25
Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece [email protected] 7/16/2015 1

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

Embed Size (px)

Citation preview

Page 1: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

1

Examination of Fostering Grit and the Impact on Student Achievement:

By Mary Reece

[email protected]

7/16/2015

Page 2: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

2

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

Page 3: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

3

Understanding how and why students move forward in difficult circumstances will allow teachers to cultivate an environment of perseverance and determination.

7/16/2015

Page 4: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

4

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, 2015

7/16/2015

Page 5: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

5

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

7/16/2015

Heckman, 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.pdf

Page 6: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

6

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), 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

7/16/2015

Page 7: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

7

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), 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

7/16/2015

Page 8: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

8

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).

7/16/2015

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.pdf

Page 9: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

9

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

Page 10: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

10

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).

7/16/2015

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/

Page 11: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

11

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 3.5-4.28

• Group 2: Outside of the top ten percent based on GPA 1.52-3.42

7/16/2015

Page 12: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

12

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

7/16/2015

Page 13: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

13

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 3.67

7/16/2015

Page 14: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

14

Data Analysis and Interpretation

2.13 3

3.13

3.25

3.38 3.

53.

633.

753.

88 44.

134.

254.

38 4.5

4.63

4.75 5

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Grit Score Comparison

Group 1 N:12Group 2 N:27

Grit Score Range

Num

ber

of S

tude

nt R

ecei

ving

Gri

t Sco

re

7/16/2015

Page 15: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

15

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.

7/16/2015

Page 16: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

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.

7/16/2015

Page 17: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

17

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

7/16/2015

Page 18: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

18

Data Analysis and Interpretation

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Group 1 Identified Steps to Reach Goal

ScholarshipsAP ClassesCourses related to majorDo HomeworkDual EnrollmentPractice/TrainingHard WorkConcentrategradespush on/throughmotivatedAppliedAcceptance

Steps Identified

Nu

mb

er

of

Re

sp

on

se

s o

ut

of

12

Stu

de

nts

7/16/2015

Page 19: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

19

Data Analysis and Interpretation

0

1

2

3

4

5

6

7

Group 2 Identified Steps to Reaching GoalGo to School and do workNothingTake Classes Related to MajorHard Work and StudyGrants/ScholarshipsFocusPracticeTry in SchoolGraduateChose to go to CollegeResearch and Tour CollegeEnlistACT and EnrollConsult FamilyCollege PossibleIdentified Skills

Num

ber o

f 27

stud

ent R

espo

nses

7/16/2015

Page 20: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

20

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.

7/16/2015

Page 21: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

21

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%

7/16/2015

Page 22: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

227/16/2015

Page 23: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

23

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

Page 24: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

24

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.”

7/16/2015

Page 25: Examination of Fostering Grit and the Impact on Student Achievement: By Mary Reece Mary.fouts@ops.org 7/16/2015 1

25

HOW DO YOU PLAN TO FOSTER GRIT?

7/16/2015