{"id":6669,"date":"2016-04-07T08:00:49","date_gmt":"2016-04-07T12:00:49","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=6669"},"modified":"2020-03-03T17:07:13","modified_gmt":"2020-03-03T21:07:13","slug":"duckworth-not-grade-schools-grit","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/duckworth-not-grade-schools-grit\/","title":{"rendered":"Duckworth: Do not Grade Schools on Grit"},"content":{"rendered":"<p><a href=\"http:\/\/www.coreeducationllc.com\/blog2\/is-tfa-still-a-good-idea\/newyorktimes\/\" rel=\"attachment wp-att-1928\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-1928\" src=\"https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2012\/09\/newyorktimes.jpg?resize=179%2C116\" alt=\"newyorktimes\" width=\"179\" height=\"116\" srcset=\"https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2012\/09\/newyorktimes.jpg?w=530&amp;ssl=1 530w, https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2012\/09\/newyorktimes.jpg?resize=300%2C194&amp;ssl=1 300w, https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2012\/09\/newyorktimes.jpg?resize=463%2C300&amp;ssl=1 463w\" sizes=\"auto, (max-width: 179px) 100vw, 179px\" \/><\/a>In a recent New York Times opinion piece, Angela Duckworth, founder and scientific director of the Character Lab and the author of the forthcoming book <em>Grit: The Power of Passion and Perseverance<\/em>, recommends against using the results of character surveys for school accountability. A short excerpt from Mrs. Duckworth follows:<\/p>\n<p><em>Over the past few years, I\u2019ve seen a groundswell of popular interest in character development.<\/em><\/p>\n<p><em>As a social scientist researching the importance of character, I was heartened. It seemed that the narrow focus on standardized achievement test scores from the years I taught in public schools was giving way to a broader, more enlightened perspective. These days, however, I worry I\u2019ve contributed, inadvertently, to an idea I vigorously oppose: high-stakes character assessment. New <a href=\"http:\/\/www.edweek.org\/ew\/articles\/2016\/01\/06\/essa-law-broadens-definition-of-school-success.html\" target=\"_blank\" rel=\"noopener noreferrer\">federal legislation<\/a> can be interpreted as encouraging states and schools to incorporate measures of character into their accountability systems. This year, nine California school districts will begin doing this.<\/em><\/p>\n<p><em>Most students and parents say character feedback is useful. But it is still falling short. Getting feedback is one thing, and listening to it is another. To encourage self-reflection, we ask students to rate themselves. Thinking you\u2019re \u201calmost always\u201d paying attention but seeing that your teachers say this happens only \u201csometimes\u201d is often the wake-up call students need.<\/em><\/p>\n<p><em>This model still has many shortcomings. Some teachers say students would benefit from more frequent feedback. Others have suggested that scores should be replaced by written narratives. Most important, we\u2019ve discovered that feedback is insufficient. If a student struggles with \u201cdemonstrating respect for the feelings of others,\u201d for example, raising awareness of this problem isn\u2019t enough. That student needs strategies for what to do differently. His teachers and parents also need guidance in how to help him.<\/em><\/p>\n<p><em>Scientists and educators are working together to discover more effective ways of cultivating character. A 2011 <a href=\"http:\/\/static1.squarespace.com\/static\/513f79f9e4b05ce7b70e9673\/t\/52e9d8e6e4b001f5c1f6c27d\/1391057126694\/meta-analysis-child-development.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">meta-analysis<\/a> of more than 200 school-based programs found that teaching social and emotional skills can improve behavior and raise academic achievement, strong evidence that school is an important arena for the development of character. But we\u2019re nowhere near ready \u2014 and perhaps never will be \u2014 to use <a href=\"http:\/\/www.edweek.org\/ew\/articles\/2015\/10\/28\/we-arent-using-assessments-correctly.html?cmp=eml-eb-content-testing+03092016\">feedback<\/a> on character as a metric for judging the effectiveness of teachers and schools. We shouldn\u2019t be rewarding or punishing schools for how students perform on these measures.<\/em><\/p>\n<p><em>My concerns stem from intimate acquaintance with the <a href=\"http:\/\/www.aera.net\/Newsroom\/RecentAERAResearch\/MeasurementMattersAssessingPersonalQualitiesOtherThanCognitiveAbilityforEducationalPurposes\/tabid\/15946\/Default.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">limitations<\/a> of the measures themselves.<\/em><\/p>\n<p><em>One problem is reference bias: A judgment about whether you \u201ccame to class prepared\u201d depends on your frame of reference. If you consider being prepared arriving before the bell rings, with your notebook open, last night\u2019s homework complete, and your full attention turned toward the day\u2019s lesson, you might rate yourself lower than a less prepared student with more lax standards<\/em><\/p>\n<p><em>I also worry that tying external rewards and punishments to character assessment will create incentives for cheating. Policy makers who assume that giving educators and students more reasons to care about character can be only a good thing should take heed of research suggesting that extrinsic motivation can, in fact, displace intrinsic motivation. While carrots and sticks can bring about short-term changes in behavior, they often <a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/10589297\" target=\"_blank\" rel=\"noopener noreferrer\">undermine<\/a> interest in and responsibility for the behavior itself.<\/em><\/p>\n<p><em>A couple of weeks ago, a colleague told me that she\u2019d heard from a teacher in one of the California school districts adopting the new character test. The teacher was unsettled that questionnaires her students filled out about their grit and growth mind-set would contribute to an evaluation of her school\u2019s quality. I felt queasy. This was not at all my intent, and this is not at all a good idea.<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>To read more analysis from Mrs. Duckworth on Character Education, see <a href=\"http:\/\/www.nytimes.com\/2016\/03\/27\/opinion\/sunday\/dont-grade-schools-on-grit.html?_r=1\" target=\"_blank\" rel=\"noopener noreferrer\">the NY Times article<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>In a recent New York Times opinion piece, Angela Duckworth, founder and scientific director of the Character Lab and the author of the forthcoming book Grit: The Power of Passion and Perseverance, recommends against using the results of character surveys for school accountability. A short excerpt from Mrs. Duckworth follows: Over the past few years, <a href=\"https:\/\/www.coreeducationllc.com\/blog2\/duckworth-not-grade-schools-grit\/\" rel=\"nofollow\"><span class=\"sr-only\">Read more about Duckworth: Do not Grade Schools on Grit<\/span>[&hellip;]<\/a><\/p>\n","protected":false},"author":1,"featured_media":1928,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[5,4,338],"tags":[74,288,54,264,53],"class_list":["post-6669","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-politics-policy","category-school-reform-leadership","category-uscee","tag-accountability","tag-character-education","tag-policy","tag-social-emotional-learning","tag-state-education-agencies"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Duckworth: Do not Grade Schools on Grit - Core Education, LLC<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.coreeducationllc.com\/blog2\/duckworth-not-grade-schools-grit\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Duckworth: Do not Grade Schools on Grit - Core Education, LLC\" \/>\n<meta property=\"og:description\" content=\"In a recent New York Times opinion piece, Angela Duckworth, founder and scientific director of the Character Lab and the author of the forthcoming book Grit: The Power of Passion and Perseverance, recommends against using the results of character surveys for school accountability. A short excerpt from Mrs. Duckworth follows: Over the past few years, Read more about Duckworth: Do not Grade Schools on Grit[&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.coreeducationllc.com\/blog2\/duckworth-not-grade-schools-grit\/\" \/>\n<meta property=\"og:site_name\" content=\"Core Education, LLC\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/Core-Education-LLC-355510877440\/?fref=ts\" \/>\n<meta property=\"article:published_time\" content=\"2016-04-07T12:00:49+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2020-03-03T21:07:13+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2012\/09\/newyorktimes.jpg?fit=530%2C343&ssl=1\" \/>\n\t<meta property=\"og:image:width\" content=\"530\" \/>\n\t<meta property=\"og:image:height\" content=\"343\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"coreeducation\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@CoreEducation1\" \/>\n<meta name=\"twitter:site\" content=\"@CoreEducation1\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"coreeducation\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"3 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/www.coreeducationllc.com\\\/blog2\\\/duckworth-not-grade-schools-grit\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/www.coreeducationllc.com\\\/blog2\\\/duckworth-not-grade-schools-grit\\\/\"},\"author\":{\"name\":\"coreeducation\",\"@id\":\"https:\\\/\\\/www.coreeducationllc.com\\\/blog2\\\/#\\\/schema\\\/person\\\/2eb7c51d3eeff86dc4b6f5ec6f626bf1\"},\"headline\":\"Duckworth: Do not Grade Schools on Grit\",\"datePublished\":\"2016-04-07T12:00:49+00:00\",\"dateModified\":\"2020-03-03T21:07:13+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/www.coreeducationllc.com\\\/blog2\\\/duckworth-not-grade-schools-grit\\\/\"},\"wordCount\":629,\"commentCount\":0,\"publisher\":{\"@id\":\"https:\\\/\\\/www.coreeducationllc.com\\\/blog2\\\/#organization\"},\"image\":{\"@id\":\"https:\\\/\\\/www.coreeducationllc.com\\\/blog2\\\/duckworth-not-grade-schools-grit\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/i0.wp.com\\\/www.coreeducationllc.com\\\/blog2\\\/wp-content\\\/uploads\\\/2012\\\/09\\\/newyorktimes.jpg?fit=530%2C343&ssl=1\",\"keywords\":[\"accountability\",\"character education\",\"policy\",\"social emotional learning\",\"state education agencies\"],\"articleSection\":[\"Politics &amp; 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