Chicago School Policy Forum October 30, 2012 Camille A. Farrington Teaching Adolescents to Become Learners The role of noncognitive factors in shaping school performance Chicago School Policy Forum October 30, 2012 Camille A. Farrington

The College Readiness Challenge Students’ college aspirations are high High school coursetaking has increased College enrollment continues to rise College degree attainment is unchanged How do we prepare students to succeed and persist in college – particularly those from marginalized communities?

Components of College Readiness College Knowledge Core Academic Skills Content Knowledge Standardized Tests

The problem GRADES, GRADES , GRADES…. And college choice College readiness has been equated with test scores and coursework Neither is a very good predictor of success in college. They do predict entrance into college. What predicts college performance? GRADES, GRADES , GRADES…. And college choice 12/8/2018

6-year Graduation rates for NC State Colleges controlling for SAT and GPA Crossing the Finish Line (Bowen, Chingos, McPherson, 2011)

GRADES matter – more than test scores – for long-term educational outcomes: high school graduation, college enrollment, college completion. And, GRADES are where we observe growing gaps by race/ethnicity, income and gender

Growing gaps in GPA nationally: NAEP Transcript study .4 .31 .12 .25

In CPS, gender differences are particularly stark at the high and low end of GPA

Measuring School Performance Content Knowledge Academic Skills Measured by TEST SCORES Measured by GRADES Noncognitive Factors

Components of College Readiness Noncognitive Factors College Knowledge Core Academic Skills Content Knowledge

What are noncognitive factors? Anything not measured by cognitive tests (achievement or IQ tests) Skills, behaviors, strategies, beliefs, attitudes The stuff that isn’t content knowledge or core academic skills, but that matters for school performance

Review the Literature on… Skills, behaviors, strategies, beliefs, attitudes Time Management Interests Conscientiousness Work ethic Self-Regulation Grit Motivation Persistence Self-Concept Tenacity Self-Efficacy Collaboration Teamwork Agreeableness Open-mindedness Flexibility Leadership Creativity Innovation Confidence Effort Enthusiasm Values Cooperation Communication Peer Interactions Professionalism Work Completion Attendance Goal-setting

5 Categories of Noncognitive Factors Academic Behaviors Academic Perseverance Academic Mindsets Learning Strategies Social Skills Academic Performance (Course Grades)

5 Guiding Questions What is it and does it matter? Can we change it? Can we change it in classrooms? Do we know HOW to change it in classrooms (strategies)? Does it matter for closing achievement gaps?

Camille A. Farrington, Melissa Roderick, Elaine Allensworth, Jenny Nagaoka, Tasha Seneca Keyes, David W. Johnson, Nicole O. Williams

Academic Behaviors Being a “good student” Only DIRECT relationship to course performance – All other factors are expressed through academic behaviors Improving academic behaviors is the only way to improve grades! Academic Behaviors Going to class Doing homework Participating, Studying Academic Performance Clear evidence on: Attendance, homework completion Monitoring & support

Academic Perseverance Ability and tendency to see things through to completion despite distractions or obstacles Expressed through the quality, intensity, and duration of a student’s academic behavior State or trait? A desirable outcome, but hard to change directly! Academic Perseverance Grit, Tenacity, Persistence, Self-Control, Effort, Delayed Gratification Academic Behaviors Academic Performance

Academic Mindsets Beliefs about oneself in relation to academic work. I belong in this academic community I can succeed at this My ability and competence grow with my effort This work has value to me Academic Mindsets I belong in this academic community. I can succeed at this. My ability and competence grow with my effort. This work has value to me. Academic Perseverance Academic Behaviors Academic Performance

Evidence on Academic Mindsets Foundational research vs. Intervention studies Goal orientations Implicit theories of ability Locus of control Expectancy-value theory Learned helplessness Stereotype threat Normalizing academic difficulty in college Malleability of intelligence Relevance of course material Cueing important values

Stereotype Threat Societal stereotypes about alleged inferiority of targeted groups “In the air” Classrooms are likely sites for these stereotypes to get activated Racial/ethnic stereotypes call students’ belonging and intellectual competence into question and interfere with mental functioning Interventions show sizable effects on minority students

Learning Strategies Academic Mindsets Strategies to aid in cognitive work of thinking, learning, or remembering Monitoring, adjusting, & reflecting on the learning process Differentiate experts from novices Academic Perseverance Learning Strategies Study Skills Metacognitive Strategies Self-Regulated Learning Goal Setting Academic Behaviors Academic Performance

Interpersonal Skills, Empathy, Cooperation, Assertion, Responsibility Social Skills Hard to measure, easily conflated with other factors Poor social skills/ behaviors can negatively affect grades through disciplinary events Little evidence of linear effects on grades, but important for other outcomes Social Skills Interpersonal Skills, Empathy, Cooperation, Assertion, Responsibility Academic Behaviors Academic Performance

School & Classroom Context Socio-Cultural Context School & Classroom Context Academic Mindsets Academic Perseverance Learning Strategies Social Skills Academic Behaviors Academic Performance

Key Points Academic behaviors have the most immediate effect on students’ course grades and are the pathway through which all over noncognitive factors are expressed. There is little evidence that working directly on changing students’ grit or perseverance would be an effective lever for improving their academic performance. While some students are more likely to persist in tasks or exhibit self- discipline than others, all students are more likely to demonstrate perseverance if the school or classroom context helps them develop positive mindsets and effective learning strategies. Students need to be engaged in tasks that provide the opportunity to develop and exercise noncognitive factors

Challenges & Unknowns Are noncognitive factors transferable across settings/contexts? Are noncognitive factors properties of individual students or are they products of students’ contexts? What is the “natural” developmental trajectory of noncognitive factors? What are the best measures of noncognitive factors?

The Importance of School Transitions School transitions are marked by decreased engagement, decreased academic performance New contexts call one’s belonging and one’s competence into question Concept of RECURSIVE PROCESSES for changing trajectories

Meeting Students’ Academic and Motivational Needs ACADEMIC BEHAVIORS: Going to class, Doing homework, Participating, Studying Academic Behaviors Content Knowledge Learning Strategies Core Academic Skills LEARNING STRATEGIES: Study Skills, Metacognitive Strategies, Self-Regulated Learning Strategies to aid in cognitive work of thinking, learning, or remembering Monitoring, adjusting, & reflecting on the learning process

Meeting Students’ Academic and Motivational Needs Academic Behaviors Content Knowledge Learning Strategies Core Academic Skills Beliefs about oneself in relation to academic work. Academic Mindsets I belong in this academic community. I can succeed at this. My ability and competence grow with my effort. This work has value to me.

Classroom Strategies to Support Academic Mindsets and Increase Perseverance: Clear learning goals Grading practices that provide useful feedback Repeated opportunities to demonstrate learning Establishing trusting relationships Holding high expectations Monitoring and providing support Scaffolding challenging work Teaching metacognitive strategies

School & Classroom Context Socio-Cultural Context School & Classroom Context Academic Mindsets Academic Perseverance Learning Strategies Social Skills Academic Behaviors Academic Performance