GED STUDY GED recipients are as intelligent as

GED STUDY GED recipients are as intelligent as high school graduates. However, they are not as successful. Just as/even more likely than high school dropouts to engage in illicit activities (drug use, incarceration, shoplifting) Identical annual income, unemployment rate, divorce rate as high school dropouts despite greater intelligence Must be some other “non-cognitive” factor that accounts for these different outcomes despite comparable intelligence

WHY ARE SOME PEOPLE MORE SUCCESSFUL THAN OTHERS?

The ACE Study ACE = Adverse Childhood Experiences Kaiser HMO patients given mail-in questionnaire of ACE histories: physical/sexual abuse, physical/emotional neglect, divorced/separated parents, single parent, incarcerated, mentally ill, addicted parents Sample size: 17, 0000 patients responded 1 point for each trauma: 2/3 had at least 1 ACE 1/8 ACE of 4+ Strong correlation between high ACE score and negative medical outcomes

The ACE Study Compared to people with no ACE history: (based on medical histories) 2 x as likely to smoke 7 x more likely to be alcoholics 7 x more likely to have sex before age 15 2 x as likely to be diagnosed with cancer 2 x as likely to have heart disease 2 x as likely to have liver disease 4 x as likely to suffer from emphysema/chronic bronchitis ACE 6+: 30 x more likely to have attempted suicide ACE 5+: 46 x more likely to have injected drugs ACE 7+: 360% higher chance of ischemic heart disease with NO history of smoking, alcoholism, or overweight

WHY the ACE effects? Deals with our body’s mechanisms in response to STRESS: Hypothalamic-pituitary-adrenal (HPA) axis parts of our body that respond to stress and release stress hormones (glucocorticosteroids like cortisol) When we overload our body’s HPA axis, especially in childhood, that has long-term physical, psychological, medical, and educational effects ACE score 0: 3% learning/behavioral problems ACE score 4+: 51% learning/behavioral problems Stress affects prefrontal cortex linked to decisionmaking & impulse control “executive functions” Often closely linked to poverty

What is the Achievement Gap? The demonstrated difference in achievement and success levels between different groups of young people: Upper middle class/wealthy students vs. lower middle class/poor students

How is the Achievement Gap measured? 1. 2. 3. 4. 5. Standardized Test Scores (CRHS ACT 16. 5 vs. Williamson County 23. 4) Grade Point Average (GPA) High school drop out rates College enrollment rates College completion rates

Title I Schools A school which serves a student population with over a 40% child poverty rate (free and reduced lunch) CRHS: 67. 1%

2007 NAEP Grade 4 Math NAEP Data Explorer, NCES

SOME STATS… By the end of high school, black and Hispanic students' reading and mathematics skills are roughly the same as those of white students in the eighth grade Only one in 50 Hispanic and black 17 -year-olds can read and gain information from specialized text (such as the science section of a newspaper) compared to about one in 12 white students Black students are only about half as likely (and Hispanics about one-third as likely) as white students to earn a bachelor's degree by age 29.

8 th Grade Reading Achievement *Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES

Students Graduate From High School At Different Rates Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States: March 1998 (p. 20 -513), Detailed Tables No. 2

Source: 2002 NCAA Division I Graduation Rates Report http: //www. ncaa. org/

Is there a scientific explanation for why this gap exists?

High vs. Low LG Rat Study Mother rats lick/groom (LG) their offspring after handling by lab assistants, to calm down after stressful experience Some rat mothers display high LG behavior, others low LG behavior. These two types of mothers were separated from each other. After 22 days, rat pups separated from mothers. Then, the offspring’s social/emotional/intellectual well-being measured. Rats with high LG mothers spend seven times as long exploring new open field cages (boldness). When placed in a new cage and offered food, waited four minutes before eating and ate two minutes on average vs. waited 9 minutes and ate for few seconds (fearfulness) High LG rat offspring: better at mazes, more social, less aggressive, more self-control, healthier, lived longer, more curious Controlling responses to childhood stress

High vs. Low LG Rat Study Control for genetics: removing offspring from high LG mother at birth and switching with low LG mother High LG mothers who raised rats from low LG mothers showed same positive results

Marshmallow Experiment https: //www. youtube. com/watch? v=Yo 4 WF 3 c. Sd 9 Q Experimental subjects were followed up when 18. Those who were able to delay instant gratification and wait for second marshmallow had higher SAT scores, described by parents as more academically and socially competent than peers, verbally fluent, and better able to cope with frustration/stress, plan, and think ahead.

The Importance of Self-Discipline When given a traditional IQ test and a standard self- discipline assessment, discipline scores better predictors of final GPAs than IQ scores. 2011 New Zealand Study: children ages 3 -11 were given self-control rating based on variety of assessments. When surveyed at age 32, those with higher scores: better grades in high school and college, commit fewer crimes, stay married longer, longer life span, less likely to smoke, fewer strokes, lower blood pressure, workplace success (corporate settings), better credit rating, fewer health issues

GRIT Passionate commitment to a single goal and unswerving dedication to achieve goal, despite obstacles High-grit students statistically more likely to enter college with low ACT scores but achieve high GPAs High-grit competitors more likely to advance in next round of National Spelling Bee High-grit cadets more likely to complete high-intensity summer training course at West Point Military Academy. Better predictor than “whole candidate score”: academic grades, physical fitness, leadership potential score

GRIT VIDEO http: //www. ted. com/talks/angela_lee_duckworth_the_ key_to_success_grit#t-2128

Can you develop characteristics like GRIT? YES!!! Duckworth & Oettingen Studies: § Mental contrasting – concentrating on positive outcomes and simultaneously concentrating on obstacles in the way + § Implementation intentions – If/then statements rule setting § Successful in helping dieters eat more fruits/vegetables, juniors study for SAT, chronic back pain patients gain mobility § Using prefrontal cortex to set decision-making § Takes practice and repetition (which you will get in this class)

Character & Intelligence are malleable they can be developed & changed with practice + repetition!

HOW DID CRHS DO LAST YEAR? (2014) Cane Ridge Biology Williamson County Biology EOC State of Tennessee Biology EOC Advanced Proficient Basic Below Basic Total Adv/Prof 9. 5% 35% 26% 29. 5% 44. 5% 45. 4% 7. 3% 2. 8% 89. 9% 16. 7% 45. 6% 22. 2% 15. 5% 62. 3% 27% 45% = 67% increase

Leadership �Leadership is a process whereby an individual influences a group of individuals to achieve a common goal: https: //www. youtube. com/watch? v=f. W 8 am. MCVAJQ

EXIT TICKET REFLECTION IN AT LEAST TWO PARAGRAPHS, write a letter to future CRHS students explaining: § The achievement gap § Characteristics successful people share in common § Describe at least TWO scientific studies that prove what successful people have in common. What were the independent & dependent variables? § Give advice on what they should remember/do if they face difficulties in class (what helped you out? ) Write in complete sentences! Use EVIDENCE to back up what you say!