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Teaching Adolescents to Become Learners the Role of Noncognitive Factors in Shaping School Performance: a Critical Literature Review

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Teaching Adolescents to Become Learners the Role of Noncognitive Factors in Shaping School Performance: a Critical Literature Review LITERATURE REVIEW JUNE 2012 Teaching Adolescents To Become Learners The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review Socio-Cultural Context School and Classroom Context Academic Mindsets Learning Academic Social Skills Perseverance Strategies Academic Behaviors Academic Performance Camille A. Farrington, Melissa Roderick, Elaine Allensworth, Jenny Nagaoka, Tasha Seneca Keyes, David W. Johnson, and Nicole O. Beechum TABLE OF CONTENTS A Note on Terminology Chapter 6 2 Noncognitive Factors 39 Evidence on Learning Strategies Chapter 1 Chapter 7 3 The Promise of Noncognitive Factors 48 Evidence on Social Skills Chapter 2 Chapter 8 8 Five Categories of Noncognitive Factors 54 The Role of Noncognitive Factors in School Transitions Chapter 3 15 Evidence on Academic Behaviors Chapter 9 72 Interpretive Summary Chapter 4 20 Evidence on Academic Perseverance 81 References Endnotes Chapter 5 100 28 Evidence on Academic Mindsets 102 Appendix ACKNOWLEDGEMENTS We would like to recognize the many people who contributed to this review. Our research colleagues at the University of Chicago Consortium on Chicago School Research and our practitioner colleagues at the Network for College Success gave critical feedback and helped us think through the implica- tions of the existing literature for both research and practice. We would particularly like to thank Eliza Moeller, Faye Kroshinksy, Kersti Azar, Kafi Moragne, Thomas Kelley-Kemple, Mary Ann Pitcher, Sarah Howard, Rito Martinez, Jackie Lemon, Catherine Whitfield, LaKisha Pittman, Cecily Langford, Michael Kristovic, Sue Sporte, W. David Stevens, Marisa de la Torre, Julia Gwynne, Bronwyn McDaniel, and Penny Bender Sebring for their feedback on our model of noncognitive factors and their critical comments on and contributions to the report. We are indebted to members of the CCSR Steering Committee who provided substantive feedback on our research, particularly Lila Leff and Kim Zalent. Angela Duckworth and David Yeager gave us very helpful critical commentary that strengthened our final product. CCSR Associate Director for Communications, Emily Krone and Communications and Research Manager, Bronwyn McDaniel were instrumental in shepherding this through the production process. Welcome to baby Caroline Mary Phillips, whose conception and birth coincided very closely with the conception and delivery of this project. This work was supported by Lumina Foundation and Raikes Foundation. We thank them for their support and close collaboration in this project. CITE AS: Farrington, C.A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T.S., Johnson, D.W., & Beechum, N.O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research. This report was produced by UChicago CCSR’s publications Graphic Design by Jeff Hall Design and communications staff: Emily Krone, Associate Director, Editing by Ann Lindner Communications; Bronwyn McDaniel, Communications and Research Manager; and Jessica Puller, Communications Specialist. 06-12/pdf/[email protected] The University of Chicago Consortium on Chicago School Research created this report in partnership with Lumina Foundation and Raikes Foundation. We gratefully acknowledge their substantive intellectual contributions and financial support. RAIKES FOUNDATION THE UNIVERSITY OF CHICAGO Raikes Foundation provides opportunities and support CONSORTIUM ON CHICAGO SCHOOL during adolescence to help young people become healthy, RESEARCH contributing adults with a special interest in improving out- The University of Chicago Consortium on Chicago School comes for early adolescents (ages 10 to 14). As early adoles- Research (CCSR) conducts research of high technical qual- cents transition into middle school, they enter a challenging ity that can inform and assess policy and practice in the developmental period, the stakes for academic performance Chicago Public Schools. CCSR seeks to expand communi- are higher, and their choices can have lifelong impact. This cation among researchers, policymakers, and practitioners is also a critical stage for identity development; young peo- as it supports the search for solutions to the problems of ple establish beliefs about their capabilities and potential, school reform. CCSR encourages the use of research in pol- develop patterns of behavior around learning, and cultivate icy action and improvement of practice, but does not argue the relationships with peers and adults that impact their for particular policies or programs. Rather, CCSR research- sense of belonging. Raikes Foundation’s early adolescent ers help to build capacity for school reform by identifying grantmaking aims to develop each young person’s agency what matters for student success and school improvement, 1 by building the mindsets and learning strategies that creating critical indicators to chart progress, and conduct- support youth in productively persisting through middle ing theory-driven evaluation to identify how programs and grades and on to college, career, and life success. Raikes policies are working. A number of features distinguish CCSR Foundation primarily invests in the development of pro- from more typical research organizations: a comprehensive grams and practices, inside and outside the classroom, to data archive, a focus on one place—Chicago, engagement intentionally build critical mindsets and learning strategies with a diverse group of stakeholders, a wide range of among low-income early adolescents. Raikes Foundation methods and multiple investigators, and a commitment to also supports research and efforts to raise awareness of sharing research findings with diverse publics. the importance of mindsets and learning strategies to youth success. BACKGROUND OF THIS REPORT Early in 2011, Program Officers from Lumina Foundation LUMINA FOUNDATION and Raikes Foundation approached researchers at CCSR Lumina Foundation is committed to enrolling and gradu- about undertaking a joint project, focused on the role of ating more students from college. It is the nation’s largest noncognitive skills in students’ school performance and foundation dedicated exclusively to increasing students’ educational attainment. In addition to their financial support, access to and success in postsecondary education. Lumina and Raikes brought their respective interests and Lumina’s mission is defined by Goal 2025—to increase the expertise in postsecondary attainment and middle grades percentage of Americans who hold high-quality degrees education. CCSR brought its trademark approach to school and credentials to 60 percent by 2025. Lumina pursues reform: using research and data to identify what matters for this goal in three ways: by identifying and supporting student success and school improvement, creating theory- effective practice, by encouraging effective public policy, driven frameworks for organizing the research evidence, and by using communications and convening capacity to and asking critical questions about the applicability of build public will for change. Lumina has worked with and research to practice. made grants to many colleges, universities, peer founda- tions, associations, and other organizations that work to improve student access and outcomes across the nation. A NOTE ON TERMINOLOGY Noncognitive Factors School performance is a complex phenomenon, shaped interaction (Bransford, Brown, & Cocking, 2000). How by a wide variety of factors intrinsic to students and could one’s study skills, for example, not be part of a cog- in their external environment. In addition to content nitive process? How could one’s intelligence not come knowledge and academic skills, students must develop into play in the exercise of one’s social skills? Alas, the sets of behaviors, skills, attitudes, and strategies that word noncognitive is already deeply embedded in educa- are crucial to academic performance in their classes, tional policy circles, in the economics literature, and in but that may not be reflected in their scores on cog- broader discussions of student achievement. Though we nitive tests. Other researchers have described these agree with others’ objections to this terminology, we feel factors as noncognitive skills; we broaden the term to compelled to use it. To try to substitute in another word noncognitive factors to go beyond a narrow reference to now would likely confuse rather than illuminate our col- skills and include strategies, attitudes, and behaviors. lective understanding of this important area of research. 2 This change in terminology suggests a more expansive One further clarification is in order. Throughout understanding of noncognitive factors, requiring that this review, we use the term cognitive factors to refer we look beyond individual-level skills to consider the generally to the “substance” of what is learned in school, ways students interact with the educational context namely a student’s grasp of content knowledge and within which they are situated and the effects of these academic skills such as writing and problem-solving. interactions on students’ attitudes, motivation, and This is distinct from a student’s capacity to learn. performance. Advances in cognitive science over the last 30 years While we are strongly persuaded by the evidence have highlighted the limitations of the concept of an of the importance of these factors for students’ course individual’s
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