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Measuring and Building Students’ Non-Cognitive Skills to Increase
College Persistence: A Research-Practitioner
Perspective
Angela Duckworth, Ph.D., University of Pennsylvania Donald Kamentz, YES Prep Public Schools
Laura Keane, Mastery Charter Schools
What makes students successful?
Cognitive Non-Cognitive
? ?
What makes students successful?
Cognitive Non-Cognitive
IQ, memory, knowledge, vocabulary,
etc.
Literally everything
else
What makes students successful?
How Did We Get Here? Build Knowledge: Deep dive into the research Define framework for non-cogs Design Research-Based Practices Partner with researchers to create
strategies to build non-cogs Field-Test Theories: Conduct interventions and measure
impact
Non-Cogs - The Research Mosh Pit
Key “Non-Cognitive” Habits
Motivation and Volition
the “want” and “will”
Mindset Self-Control
Grit & resilience
Learning Strategies self-management
skills
Goal setting and attainment
Meta-cognition
Social Capital interpersonal
skills
Belonging Self-advocacy
DK-LK Practitioner Framework
Agenda Define It: The Research Measure It: Tools & Assessment
Build It: School-Based Practices
Questions & Answers
Agenda Define It: The Research Measure It: Tools & Assessment
Build It: School-Based Practices
Questions & Answers
IQ Alone Doesn't Cut It
Self-Control and Grit
Self-Control Resisting “in the moment”
temptations Delaying gratification Grit Passion and perseverance for very
long-term goals
Goal Setting & Goal Planning
If you dream it, predict and plan for obstacles…then you can achieve it!
If you dream it, you can achieve it.
Volit
ion
Gabriele Oettingen & Angela Duckworth
Goal Attainment: MCII Mental Contrasting promotes effective goal
setting ◦ What is my goal? ◦ What good thing will happen if I achieve this goal? ◦ What obstacles stand in the way of my reaching this
goal?
Implementation Intention plans specify where, when, and how you will get around the obstacles ◦ “If it is a weekday at 6pm, then I will go to my bedroom
and do my work.” ◦ And, “If my brother bothers me, then I will…”
Mindset
Behavior Performance
Mindset Matters: Carol Dweck / David Yeager
Beliefs about Intelligence
Fixed mindset
Growth mindset
goals look smart learn
values effort, help & strategy? no yes
response to challenge give up work harder and
smarter
changes in grades decrease increase
Social Belonging / Social Capital Taken from Greg Walton and Geoff Cohen Study
From skills to habits “Our virtues are
habits as much as our vices…our nervous systems have grown to the way in which they have been exercised, just as a sheet of paper or a coat, once creased or folded, tends to fall forever afterward into the same identical folds.” --William James (1899)
18
Agenda Define It: The Research Measure It: Tools & Assessment
Build It: School-Based Practices
Questions & Answers
Measure It: The Tools
Take The 10-item Grit Scale
How do you compare? Percentile Men (N = 4,169) Women (N = 6,972)
10 2.50 2.50
20 2.83 2.88
30 3.06 3.13
40 3.25 3.25
50 3.38 3.50
60 3.54 3.63
70 3.75 3.79
80 3.92 4.00
90 4.21 4.25
100 5.00 5.00
“Not getting off the treadmill”: What grit predicts…
National College Persistence Study
Research Focus Academia Partners K-12 Practitioners Partners
Possible correlation between non-cognitive traits and student performance
John Gabrieli (MIT) Chris Gabrieli (Harvard)
District(s)
Upper Darby (PA), Lawrence (MA), Philadelphia (PA), Boston (MA),
Spring Branch (TX)
CMOs Achievement First (CT), Aspire (CA), Mastery (PA) & YES Prep
(TX)
Non-cognitive factors, grit, self-control, goal-setting, decision-making; theory of deliberate practice
Angela Duckworth (Penn)
Sidney D’ Mello (Notre Dame)
Malleable intelligence, fixed vs. growth-mindset, social belonging
Carol Dweck (Stanford) Greg Walton (Stanford) Geoff Cohen (Stanford)
David Yeager (UT-Austin)
Mindset Pilot
“…Not all students know that the brain can get smarter, even though it may help them succeed… Write a letter to your friend telling them about what you just learned about the brain and why they shouldn’t be discouraged… ”
Social Belonging Pilot
“The most difficult transition from high school to college was coming from a situation where I knew every student for the past seven years to a new situation where I did not know one student before I arrived… I was pretty homesick, and I had to remind myself that making close friends takes time…”
Results from Year 1 of Project 3
Agenda Define It: The Research Measure It: Tools & Assessment
Build It: School-Based Practices
Questions & Answers
Implementation: Putting Theories Into Practice
What to implement? ◦ A psychological experience ◦ NOT a handout
How do you change psychology and make it matter over time? ◦ “Stealthy” ◦ Self-reinforcing through school experience
What do you need to design and implement? ◦ Student-centered approach ◦ Continued evaluation
Putting Theories Into Practice
• Educator as Coach: Making Them Thirsty • “Stealthy” Messaging
• MCII: Senior Grit Case Studies
• Culture Rituals
• PD: “Wise Feedback”
• Experiential Learning to Build Students’
Social Capital
Educator as Coach
“You can lead a horse to water, but you can’t
make it drink.”
But how do we make it thirsty?
“Not-so-stealthy” Messaging 10,000 Students, College Ready
By providing you with a high-quality, college prep curriculum,
YES Prep will undoubtedly prepare you to be a successful
college student. YES Prep will also provide you with many opportunities and
resources that you will be able to utilize throughout your college
career.
“Stealthy” Messaging
Sam Shoemaker – ’11 Bucknell University – ’15 “College is challenging, it’s supposed to be. However, it isn’t impossible. As long as you go to class, do your work and stay focused, it can be a lot easier than you may think.”
I Am MASTERY
MCII: Senior Grit Case Studies Plan for College Persistence WHILE in HS Senior Project: Grit College Study ◦ Theory: Based on Oettingen and Duckworth’s
MCII work
Products
Case Study Analysis
Campus Support Chart
Off Campus Support Team
Campus Map complete with all services labeled
Senior Signing Day Celebration
Professional Development: “Wise Feedback”
Control group: I’m giving you
these comments so you have
feedback on your essay.
“Wise feedback” group: I’m giving you these comments because I have high standards and I know that you
can meet them.
Experiential Learning to Build Social Capital
Internships
Summer Opportunities
College Visits
Next Steps for the Field…
SOLIDIFY common definitions around the non-cognitive skills.
VALIDATED assessment tools that broadly captures non-cognitive ability versus discreet skills or traits.
PROVEN and SCALABLE interventions.
Hot off the Press!!!
Agenda Define It: The Research Measure It: Tools & Assessment
Build It: School-Based Practices
Questions & Answers
Presenter Contact Information
Angela Duckworth, Ph.D., [email protected] Assistant Professor, Psychology University of Pennsylvania (Philadelphia, PA)
Donald Kamentz, [email protected] Managing Director of College and Career Initiatives YES Prep Public Schools (Houston, TX)
Laura Keane, [email protected] Director of College Initiatives Mastery Charter Schools (Philadelphia, PA)