Presentation to the U.S. Department of Education College Access Affinity Group June 25, 2014

1. Presentation to the U.S. Department of Education College Access Affinity Group June 25, 2014 Noncognitive Factors and Young Adult SuccessJenny Nagaoka and Camille FarringtonUniversity of Chicago Consortium on Chicago School Research

2. Today • Background on noncognitive factors • 5 categories of noncognitive factors • Challenges, unknowns, and the next stage of work

3. Consortium on Chicago School Research (CCSR) Model for the Role of Research in Supporting Urban School Reform CCSR’s mission is to support the search for solutions in ways that build the capacity of schools to improve by identifying strategies and leversfor improvement and working across all levels of the system. • Research identifying what matters: Organizing frameworks • Indicator development: The critical role of measurement Identify leverage points: Support in identifying strategies for improvement Accessible and actionable communication: Dissemination of findings through publications and presentations and individual school data reports.

4. The College Readiness Challenge • Students’ college aspirations are high • Students recognize the importance of postsecondary education for the workforce • High school course-taking has increased • College enrollment continues to rise • College degree attainment is unchanged How do we prepare students to persist and succeed in college and be able to build successful careers – particularly those from marginalized communities?

5. Grades, Grades, Grades! • Grades are better predictors than test scores of long-term educational outcomes (HS grad, college enrollment, college graduation) • Grades are better predictors of life outcomes (wages, health, longevity, civic participation) • Grades are where we observe growing gaps by race/ethnicity, socio-economic status, and gender What do grades measure that test scores do not?

6. What Do Grades Measure (and what really matters)? Content Knowledge Academic Skills Measured by TEST SCORES Measured by GRADES Noncognitive Factors

7. Redefining College ReadinessDavid T. Conley, 2007 Content Knowledge Noncognitive Factors Academic Skills

8. 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

9. Why Focus on Noncognitive Factors and Grades? • Address students’ identity development as learners • Students have more control and opportunities for improvement over their grades than their test scores • Teachers have more control over the conditions that support high grades than they do over test scores • Help us see student behaviors as a response to a larger system of schooling and adult practices rather than student characteristics.

10. A Review of the Research • Lumina Foundation: College access and persistence • Raikes Foundation: Supporting students in the middle grades Review the literature on noncognitive factors and their relationship to students’ academic performance

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

12. 5 Categories of Non-cognitive Factors • Academic Behaviors • Academic Perseverance • Academic Mindsets • Learning Strategies • Social Skills Academic Performance (Course Grades)

13. 5 Guiding Questions • What is it and does it matter? • Can we change it in students? • Can we change it in classrooms (settings)? • Do we know HOW to change it in classrooms (strategies)? • Does it matter for closing achievement gaps?

14. 2012: Literature Review: Camille A. Farrington, Melissa Roderick, Elaine Allensworth, Jenny Nagaoka, Tasha Seneca Keyes, David W. Johnson, Nicole O. Williams

15. Academic Behaviors • Being a “good student” (e.g., Going to class, doing homework, participating in class) • The only DIRECT relationship to course performance – Improving academic behaviors is the goal! • Virtually all other factors that go into grades are expressed through academic behaviors

16. Academic Perseverance • The ability and tendency to see something through to completion despite distractions or obstacles • Grit, Tenacity, Persistence, Self-Control, Effort, Delayed Gratification • It’s what makes kids enact academic behaviors • Not directly observable: expressed through (and equated with) behavior • A desirable outcome, but hard to change directly!

17. 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

18. Evidence on Academic Mindsets Foundational researchvs. 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

19. Learning Strategies • Strategies to aid in cognitive work of thinking, learning, or remembering (e.g., Metacognitive Strategies, Study, Skills, Self-Regulated Learning, Goal Setting) • Monitoring, adjusting, & reflecting on the learning process

20. Social Skills • Interpersonal Skills, Empathy, Cooperation, Assertion, Responsibility • Hard to measure, easily conflated with other factors • Poor social skills/ behaviors can negatively affect grades through disciplinary events • Little evidence of positive effects on grades

21. SOCIO-CULTURAL CONTEXT

22. Key Findings • Improving students’ grades requires improving their academic behaviors and building their academic perseverance • Academic mindsets and learning strategies are key levers for improving students’ academic behaviors and academic perseverance (and hence for raising their grades) • Classroom context and teacher instructional practices play a crucial role in building academic mindsets and learning strategies • We have very little consolidated understanding of how to leverage this fact in classroom practice or in school design (few clear strategies) • There is no single existing instrument that measures all the noncognitive factors that research suggests are important for student performance

23. What Do We Need to Know? • What is the “natural” developmental trajectory of noncognitive factors from K to 12 and beyond? • How are noncognitive factors shaped by daily classroom practice, absent “intervention”? • Are noncognitive factors best understood as properties of individual students or as products of students’ contexts? • Are noncognitive factors transferable across settings/contexts? • What are the best measures of noncognitive factors? The Becoming Effective Learners Survey Development Project

24. The Becoming Effective Learners Survey Development Project Goals: • Consolidate existing survey scales to create a comprehensive measurement instrument • Simultaneously measure student noncognitive factors and classroom context/instructional factors • Provide a set of common survey instruments to generate comparable data across projects, populations, and contexts • Provide data to schools on student noncognitive factors and on school & classrooms factors that affect the development of noncognitive factors

25. Noncognitive Factors measured by Becoming Effective Learners Student Survey SOCIO-CULTURAL CONTEXT

26. What Do We Need to Know? • What is the “natural” developmental trajectory of noncognitive factors? Are there key windows in their development? • What is the role of exposures and opportunities afforded to different kinds of kids and kids of different backgrounds? A Framework for Developing Young Adult Success in the 21st Century Project

27. Factors for Young Adult Success: Expanding on Previous Work Developmental lens from early childhood to young adulthood Socio-cultural context and background characteristics

28. Questions raised in framework project • What might we consider the successful culmination of 18 years of investment in education, socialization, and development for the young people we are raising today? • How much of success in young adulthood based on opportunities and resources versus individual characteristics and competencies? • What characteristics or competencies would make youth ‘ready’ for young adulthood? • What are the key features or opportunities kids need to support the development in each stage of life? What is the role of school, family, afterschool, and community? • What are promising practices/interventions for developing this factor at different stages and in different contexts, and what is the evidence of their effectiveness?

29. Thank you! Jenny Nagaoka jkn@uchicago.edu Camille Farrington camillef@uchicago.edu