How do we know character education works?
Schools that infuse character education into their curricula and cultures, such as CEP’s National Schools of Character, find improved academic achievement, behavior, school culture, peer interaction, and parental involvement. They see dramatic transformations; pro-social behaviors such as cooperation, respect, and compassion are replacing negative behaviors such as violence, disrespect, apathy, and underachievement. And when these positive attitudes and behaviors are present, students are better able to commit themselves to their work, which paves the way for perseverance, diligence, and ultimately, increased academic achievement. When you walk into a character education school – you know it. You find an atmosphere of care and respect, where students value learning and care about their teachers, classmates, communities, and themselves. Some specific examples of research conducted on character-based programs include:
- A 2000 evaluation of South Carolina’s four-year character education initiative, which is a pilot program funded by the U.S. Department of Education, reports dramatic improvements among both students and adults. In surveys of South Carolina administrators, the study found that 91 percent reported improvement in student attitudes, 89 percent reported improvement in student behavior, 60 percent reported improvement in academic performance, and more than 65 percent reported improvement in teacher and staff attitudes, since implementing character education. The independent study was conducted by the University of South Carolina’s Center for Child and Family Studies.
- In three separate studies spanning almost 20 years, the Developmental Studies Center in Oakland, CA, has documented numerous positive outcomes for students who have attended elementary schools that implemented its Child Development Project (CDP). This research has consistently shown that students in CDP schools engage in more pro-social behavior (e.g., are helpful and cooperative), are more skilled at resolving interpersonal conflicts, are more concerned about others, and are more committed to democratic values. Findings from the most recent study of CDP also showed significant reductions in alcohol and marijuana use, and in delinquent behaviors (outcome variables which were not examined in earlier studies). Preliminary findings from a follow-up study of students in middle school indicate that, relative to comparison students, former CDP students are more "connected" to school, work harder and are more engaged in their middle school classes, and have higher course grades and achievement test scores. In addition, they engage in less misconduct at school and are more involved in positive youth activities (e.g., organized sports, community groups), and report that more of their friends are similarly positively involved in school and their communities than comparison students.
- Students trained in Second Step, a violence prevention program, used less physical aggression and fewer hostile, aggressive comments and engaged in more pro-social interactions than peers who were not exposed to the curriculum.
- An independent evaluation of the Resolving Conflict Creatively Program, found that of those participating in the program, 64 percent of teachers reported less physical violence, and 75 percent reported an increase in student cooperation. Additionally, 92 percent of students felt better about themselves, and more than 90 percent of parents reported an increase in their own communication and problem-solving skills.
- A study by Oregon State University researchers found that Positive Action, a program that teaches social and emotional skills and character development to elementary school children, can improve academic test scores as much as 10 percent on national standardized math and reading tests. Other key findings include: 21% improvement on state reading tests; 51% improvement on state math tests; 70% fewer suspensions; and 15% less absenteeism.
- In a 2009 study published in the American Journal of Public Health, risk-related behaviors were substantially reduced for students participating in the character education intervention. Negative behaviors, which included substance use, low self-confidence, violence and sexual activity, were significantly reduced for students who took part in the Positive Action (character education) intervention program for at least three years.
- Longitudinal studies from the Responsive Classroom program, which emphasizes social skills and good character, have shown increased academic performance across several grade levels. Iowa Test of Basic Skills scores rose 22 percent for Responsive Classroom students and only 3 percent for the control group. The Responsive Classroom has also resulted in above average academic growth between grades four and eight, decreases in discipline referrals, and increases in pro-social behaviors.
How can character education be assessed?
Through evaluation studies, the impact of character education can be seen through changes in school climate and student attitudes and behavior. For example, many character education schools are reporting reduced violence, discipline referrals, and vandalism, and improved attendance and academic performance. While it is challenging for a district or school to assess its program, educators and administrators agree it is worth the effort. More assessment tools are needed, but some existing tools include school surveys, behavioral observations and statistics, and self-assessment questionnaires. CEP’s assessment database provides the most comprehensive information available on assessment tools and instruments.
Can character education create safe schools?
Yes. While character education is not a panacea to ridding schools of violence, it is a long-term solution to creating environments where negative and anti-social behaviors are less likely to flourish or go unnoticed and unreported. Character education creates schools where children feel safe because they are in an atmosphere that values respect, responsibility, hard-work and compassion – not because a guard or metal detector is posted at the door.
Defining and Understanding Character Education
Participation in Character Education
