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Examination of Fostering Grit and the Impact on Student Achievement:
By Mary Reece
7/16/2015
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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
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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 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
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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
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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
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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
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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
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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).
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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.pdf
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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.
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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/
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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
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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
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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
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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
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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.
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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.
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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
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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
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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
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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.
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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%
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%
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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.”
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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?
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