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Smart & Good High Schools A Report to the Nation Smart & Good High Schools Integrating Excellence and Ethics for Success in School, Work, and Beyond Promising Practices for Building 8 Strengths of Character That Help Youth Lead Productive, Ethical, and Fulfilling Lives Thomas Lickona, Ph.D. & Matthew Davidson, Ph.D. Center for the 4th and 5th Rs (Respect and Responsibility) State University of New York College at Cortland ood High G S Character Education Partnership & c t h r o Washington, D.C. a o l m s S Major support provided by a grant from the John Templeton Foundation “Great study.” “Can’t wait to put this in place in my high school.” —participants, Smart & Good High Schools Regional Institute Advance Praise for Smart & Good High Schools The genius of Smart & Good High Schools is that it most promising pathway for genuine transforma- uses a values-based approach to address schools’ tion of high schools that I have seen. two most important outcomes: academic skills —MAURICE ELIAS, COLLABORATIVE FOR ACADEMIC, and personal and civic virtues. These twin bea- SOCIAL, AND EMOTIONAL LEARNING cons will resonate with faculties, kids, and fami- lies in the independent school world. This ground-breaking study will change forever —PATRICK BASSETT, PRESIDENT, how we think about the high school experience, NATIONAL ASSOCIATION OF INDEPENDENT SCHOOLS how high schools function, and what it means to be a great high school that truly meets the needs Tom Lickona and Matt Davidson have hit a home of all of its students. It provides example after run with the Smart & Good High Schools model. example of the best practices that the best high It ties academic performance to character in a schools are using to foster both the academic and new and exciting way. This model applies equally character development of their students. A bril- well to middle and elementary schools. liant report—a seminal study—a major new con- —MARVIN BERKOWITZ, CO-EDITOR, tribution to the field. JOURNAL OF RESEARCH IN CHARACTER EDUCATION —KRISTIN DANIELSON FINK, EXECUTIVE DIRECTOR, COMMUNITY OF CARING A fabulous piece of work. It brings together Aris- totle and Plato, East and West, traditional and We are already using performance character and progressive, liberal and conservative, religious moral character as a litmus test to assess many and secular, Alasdair MacIntyre and Alfie Kohn aspects of our school’s program. So many ideas without losing firm foundations. Masterfully in this report pass the “Velcro Test”—they’re done. This will do enormous good. easy to understand and stick to the mind! —KAREN BOHLIN, HEAD OF SCHOOL, —MALCOLM GAULD, PRESIDENT, MONTROSE SCHOOL THE HYDE SCHOOLS Teaching character helps our youth understand An outstanding report—well-written, research- that good character is not just a personal or based, comprehensive, and compelling. The familial trait but one that positively establishes strong emphasis on democratic learning and on the tone of our entire social network. Self-control the renewed civic mission of schools is a wonder- in the sexual arena is similar to self-control in ful contribution to all educators seeking to re- other arenas-—it requires practice and persist- engage students in public life. ence. The consequences of adolescent sexual —CHARLES HAYNES, SENIOR SCHOLAR, activity, with or without pregnancy, with or with- FIRST AMENDMENT CENTER out STDs, reverberate in their adult lives. Where- as some writers are reluctant to state the obvious, Tom Lickona and Matt Davidson have put togeth- Lickona and Davidson demonstrate how charac- er an extraordinary resource that will strengthen ter and physical and emotional health are linked. any character development program as well as —JOHN DIGGS, M.D., CO-CHAIR, stimulate innovations—especially in high schools, MASSACHUSETTS PHYSICIANS RESOURCE COUNCIL where attention to character is so much needed. —MICHAEL JOSEPHSON, PRESIDENT, An amazing report. The eight strengths of charac- CHARACTER COUNTS! COALITION ter, the performance character/moral character distinction, and the ethical learning community are all important conceptual advances. This is the d H oo igh G S c & t h r o a o l s m S i A wonderful piece of work that addresses an Approximately three-quarters of college students urgent need. This timely, thorough, and thought- say they have cheated on a test or major assign- ful report will provide a strong practical guide ment in the past year—a problem we need to for high schools as they work to foster the char- address before students get to college. This report acter development of American adolescents. shows us how to engage high school students in —RACHAEL KESSLER, EXECUTIVE DIRECTOR, creating a culture of character that promotes THE PASSAGEWAYS INSTITUTE integrity as a core value. —DONALD MCCABE, FOUNDING PRESIDENT, I flat-out love the chapter on the Professional Eth- CENTER FOR ACADEMIC INTEGRITY ical Learning Community. Adding the ethical dimension is brilliant. Can’t wait to use this with A milestone contribution to the field of character my faculty! education and to the entire educational reform —LAWRENCE KOHN, PRINCIPAL, QUEST SCHOOL movement. Applicable to every level of educa- tion, K-16. The concept of performance character and —SANFORD N. MCDONNELL, FORMER CEO, moral character will be extremely useful at the MCDONNELL DOUGLAS; CHAIRMAN OF THE BOARD, high school level. I also applaud the inclusion of CHARACTER EDUCATION PARTNERSHIP the spiritual dimension—too often omitted— defined in language that will resonate with a wide All the way through you know you’re enjoying range of educators and parents. someone’s labor of love. This is really going to —MEG KORPI, PRESIDENT, be helpful to high school educators. CHARACTER RESEARCH INSTITUTE —KEVIN RYAN, CO-AUTHOR, BUILDING CHARACTER IN SCHOOLS I am awed by this undertaking. The eight strengths of character offer a clear vision of Sensible recommendations—though not easy or human flourishing. This report will have a long, obvious—and written in clear English. Bravo! salutary impact on education generally and will —TED SIZER, FOUNDER, be the standard reference on high school charac- COALITION OF ESSENTIAL SCHOOLS ter education for years to come. —DAN LAPSLEY, CO-EDITOR, There's been an important component of educa- CHARACTER PSYCHOLOGY AND CHARACTER EDUCATION tion missing in our high schools for many years: the blending of character development with aca- A great work that provides a road map for high demic training. Tom Lickona and Matt Davidson schools. I am already using it with education stu- have done a marvelous job of putting together a dents in my college classes. report that shows us how it can be done and how —JAMES LEMING, CARL A. GERSTACKER CHAIR IN everybody will win. I hope every high school EDUCATION, SAGINAW VALLEY STATE UNIVERSITY administrator and teacher in the country reads it. —HAL URBAN, HIGH SCHOOL TEACHER FOR 35 Smart & Good High Schools will be invaluable to YEARS; AUTHOR, LIFE'S GREATEST LESSONS school leaders, individual classroom practition- ers, and teacher educators looking for thoughtful approaches to educating for character. —BERNICE LERNER, ACTING DIRECTOR, CENTER FOR THE ADVANCEMENT OF ETHICS AND CHARACTER d H oo igh G S c & t h r o a o l s m S ii ounded in 1994 and located in the School of Education at the State University of New York College at Cort- land, the Center for the 4th and 5th Rs (Respect and Responsibility) promotes a comprehensive approach to char- acter education, one that uses all phases of school life as opportunities for character development. The Center has trained more than 4,000 K-12 educators from over 30 states and 14 countries, helps schools and districts implementF character education through its annual Summer Institute and on-site staff development, publishes The Fourth and Fifth Rs newsletter, provides evaluation services, and conducts research on character education. Publications by the Center’s staff include Educating for Character: How Our Schools Can Teach Respect and Responsibility, Raising Good Chil- dren, Character Education Evaluation Toolkit, Character Matters, and Character Quotations. The Smart & Good High Schools report reflects the Center’s increased attention to high school character development. Dr. Thomas Lickona directs the Center; Dr. Matthew Davidson is Research Director. Founded in 1993 and based in Washington, D.C., the Character Education Partnership (CEP) is a national coalition of educators, parents, organizations, community groups, and companies dedicated to promoting character education as a means of creating a more civil, just, and compassionate society. Its organizational partners include the American Associ- ation of School Administrators, the Association for Supervision and Curriculum Development, the National Council for the Social Studies, the National School Boards Association, and the National PTA. CEP hosts an annual National Forum on K-12 character education, sponsors the yearly National Schools of Character awards, promotes character education in teacher training programs, provides professional development, and publishes character education resources such as the Journal of Research in Character Education, Eleven Principles Sourcebook: How to Achieve Quality Character Education in K-12 Schools, and, most recently, What Works in Character Education: A Research-Driven Guide for Educators. Major support for this project was provided by a grant from the JOHN TEMPLETON FOUNDATION. We also gratefully acknowledge the contributions of the following groups and individuals: The Abraham Lincoln Center Josephson Institute of Ethics/Character Counts! Coalition for Character Development Fred Sarkis Albany International Corporation Hal Urban Casillas Foundation Hyde Schools Carrollwood Day School International Educational Foundation Center for the Advancement Learning for Life of Ethics and Character New Hampton School Character Education Partnership Sanford and Priscilla McDonnell Foundation Character Development Group All rights reserved. Copyright ©2005 by Thomas Lickona and Matthew Davidson. Permission is hereby granted for reproduction of this report for educational purposes, using the following citation: Lickona, T., and Davidson, M.
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