How Children Succeed, by Paul Tough

This was the One Book-One Conference selection for the College Reading and Learning Associations' national conference in November 2014. Here is a summary of the chapters and questions for discussion.

Chapter	Key Terms, Ideas and People
Introduction	Current research in child development focusing on: Non-cognitive skills Personality traits Character
Chapter 1 How to Fail (and How Not To)	Elizabeth Dozier, Principal – Fenger High School Nadine Burke Harris – doctor   Adverse Childhood Experiences (ACE) – childhood trauma related to adult health – body’s physical reaction to stress   51% of children who scored high on ACE scale had trouble in school   Prefrontal cortex – part of brain affected by early stress – this area also controls emotional and cognitive self-regulatory activities (executive function)   High quality mothering can protect children from trauma and stress
Chapter 2 How to Build Character	KIPP – Knowledge is Power Program – David Levin - students did well while there but faltered when at new school. Those who succeeded not necessarily the brightest but had other qualities such as optimism and resilience   Martin Seligman – Learned Optimism Pessimists react to negative events  as if they are permanent, personal and pervasive Optimists react to negative events as if they are specific, limited and have short-term explanations   Angela Duckworth Christopher Peterson   Marshmallow test – child able to delay gratification better when they created their own distractions, thought about goal more abstractly However, this did not work in academics.  Students found it hard to delay gratification when goals are abstract.  Duckworth divides achievement into motivation and volition (will power or self-control).   M&M incentive – lower students increased IQ test scores when receiving M&Ms as reward for right answers.  This also did not work in academics.  Most “reward” programs did not produce positive results.    Seven strengths that will likely predict high academic achievement and satisfaction in life (Peterson): Grit Self-control Zest Social intelligence Gratitude Optimism Curiosity  MCII – Mental Contrasting with Implementation Intentions Three goal-setting stages: 1. Optimists – imagine future 2. Pessimists – dwelling on obstacles 3. Mental Contrasting – focus on positive while planning for obstacles ***Relates to 2013’s book, Making Hope Happen, by Shane J. Lopez, Ph.D.   Group Identify – Stereotype Threat – can have positive or negative effect on achievement   Carol Dweck – students do better if they believe they can improve their intelligence instead of believing it is fixed   Jane Martinez Dowling –KIPP Through College
Chapter 3 How to Think	Chess Elizabeth Spiegel  - teaching executive function through chess Self-analysis - analyze mistakes – what could have been done differently   Difference between “wanting” something and “choosing it” – makes difference in behavior and determination   Confirmation bias (confirm correct answer) vs. falsification (look for information to disprove answer) – Falsification is a skill characteristic of best chess players   Malcolm Gladwell – 10,000 hours to become expert in any field   James Black – chess master – smart at chess but not in academics – could not make up what he had missed earlier in school
Chapter 4 How to Succeed	United States has fallen from 1st to 12th worldwide in percentage of 25 – 34 year olds who are graduates of four-year colleges   1990 >> 2000 - Rate of bachelor degree attainment: Wealthy families with at least one parent with college degree: 61% >> 68% Disadvantaged families with no parent with college degree: 11.1% >> 9.5%   Problem no longer access to college – now concern is completion   William G. Bowen, Michael S. McPherson, Matthew Chingos Studied college completion High School GPA most accurate predictor of success Better measure of self-control, motivation, perseverance, good study and time management habits   Jeff Nelson – OneGoal – goal is from high school to successful  college attempt Found that effective teacher important to successful transition   Time college students spend studying: 1961 – 24 hours/week 1981 – 20 hours per week 2003 – 14 hours per week This is an opportunity for disadvantaged students to make up lost learning
Chapter 5 A Better Path	Socioeconomic status predicts academic success   Focus switched from poverty to educational reform – focus now on teacher quality and tenure   According to Tough, the real issue is how to improve the life chances of millions of impoverished children.  Many school reform ideas work well with impoverished, able students but not with impoverished least-able students   Poor children usually have high ACE scores

For discussion:
1. Do you agree with the author’s ideas?  Why or why not?
2. Do you have Grit?  How did you develop it?
3. How do you define “character” in relation to academics and/or success in life?
4. How important do you think mistakes are to learning and to success?
5. Was there any idea that was particularly interesting to you?
6. Do you currently do anything to help your students gain non-cognitive skills for success? 
7. What can we do in our colleges and classrooms to help students gain these characteristics?
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First Semester Success: Learning Strategies and Motivation for Your First Semester (or Any Semester) of College, by Dr. Arden B. Hamer, is available from wordassociation.com, amazon.com and barnesandnoble.com.