How Children Succeed: Grit, Curiosity, and the Hidden Power of Character

Tough delves into the issue of college completion in the United States. Despite the country’s high college enrollment rate compared to other Organization for Economic Co-operation and Development (OECD) nations, US college completion rates are alarmingly low, ranking second to last, just ahead of Italy. Tough views this decline in college completion as perplexing given the escalating value of a college education, with individuals holding a bachelor’s degree now expected to earn 83% more than those with only a high school diploma.

The book Crossing the Finish Line: Completing College at America’s Public Universities (2009), authored by former college presidents William G. Bowen and Michael S. McPherson, sheds light on this issue. Their research reveals that a student’s high school GPA emerges as a more accurate predictor of college completion than standardized test scores like the SAT or ACT.

Further supporting this argument, Angela Duckworth’s studies on middle and high school students reveal that GPA, which is indicative of self-control and perseverance over several years, is a better predictor of college success than standardized tests, which are more aligned with IQ. This suggests that character traits such as motivation, perseverance, and effective study habits are crucial for navigating higher education.

Education reformer Jeff Nelson is the CEO of OneGoal, an initiative aimed at elevating the college prospects of Chicago’s underperforming students through a curriculum that includes intensive ACT preparation, strategic college application guidance, and the cultivation of noncognitive skills essential for academic success. This approach is grounded in the work of Melissa Roderick from the Consortium on Chicago Schools Research, who emphasizes the mismatch between the skill sets fostered by American high schools and those demanded by colleges. Nelson argues that the ACT reflects how effective a student’s education has been, rather than their intelligence.

Nelson underscores the transformative potential of the freshman year in college: a golden opportunity for OneGoal participants to bridge the academic gap through diligent study and engagement. One study from the University of California showed that undergraduate students allocate, on average, less than 13 hours per week to studying, spending most of their time on socializing, entertainment, hobbies, and leisure. According to Nelson, OneGoal participants can catch up to their more privileged counterparts by using freshman year more effectively. At a pivotal time when students who have faced fewer challenges in life might not fully apply themselves academically, either coasting through the year or engaging excessively in social activities, Nelson encourages OneGoal students to leverage their work ethic, foster relationships with professors, and apply the comprehensive skills they have been taught, aiming to significantly narrow or close the achievement gap that exists due to differing socio-economic backgrounds.

Tough shares the story of Kewauna, a resilient student whose determination, supported by OneGoal, propelled her from a struggling high schooler to a successful college freshman. Despite initial setbacks with her ACT score, Kewauna’s commitment to her education and her strategic use of support resources led to a significant improvement in her academic performance.

Tough argues that the success of OneGoal is evidenced by the significant proportion of its participants who remain enrolled in four-year colleges, demonstrating the program’s efficacy in transforming under-motivated, low-income students into successful college students. Through these narratives and analyses, Tough emphasizes the critical role of character development and targeted support in addressing the college completion crisis.