by Marvin Berkowitz
I was recently asked how to convince people that character education actually works. The cynicism, skepticism, and conservatism out there often astounds me. Amy Johnston, the award-winning principal of 2008 National School of Character Francis Howell Middle School (St. Charles, MO), expresses the same frustration. As the character education pioneer in her district, she often presents a comparison of her school’s academic and character data as compared with the other four middle schools in her district. Even early in her character education journey, she started to see her school pull away from the other four in both areas. When other educators noticed the results she was getting, they began to ask for her secrets. She answered “character education.” To which they typically replied “No, really. What did it?” So she would explain how she used character education to rethink and reform her school and would describe the specific initiatives she enacted, like looped, multi-aged “homerooms” and a collaboratively-generated set of four core values with a corresponding rubric crafted in part by students. And they would shake their heads and walk away seemingly disappointed. So she laments, “they see the data, I tell them what we did, and they don’t believe it. What more can I do?” Amy’s frustration mirrors the frustration of many educators who believe in character education and base their beliefs on hard data. I hear all too often that “there is no research on character education.” Well, that is patently inaccurate. In 2005, in collaboration with Character.org and the support of the John Templeton Foundation, Mindy Bier and I published What Works in Character Education. It was a result of our attempt to find the holes in the literature; i.e., to generate an agenda for needed future research by mapping what little was known and then prescribing new research. We were stunned by how much research existed. We found over 200 recent studies. We reviewed them, especially 69 scientifically rigorous studies showing the effectiveness of quite a wide range of character education initiatives, and drew conclusions from them about effective practice. While the newest studies in that report are now over 10 years old, it still has legs and is cited frequently. And WWCE is not the only such source of evidence. The US Department of Education included character education in its What Works Clearinghouse and found many effective programs. In addition, other related areas have similar sets of convincing data. The Collaborative for Academic, Social and Emotional Learning (CASEL) published both a program review of 80 social-emotional learning programs and more recent meta-analysis of 213 such programs. In parallel there are reviews of service learning, positive psychology, and various prevention curricula, many of which are also included in the WWCE, WWC, and CASEL reviews. Separately or together, they point to the same conclusions:
- Character education can and does work
- The effects are broad ranging
- What you do and how well you do it matter
- Good character education is good education. The basic tenets of effective character education, as delineated in the Character.org’s 11 Principles of Character, but also throughout the effective practices literature in education, focuses on school climate, relationships, and a purpose- and value-driven school. They are the same principles advocated in effective schools and in character education. In a recent study of nations that are particularly successful in academic education outcomes (and the US is not one of them), it was concluded that, “Although all these countries are concerned about developing the unprecedented levels of cognitive and non-cognitive skills required by the global economy, they are no less concerned about social cohesion, fairness, decency, tolerance, personal fulfillment, and transmission of values that they feel define them as a nation. In many cases, these discussions of national goals have laid the base for profound changes in the design of national education systems” (Tucker, 2011, p. 173). Clearly the US has much to learn about education from this, for it is concluded that the research on these high success countries includes no evidence that any of them have gotten there “by implementing any of the major agenda items that dominate the education reform agenda in the United States, with the exception of the Common Core State Standards” (p, 209).
- Research shows that character education promotes academic achievement. This makes sense because of the overlap in methods with effective schools and because common sense tells us that when students like school, feel a valued member of the school community, and feel that they are co-owners and co-authors of their educational experiences, they are more motivated and self-managed, and hence perform better, both academically and behaviorally. In a study of 120 California elementary schools, Jack Benninga and I and our colleagues found a strong association between character education and state test scores. CASEL’s meta-analysis shows the same finding, as have many other studies and reviews. And case studies abound.Perhaps no case is more compelling than that of Ridgewood Middle School (Arnold, MO), which Charles Haynes and I reported in USA Today on February 20, 2007. Simply by transforming the horribly negative school culture of a failing school by using character education principles, they moved from state test scores with only 30% success in communication arts and 7% success in mathematics in 2000 to 68% in communication arts and 71% in mathematics.