Paul Tough - How Children Succeed

New York Times Magazine

NLSY. See National Longitudianl Survey of Youth (NLSY)

No Child Left Behind law

“noncognitive academic skills”

noncognitive skills. See also character strengths; conscientiousness; grit; self-control

achievement gap and,

dropping out and,

OneGoal leadership principles and,

success and, xix–xxi,

North Star Academy in Newark

Obama, Barack (U.S. president)

Oettingen, Gabrielle

O’Keeffe Elementary School in Chicago

OneGoal program. See also Lerma, Kewauna

openness to experience

optimal experiences

optimism

Ounce of Prevention Fund

Outliers (Gladwell)

overprotection,

Pankonien, Dawn

parenting

adolescent outcomes and,

attachment relationships and,

chess genius and,

cognitive hypothesis and,

economic case and,

infant stress management and,

interventions and,

LG effect and,

overindulgence and,

“performance character”

Perry Preschool Project, xix–xxi

persistence. See also grit

personality. See also character; confidence; conscientiousness; grit; self-control

dimensions of,

incentives and,

pessimism,

Peterson, Christopher

“play plans”

Polgar, Laszlo

politics

character-education initiatives and,

of disadvantage,

Popper, Sir Karl

positive psychology

poverty in childhood. See also childhood trauma; family functioning

cognitive abilities and,

deeply disadvantaged and,

health disparities and,

politics and,

public policy debate and,

rate of,

school reform in Chicago and,

practice, and success

prediction of success. See also cognitive hypothesis

achievement tests and,

attachment relationships and,

conscientiousness and,

GED study and,

Grit Scale and,

high school GPA and,

self-control and,

prefrontal cortex. See also executive functions; self-control

interventions and,

self-regulation and,

The Price of Privilege (Levine),

Prilleltensky, Matan

“private speech”

privileged students. See also elite schools; Riverdale Country School

career choices and,

disadvantages of,

grit and,

overprotection and,

productivity, sense of

Psychological Science (journal),

public health system

public opinion

public policy. See education reform; government policies

public school systems

Chicago reform initiatives and,

The Race Between Education and Technology (Goldin & Katz)

Race to Nowhere (film)

Randolph, Dominic,

character evaluation and,

as Riverdale headmaster,

Real Education (Murray)

Red Bank Primary School in New Jersey

Reed, Lanita

Risley, Todd R.

Riverdale Country School

alumni from,

character and,

discipline at,

influence of affluence and,

social safety net at,

Roberto Clemente Middle School

Roberts, Brent,

Robert Taylor Homes housing project

Roderick, Melissa

Roseland neighborhood, Chicago

Rowson, Jonathan

Roxbury Prep in Boston

Rug Rat Race,

rules, and character

Sanders, William

Sapolsky, Robert

Savage Inequalities (Kozol)

Schamberg, Michelle

Schooling in Capitalist America (Bowles & Gintis)

school-lunch subsidy

science of adversity

secure attachment relationships

Seeman, Teresa

Segal, Carmit

self-control. See also executive functions; prefrontal cortex

adolescence and,

compulsiveness and,

conscientiousness and,

factors affecting,

grit and,

KIPP students and,

marshmallow test and,

Philadelphia study on,

prediction of success and,

Riverdale students and,

strategies for,

stressful childhoods and,

Tools of the Mind program and, xi–xii

Seligman, Martin

The Seven Deadly Chess Sins (Rowson)

sexual assault. See also childhood trauma

Shonkoff, Jack

Simon test

SLANT, at KIPP

Smith, Gene

Spiegel, Elizabeth

chess coaching and,

passion about chess,

self-reflections,

teaching style and,

Sroufe, Alan

Stabrowski, Sayuri

standardized college admissions tests

college success and,

OneGoal program and,

Stanford University

Steele, Claude

Stefl, Michele

Steinberg, Laurence

stereotype threat

Stewart-Montgomery, Anita

Strange Situation

“strength of character” rating

stress. See also ACE scores; childhood trauma

developmental effects of,

executive function and,

responses to different types of,

as risk indicator,

stress-response system

Stroop test

success, types of. See also prediction of success

suicide, and childhood trauma,

Sullivan, Monisha (student)

Sweating the Small Stuff (Whitman),

Swindell, Shawn (student),

teachers

chess coaching and,

growth mindset and,

needs of adolescents and,

OneGoal programs and,

quality of, and reform efforts,

Teach for America

There Are No Children Here (Kotlowitz)

thinking habits, and chess

Tools of the Mind program, xi–xii

toy-car incident

Turnaround for Children

undermatching

unfulfilled potential

Urban Students Empowered Foundation. See also OneGoal program

Vallas, Paul

Vance, Tyrell (KIPP student)

Vidale, Dwight

violence, threat of. See also childhood trauma

virtues

Vivian E. Summers Alternative High School in Chicago

wanting vs. choosing

War on Poverty

Wason, Peter Cathcart

Waters, Everett

Wechsler, Nick

Whitman, David

Why Zebras Don’t Get Ulcers (Sapolsky)

Williams, Justus (IS 318 student)

willpower. See also grit

WINGS class

Witter, Mike

working memory

worry

Wozniak, Steve

Youth Advocate Programs (YAP). See also Jones, Keitha

Ypsilanti, Michigan. See Perry Preschool Project

BY THE TIME Geoffrey Canada arrived at the Promise Academy lottery, the auditorium was almost full. He had expected a modest turnout—he figured the rain would keep a lot of parents away—but by 6:00P.M. more than two hundred people had crowded into the back of the hall, and there were dozens more still streaming in the front door. Here and there, members of Canada’s staff were consulting clipboards and calming anxious parents. His director of education hurried past him, shouting into her cell phone. It was April 14, 2004, a cool, wet night in Harlem. The hand-lettered sign out front of PS 242, streaked with raindrops, said “Welcome to the Promise Academy Charter School Lottery,” and inside, past the sign-in table set up in the school’s front hallway, a tall, bull-chested young man named Jeff was handing a rose to each woman as she walked in. “These are for the moms,” he said with a smile. “Welcome to the ceremony.”

Canada, a tall, thin black man in a dark blue suit, surveyed the crowd. From what he could see, the parents taking their seats in the auditorium were the ones he had hoped to attract: typical Harlem residents, mostly African American, some Hispanic, almost all poor or working class, all struggling to one degree or another with the challenges of raising and educating children in one of New York City’s most impoverished neighborhoods. In many ways, their sons and daughters were growing up the way Canada had, four decades before, just a few miles away in the South Bronx: cut off from the American mainstream, their futures constrained by substandard schools, unstable families, and a segregated city.