015 2

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Previous Research and Background Information Study 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, /16/2015 4

Previous Research and Background Information Noted 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 intelligence 7/16/ Heckman, J., Humphries, J., & Mader, N. (2010). GED Working Paper No National Bureau of Economic Research. Cambridge: NBER. Retrieved June 11, 2015, from

Previous Research and Background Information According 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), Retrieved June 11, 2015, from bin/drupalm/system/files/Implicit%20Theories%20of%20Intelligence%20Predict%20Achievement%20Across%20an% 20Adolescent%20Transition.pdf 7/16/2015 6

Previous Research and Background Information Others 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 better 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), Retrieved June 11, 2015, from bin/drupalm/system/files/Implicit%20Theories%20of%20Intelligence%20Predict%20Achievement%20Across%20an %20Adolescent%20Transition.pdf 7/16/2015 7

Previous Research and Background Information What skills? Emma Garcia, an expert on economic and educational policies lists non-cognitive skills as: Critical thinking skills Problem solving skills Emotional health Social skills Work ethic Community responsibility (Garcia, 2014, p. 3). Garcia expands the skills to include: Factors affecting personal relationships between students and teachers Closeness Affection Open communication Self-control Self-regulation Persistence Academic confidence Teamwork Organizational skills Creativity Communication skills (Garcia, 2014, p. 3). 7/16/ 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

Previous Research and Background Information Narrowed 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. 7/16/2015 9

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). 7/16/ 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 self-control-a-critical-analysis-of-the-marshmallow-test/

Methodology When: April-May 2015 Where: Benson High School Magnet Who: Two groups were selected amongst the senior class at Benson. Group 1:Top Ten Percent based on GPA Group 2: Outside of the top ten percent based on GPA /16/

Methodology How was the study conducted? Grit Measurement Both groups took the Online Duckworth Lab Grit Survey Scale of 1-5 with one being not very gritty and 5 being very gritty Student Perspective: Surveys about: Skills, Steps, Motivation, Influence 7/16/

Data Analysis and Interpretation Do 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 scores The average grit scores for Group 1 was 3.93 The average grit score for Group 2 was /16/

Data Analysis and Interpretation 7/16/

Data Analysis and Interpretation What 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. 7/16/

Data Analysis and Interpretation 75% 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. 7/16/

Data Analysis and Interpretation Group 1: Clear path laid out for the future They took logical steps to accomplish their goals. Identified 13 clear steps to reaching their goals Group 2 17% of students in group two admitted to doing nothing to reach their future goals Second Characteristic: Ability to create logical plan for the future 7/16/

Data Analysis and Interpretation 7/16/

Data Analysis and Interpretation 7/16/

Data Analysis and Interpretation Additional Findings: 5 Necessary Skills for Success Do students recognize the need for grit? Group 1-listed many of the skills mentioned in earlier studies Group 2-listed more classroom expectations than skills Where do students learn the skills? #1-Family #2-School Additional Characteristics: Family promotion of soft skills (grit, communication, work ethic, self regulation) reinforced at school. 7/16/

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% Listening 25% Hard work 25% Motivation 25% Time management 25% Do the work/work ethic 25% Participating/willingness 16% (tied) grit/failed and learn from it, ask questions, patience, focus, respect, maturity, and responsibility 16% Group 2: Top Ten Skills Be respectful 33% Concentrate/pay attention 29% Do the work 22% Study/study skills 22% Reading 18% Listen 14% Motivation 14% Patience 14% Determination 11% (tie): future goals, go to class, kindness to others, money, and writing skills 11% 7/16/

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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/

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.” 7/16/

HOW DO YOU PLAN TO FOSTER GRIT? 7/16/