How Children Succeed PDF

Paul Tough

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 How Children Succeed
Exploring the Power of Character Over IQ in
Childhood Success
Written by Bookey
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About the book
In "How Children Succeed," Paul Tough challenges the
conventional belief that intelligence, measured through test
scores, is the primary determinant of success in youth. Instead,
he posits that essential character traits—such as grit, curiosity,
conscientiousness, and optimism—play a far more significant
role in shaping a child’s future. Drawing upon cutting-edge
research from neuroscience, psychology, and economics,
Tough introduces readers to pioneering scientists and
educators who are redefining our approach to childhood
development. Through compelling personal narratives of
young individuals grappling with the struggles between
success and failure, the book advocates for a transformative
perspective on nurturing resilience and character. This
engaging and thought-provoking work promises not only to
inspire readers but also to reshape our understanding of what it
means to grow up successfully.

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About the author
Paul Tough is a renowned author and journalist, recognized for
his insightful exploration of education and child development.
With a background in literature and a degree from Harvard
University, Tough has written extensively on the challenges
faced by students and the impact of socio-economic factors on
their success. His work often delves into the interplay between
character, resilience, and academic achievement, as showcased
in his acclaimed book "How Children Succeed." Through
meticulous research and compelling storytelling, Tough
highlights the importance of non-cognitive skills, such as
perseverance and curiosity, in shaping the future of children,
making him a significant voice in contemporary discussions
about education reform and child advocacy.

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Summary Content List
Chapter 1 :

Chapter 2 :

Chapter 3 :

Chapter 4 :

Chapter 5 :

Chapter 6 :

Chapter 7 :

Chapter 8 :

Chapter 9 :

Chapter 10 :

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 Chapter 1 Summary :
Section Summary

1. How to Fail (and How Not Introduction to the chapter's theme of understanding failure and interventions in children's
To) lives.

Background of Nadine Burke Nadine Burke Harris and Elizabeth Dozier aim to support troubled youth, overcoming their
Harris and Elizabeth Dozier contrasting backgrounds.

Fenger High School's Struggles Dozier's tenure at Fenger High, marked by poor performance and high dropout rates,
highlights failures of traditional educational reforms.

Challenges and Community Dozier discovers the influence of community issues like poverty and violence on student
Background success, intensified after a gang-related murder.

Shift in Focus Realizing academic deficits are linked to personal issues, Dozier introduces trauma
counseling and mentoring programs to help students.

2. Nadine Burke Harris Burke Harris focuses on the effects of poverty and childhood trauma on health in her
medical practice.

3. The ACE Study Burke Harris draws insights from the ACE study, connecting childhood hardships to
adverse health outcomes later in life.

4. The Firehouse Effect Exploration of chronic stress responses and their implications for health, as outlined by the
HPA axis.

5. Scared to Death A patient’s story illustrates the enduring mental health impacts of early childhood trauma.

6. Executive Functions The effect of stress on children's development of executive functions crucial for learning
and self-regulation.

7. Simon A study involving a memory game shows that poverty-related stress negatively impacts
working memory skills.

8. Mush The story of student Mush reveals how childhood trauma affects behavior and coping
mechanisms among peers.

Summary The chapter emphasizes the significance of understanding childhood adversity and its
influences on education and health, advocating for broader social interventions.

1. How to Fail (and How Not To)

Background of Nadine Burke Harris and Elizabeth

Dozier

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Nadine Burke Harris, who grew up in privilege, and
Elizabeth Dozier, from a modest background, both aimed to
help troubled youth succeed. Despite their differing
upbringings, they encountered immense challenges in their
professions as a pediatrician and principal, respectively.

Fenger High School's Struggles

In August 2009, Dozier became the principal of Fenger High

School in Chicago, historically marked by low performance
and high dropout rates amidst severe neighborhood poverty
and crime. Various well-financed reforms had failed to bring
about meaningful change at Fenger, reflecting inefficiencies
in traditional education strategies.

Challenges and Community Background

Upon becoming principal, Dozier realized that a school

reflects its community. Many students faced severe issues,
such as poverty and violence. A significant crisis erupted
when a student, Derrion Albert, was killed in a gang-related
incident, prompting Dozier to implement strict disciplinary
measures to combat violence.

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Shift in Focus

Midway through her second year, it became clear that besides

academic deficits, deeper personal issues stemming from
family and community conditions significantly affected
student performance. Federal funding helped introduce
trauma counseling and mentoring programs to support
students more holistically.

2. Nadine Burke Harris

Burke Harris pursued understanding the impacts of poverty

on physical health, leading her to focus on childhood
trauma's effects at the Bayview Child Health Center in San
Francisco.

3. The ACE Study

Inspired by the ACE study, which correlated adverse

childhood experiences with negative health outcomes in
adulthood, Burke Harris recognized a profound connection
between childhood hardships and physiological responses.

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4. The Firehouse Effect

The HPA axis represents the body's response to stress;

persistent activation can lead to various health problems.
Burke Harris expanded her understanding of how chronic
stress impacts both physical and mental health in her
patients.

5. Scared to Death

Burke Harris shared the story of a patient, Monisha Sullivan,

whose traumatic childhood experiences led to significant
mental health struggles, illustrating the long-lasting effects of
early adversity.

6. Executive Functions

Stress severely impacts children’s development of executive

functions, which are crucial for self-regulation and learning.
Research revealed strong correlations between stress, ACE
scores, and performance in school.

7. Simon

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A study using the game Simon demonstrated that heightened
stress levels associated with poverty adversely affected
working memory, a key executive function that predicts
success.

8. Mush

The narrative of a troubled student named Mush shows the

complex, damaging effects of childhood traumas and societal
pressures. He illustrates the outward expression of stress
through delinquent behavior, while peers may internalize
their struggles differently.
In summary, the chapter highlights the intersection of
childhood adversity, academic failure, and the necessity of
broader social perspectives for creating effective
interventions in education and health.

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Critical Thinking
Key Point:The role of childhood adversity in
academic performance
Critical Interpretation:The chapter posits that
understanding the socio-economic factors influencing
children's lives is vital for addressing educational
failures; however, it risks oversimplifying the
multifaceted nature of education where other elements
such as teacher quality, family involvement, and
curriculum also play significant roles. While Tough
advocates for a systemic approach to education reform,
critics like Diane Ravitch in 'The Death and Life of the
Great American School System' argue that emphasizing
social and emotional factors may detract from the
pressing need for effective curricula and pedagogy.
Readers should consider that while childhood trauma
impacts learning, it is just one piece in a larger
educational puzzle.

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 Chapter 2 Summary :
Topic Summary

Impact of Early Adversity and early stress can harm children, but nurturing relationships can foster resilience and
Stress on Children mitigate these effects, with implications extending to biochemical changes.

Michael Meaney's Meaney's study on rats showed that maternal licking and grooming led to reduced anxiety and better
Research behavior in pups, highlighting the significance of early nurturing.

Attachment Theory Developed by Bowlby and Ainsworth, this theory posits that responsive parenting fosters secure
attachments, enhancing children's social and emotional competence.

Minnesota Study Sroufe and Egeland's long-term study linked secure attachments with positive outcomes like better
social behavior and higher graduation rates, reinforcing the importance of early parental relationships.

Implications for Recognizing challenges faced by low-income parents is crucial; interventions can help parents improve
Parenting practices, establishing secure attachments and better child outcomes.
Interventions

Effectiveness of Programs like Lieberman's child-parent psychotherapy effectively promote secure attachment and
Parenting Programs reduce stress responses in children, even in maltreatment cases.

Transformative Individual cases, such as Jacqui and Makayla, illustrate how attachment-focused support can empower
Power of at-risk parents and transform lives, including during teenage years.
Relationships

Resilience through Mentors and advocates help individuals overcome adversity, fostering resilience and facilitating
Support positive change despite challenges.

Chapter 2 Summary

Impact of Early Stress on Children

Research reveals that adversity and early stress can have

lasting detrimental effects on children, but nurturing
relationships with parents can foster resilience and counter
these effects. This understanding, derived from

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neuroscientific studies, highlights that the impact of good
parenting extends beyond emotional benefits to biochemical
effects.

Michael Meaney's Research

Neuroscientist Michael Meaney studied parenting behaviors

in rats, specifically the effects of maternal licking and
grooming. His research indicated that pups raised by mothers
who provided consistent licking and grooming exhibited
reduced anxiety and better overall behavioral outcomes. This
discovery underlines the importance of early nurturing in
healthy psychological and biological development.

Attachment Theory

Attachment theory, developed by John Bowlby and Mary

Ainsworth, suggests that responsive parenting can lead to
secure attachments in children, which subsequently enhances
their ability to explore and engage socially. Ainsworth's
Strange Situation experiment demonstrated that securely
attached children are more competent socially and
emotionally.

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Minnesota Study

Alan Sroufe and Byron Egeland's long-term study in

Minnesota further established the link between secure
attachments and favorable life outcomes. Children with
secure attachments displayed better social competence,
classroom behavior, and higher graduation rates, affirming
that early parental relationships significantly predict later
success.

Implications for Parenting Interventions

There is a need to recognize the challenges that low-income

parents face in fostering secure attachments. Alicia
Lieberman's work emphasizes that while early trauma can
hinder parenting capabilities, with the right interventions,
parents can change their practices to establish secure
attachments and improve their child's outcomes.

Effectiveness of Parenting Programs

Interventions, such as Lieberman's child-parent

psychotherapy, have proven effective in promoting secure
attachment even in families with a history of maltreatment.

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Other programs have shown similar success in reducing
stress responses in children through improved parenting
techniques.

Transformative Power of Relationships

The importance of nurturing relationships is illustrated

through individual cases, such as Jacqui and her baby
Makayla, where a focus on attachment can help empower
at-risk parents. Additionally, the experiences of adolescents
like Keitha Jones highlight the potential for transformation
during teenage years, demonstrating that past adversities can
be overcome with support and guidance.

Resilience through Support

Individuals facing the multipliers of adversity have shown

significant growth through relationships with mentors and
advocates. Such support systems can foster resilience,
facilitating trajectory shifts from disadvantage to success,
proving that even amid significant challenges, positive
change is possible.

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Example
Key Point:Nurturing relationships can mitigate the
harmful effects of early stress on children.
Example:Imagine being a child surrounded by
uncertainty and fear due to your challenging home
environment. Yet, when your caregiver tenderly
embraces you, whispers affirmations, and responds to
your needs with love, you feel a sense of safety. This
connection fosters not only emotional intimacy but also
biochemical resilience, helping you navigate life's
challenges with enhanced confidence and social skills,
ultimately influencing your long-term success.

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Chapter 3 Summary :

How to Build Character

1. Best Class Ever

In spring 1999, the KIPP Academy middle school's Class of

2003, composed primarily of low-income black and Hispanic
students, gained national recognition for their exceptional
academic achievement. Founded by David Levin, KIPP
combined rigorous academics with character-building
programs. The students achieved remarkable scores on
standardized tests, leading to the school's expansion
nationwide. However, despite successful high school
admissions, only 21% of the cohort completed a four-year

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college degree six years post-graduation, indicating that
academic success did not guarantee persistence in higher
education.

2. Learned Optimism

David Levin observed that the students who thrived in

college possessed resilience, optimism, and social skills
rather than merely strong academic records. These
noncognitive skills are vital for overcoming challenges,
particularly for students lacking strong familial support.
KIPP schools aimed to foster character strengths alongside
academic achievement through a structured approach
influenced by positive psychology.

3. Riverdale

Contrasting KIPP, Riverdale Country School, an elite private

institution, emphasizes character development in
unconventional ways. Headmaster Dominic Randolph,
skeptical of traditional metrics like standardized testing,
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perseverance.
Convinced that schools must Audio
impart character alongside
academics, Randolph considers historically rooted values as

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Chapter 4 Summary :

8. Conscientiousness

Conscientiousness is identified as a quality exhibited by

children who work hard regardless of incentives. Research
shows that conscientiousness predicts success across various
life outcomes, such as academic achievement, criminal
behavior, and longevity. Although it was traditionally
overlooked in personality psychology, it gained acceptance
in industrial/organizational psychology as a key factor in
workplace success. High conscientiousness correlates with
traits such as reliability, orderliness, and self-control.

9. The Downside of Self-Control

Some critics argue that excessive self-control can be

problematic, leading to repressed behavior and
indecisiveness. The importance of self-control is supported
by research linking childhood self-control with positive adult
outcomes. Nonetheless, burnout from too much
self-discipline has been highlighted, calling for a balance.

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10. Grit

Angela Duckworth identified "grit" as a key factor in

success, distinct from self-control. The Grit Scale, a
self-assessment tool developed by Duckworth, reveals that
grit is predictive of success across different contexts, from
academics to military training. Duckworth differentiates grit
from intelligence, emphasizing that dedication and
persistence are critical for achieving long-term goals.

11. Quantifying Character

Seligman and Peterson's character strengths were refined into

a practical evaluation tool. This led to the creation of a
character report card in schools, prompting a discussion on
how to reflect character traits, including self-control and grit.
Educators express concern about quantifying character; while
some favor a moral compass, others recognize the
importance of strengths linked to performance and
achievement.

12. Affluence

Teachers at affluent schools like Riverdale note that parental

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pressure and emotional distance can harm students’
development. Studies show wealthy adolescents face high
rates of emotional and behavioral issues. These include
substance abuse and depressive symptoms, often stemming
from stringent achievement pressures coupled with lack of
parental connection.

13. Discipline

KIPP schools emphasize character as equally important as

academic skills. Under the leadership of Tom Brunzell, there
has been a shift from strict compliance-based discipline
towards a system that encourages personal reflection and
character growth. This approach allows students to develop
resilience and positive coping strategies, promoting
emotional growth alongside academic achievement.

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Chapter 5 Summary :

Chapter 5 Summary: Good Habits

Metacognition and Character Development

Cognitive-behavioral therapy exemplifies

metacognition—thinking about thinking. The character
report card serves as a metacognitive tool, appealing to
educators like David Levin who believe it’s important to
foster optimism in children before puberty. However, Angela
Duckworth argues that merely discussing character traits isn't
enough; adolescents need concrete tools to develop skills like
grit, self-control, and zest.

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Mental Contrasting with Implementation Intentions

Duckworth introduced a strategy known as Mental

Contrasting with Implementation Intentions (MCII), which
helps students set and achieve goals. Research by Gabriele
Oettingen identified three goal-setting strategies: indulging
(optimistic fantasizing), dwelling (focusing on obstacles),
and mental contrasting (balancing the desired outcome with
potential challenges). The latter encourages students to create
specific action plans, promoting real progress.

The Importance of Rules

Duckworth stresses the value of establishing personal rules,

which help structure decision-making and mitigate impulsive
behaviors. These rules can become second nature, enabling
students to overcome temptations and establish conscientious
habits. Duckworth equates character with habitual behavior,
highlighting that students who consistently make positive
choices are more likely to succeed.

Character Language

KIPP schools, particularly KIPP Infinity, integrate character

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development within their culture. This encompasses
everything from signage in the school to curriculum choices,
emphasizing the importance of group identity and mindset.
Psychologist Claude Steele's research shows that group
identity can significantly influence performance,
exemplifying both the dangers of stereotype threat and the
potential benefits of fostering a sense of belonging and
capability.

Growth Mindset

Carol Dweck's concept of mindset plays a critical role in

achievement. Dweck differentiates between fixed and growth
mindsets, asserting that beliefs about intelligence and
character can greatly influence academic success.
Interventions that promote a growth mindset have shown
positive effects on students’ performance, especially among
those susceptible to stereotype threats.

Character Report Cards

The character report card aims to show students that traits are
not fixed but can be developed over time. Educators at KIPP
Infinity work diligently to instill this belief in both students

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and parents. Teachers like Mike Witter actively engage
students in discussions about character traits, reinforcing the
idea that character can be refined just like intelligence.

KIPP Through College

KIPP's alumni support initiative, KIPP Through College,

seeks to maintain college completion rates among graduates.
Jane Martinez Dowling oversees this program, which
emphasizes character alongside academic performance.
Dowling highlights the challenges KIPP students face,
including social and emotional hurdles influenced by their
socio-economic backgrounds.

Conclusion

Ultimately, for KIPP students who successfully navigate

their challenges, the acquisition of character traits plays a
crucial role in their development, equipping them with
advantages that extend beyond mere academic success.
Graduates emerge not only with degrees but with invaluable
life skills formed through their struggles and perseverance.

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Critical Thinking
Key Point:The role of character development in
educational success.
Critical Interpretation:The author's assertion that
character traits can significantly impact student success
may overlook the complexities of socio-economic and
cultural factors that shape children's opportunities and
resilience. This viewpoint has been challenged by
researchers like Richard Wilkinson and Kate Pickett in
their work 'The Spirit Level,' which emphasizes that
disparities in income and wealth inequality
fundamentally affect life outcomes. While the
importance of character skills such as grit is undeniable,
it is essential to remember that systemic barriers can
limit the development of these traits in children from
less advantaged backgrounds, suggesting that the
author's perspective may not hold uniformly across
diverse populations.

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Chapter 6 Summary :

Chapter 6 Summary: How to Think

1. Sebastian’s Blunder

Sebastian Garcia, a chess player from IS 318 in Brooklyn,

loses a match at the National Junior High Chess
Championships. His coach, Elizabeth Spiegel, conducts a
post-match analysis to highlight the importance of thoughtful
play rather than impulsive decisions. She emphasizes that
while mistakes are acceptable, thoughtlessness in
decision-making is not.

2. IQ and Chess

The relationship between intelligence and chess ability is

examined through the lens of Garry Kasparov's defeat to the
chess computer Deep Blue. While conventional wisdom ties
chess prowess to IQ, some experts argue that psychological
and emotional intelligence are equally critical. Spiegel's
teaching emphasizes metacognitive strategies, helping

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students develop cognitive flexibility and self-control.

3. Chess Fever

Spiegel, a talented chess player herself, initially found solace

and belonging in the game. However, as her personal life and
relationships blossomed, her obsession with chess lessened,
demonstrating the complexity of balancing passion with
interpersonal connections.

4. Calibrated Meanness

Spiegel employs a tough-love teaching style, pushing

students to improve through direct feedback about their
mistakes. This approach challenges her students but also
raises her concerns about potentially harming their
self-esteem. Her methods reflect the need for students to face
their errors and learn resilience in the competitive chess
environment.

5. Justus and James

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Two promising players, Justus Williams and James Black Jr.,
join the IS 318 team, each bringing significant skills and

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Chapter 7 Summary :

Chapter 8: Flow

Single-Minded Pursuits in Childhood

Chess players often reflect on the obsessive childhood

training of champions like the Polgar sisters and Kamsky
with mixed feelings—admiring their accomplishments while
recognizing the potential imbalances in such intense focus.
Chess teacher Spiegel shares her experiences at a youth chess
camp, highlighting the challenges of being surrounded by
prodigious talent. Despite the pressure, she finds value in
fostering passion in children through focused pursuits.

The Challenge of Interests

The author wrestles with the idea of whether investing

heavily in one interest—like chess—yields greater reward
than exploring various interests. Spiegel argues that
experiencing deep passion can create memorable life
moments, contrasting this with a dull childhood devoid of

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engagement.

Understanding Flow

Spiegel introduces Mihaly Csikszentmihalyi's concept of

"flow," moments of deep engagement and joy that occur
when individuals stretch themselves to accomplish
meaningful tasks. Chess players experience flow as they
become absorbed in the game, showcasing how expertise
leads to heightened concentration and satisfaction during
play.

Pursuit of Success in Chess

Contrary to common beliefs about chess mastery being

linked to rapid calculation or photographic memory, research
reveals that top players excel through pattern recognition and
intuition rather than mere cognitive speed. Experts are
distinguished by their ability to see and avoid poor options,
aided by a skill called falsification.

Confirmation Bias in Chess

Research demonstrates that chess players often struggle with

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confirmation bias, focusing on evidence that confirms their
beliefs instead of seeking contradictory data. Expert players
tend to be more pessimistic, critically evaluating possible
moves to steer clear of traps, unlike novices who remain
overly optimistic.

Optimism and Confidence

While expert chess players benefit from a cautious approach

to their moves, Spiegel suggests that a sense of optimism is
essential for overall confidence in one's abilities, similar to
public speaking. This balance between humility and
confidence helps players persist through the inevitable
mistakes encountered in chess.

Tournaments and Competition

In a competitive tournament, the students of IS 318

experience both successes and challenges. James Black,
exhibiting confidence and focus, ultimately wins the
individual championship, leading his team to victory. Spiegel
finds deep joy not only in the wins but in the growth of her
students as they encounter and overcome difficulties in their
games.

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Realizing Potential through Grit

James’s journey exemplifies the intersection of intelligence

and determination. Despite facing challenges in academic
performance, his commitment to excellence in chess reflects
a potential that could translate into success across subjects.
Spiegel's efforts to prepare him for a rigorous admissions test
highlight the disparities in educational backgrounds and the
untapped potential present when given the right support and
resources.

Future Opportunities

James may not have achieved immediate academic success,

but his story underscores the importance of passionate
teaching in unveiling a student's true potential. With
guidance and dedication, there remains hope that he can
achieve commendable educational accolades in the years to
come, paralleling his accomplishments in chess.

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Chapter 8 Summary :

Chapter 8: How to Succeed

1. The College Conundrum

The United States once had the highest college graduation

rate in the world, but has fallen to twelfth among developed
nations since the mid-1990s. The overall attainment rate has
grown slowly, revealing a widening educational divide where
wealthy students are achieving degrees at increasing rates,
while those from low-income backgrounds are declining.
Historically, American higher education was characterized
by democratization, but now it serves less as a gateway to
social mobility. While access to college may not be the main
issue, completion rates are concerning, with the U.S. ranking
second to last in college graduation among OECD countries.
This paradox arises as the value of a degree has dramatically
increased, prompting questions about high dropout rates
despite the benefits of a college education.

2. The Finish Line

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Research by William G. Bowen, Michael S. McPherson, and
Matthew Chingos examined factors affecting college
completion. Contrary to beliefs that low-income students
often overreach their capabilities, they found many attending
less selective colleges than they qualified for, a phenomenon
termed "undermatching." This undermatching particularly
affects disadvantaged students. Furthermore, high school
GPA was shown to be a better predictor of college
completion than standardized testing scores, emphasizing the
role of motivation, perseverance, and good study habits in
achieving academic success.

3. One in Thirty

Jeff Nelson, after experiencing the disparities in educational

opportunities firsthand, became involved in education reform
to help students transition from high school to college
successfully. This drive led him to establish OneGoal, an
organization aimed at closing the gap in educational
achievement and ensuring that underprivileged students not
only attend college but graduate. Through a structured
program, OneGoal fosters important non-academic skills in
students, addressing their unique challenges and helping

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them succeed in higher education.

4. The Call

In January 2007, Nelson connected with a venture to expand

a small after-school college preparation program. The
transition marked a pivotal moment in his career as he took
on the challenge of turning this modest initiative into
OneGoal. The organization quickly grew, recruiting
passionate teachers committed to helping students enhance
their academic performance and college readiness.

5. ACE Tech

ACE Tech Charter High School adopted OneGoal's

innovative framework to help students develop critical skills
necessary for college success. Teachers like Michele Stefl
played a crucial role in implementing this curriculum,
instilling hope and a belief in students’ potential amidst an
environment often rife with setbacks. They emphasized
personal growth and the importance of perseverance and
character beyond academic metrics.

6. Test Scores

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Kewauna Lerma’s remarkable journey illustrates the
challenges faced by students from underprivileged
backgrounds in achieving higher education despite low
standardized test scores, such as the ACT. While some may
view her ambitions as unrealistic, Jeff Nelson asserts that the
skills developed through resilience and determination can
significantly contribute to a student’s success in college. The
emphasis is placed on noncognitive skills over test scores,
arguing that such attributes are more indicative of a student’s
capacity to succeed, regardless of educational disadvantages
they faced prior to college.

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Chapter 9 Summary :

7. Kewauna’s Ambitions

Kewauna's mother, Marla McConico, struggled with low

ACT scores during her high school years, which led to
feelings of failure and a lack of motivation to pursue college.
In contrast, Kewauna, while maintaining a close yet
complicated relationship with her mother, resolved to
overcome her own challenges, particularly her poor ACT
performance. Throughout her senior year, she faced
disappointment with scholarship rejections, attributing them
to her scores, which led to feelings of depression.
Kewauna traced some of her academic difficulties to her time
in a remedial class in middle school, where she felt
unchallenged and unmotivated. Additionally, her lack of
focus during her freshman year at high school resulted in
poor grades, which became a source of regret when realizing
their impact on her college prospects. Determined to do
better, she focused on maintaining a high GPA in her later
high school years.
Her top choice for college was the University of Illinois at
Urbana-Champaign, but by February, she adjusted her

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expectations, also considering Western Illinois University,
where she felt a personal connection. Ultimately, Kewauna
was accepted to Western, participating in a supportive
freshman program, and planned to succeed despite her
challenges.

8. Closing the Gap

Research by labor economists shows that study time among

college students has significantly decreased over the decades,
resulting in concerns about academic performance. However,
educators like Jeff Nelson see this decline as an opportunity
for students from underserved backgrounds to close the
achievement gap during their freshman year. Kewauna's
experience highlights this potential.
Upon entering Western Illinois, Kewauna faced various
challenges in her courses, particularly in biology. She
actively engaged with professors, sought help, and developed
study strategies to improve her understanding of difficult
material. Despite the difficulties and financial struggles,
Kewauna's hard work during her freshman year paid off,
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grades.
Audio improved, achieving a
Over time, her academic performance
cumulative GPA of 3.8 by the end of her first year.

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Chapter 10 Summary :

5. A Better Path

1. Dropping Out

In this segment, the author reflects on his own experience of

dropping out of college, paralleling it with the determination
of contemporary students like Kewauna Lerma to succeed in
their educational pursuits. The author acknowledges the role
of noncognitive skills, such as grit and perseverance, in the
decision to drop out. He is influenced by conversations with
educational leaders like Dominic Randolph, who emphasize
the importance of failure in developing character. The author
explores his past feelings of shame and regret but ultimately
finds value in the lessons learned through adversity. He
recounts a significant personal journey he undertook after
dropping out, illustrating that the experience led to personal
growth and exploration.

2. High-LG Parenting

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The author expresses a shift in his perspective on parenting
from cognitive development to character development in his
son, Ellington. He recognizes the importance of nurturing
relationships and emotional security for building character
and resilience. Drawing from neuroscience research, he
emphasizes the need to protect children from trauma and
stress while providing supportive environments. As Ellington
grows, the author grapples with the need for discipline and
allowing him to face challenges, understanding that learning
to manage failure is vital.

3. A Different Challenge

The narrative contrasts the challenges faced by affluent

students with those of children growing up in poverty. The
author emphasizes the societal obligation to support
disadvantaged youth and reflects on the fading public
discourse around poverty. He discusses how educational
inequalities directly correlate to poverty, examining
successful interventions such as KIPP schools, which aim to
bridge the achievement gap for low-income children.

4. A Different Kind of Reform

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The text examines the evolution of the education reform
movement, particularly the focus on teacher quality as a
primary solution to improving educational outcomes for
low-income students. While recognizing the significance of
teacher effectiveness, the author cautions against reducing
the complex issue of educational inequity to a singular focus
on teaching methods. He argues for a broader understanding
of poverty and educational needs, highlighting the
importance of addressing the unique challenges of deeply
disadvantaged children.

5. The Politics of Disadvantage

In conclusion, the author discusses the discomfort

surrounding conversations about the influence of family on
the success of disadvantaged children. Acknowledging the
societal tendency to overlook family dynamics, he explores
how science reveals critical insights into childhood adversity
and resilience. He argues for a comprehensive approach to
supporting character development, advocating for societal
responsibility in aiding disadvantaged youth through various
channels, including education, community services, and
parental support. The narrative suggests that while
individuals must strive for success, collective societal efforts

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are crucial in facilitating the first steps towards achieving that
success.

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Best Quotes from How Children Succeed
by Paul Tough with Page Numbers
View on Bookey Website and Generate Beautiful Quote Images

Chapter 1 | Quotes From Pages 19-46

1.‘I used to always think that if a school wasn’t
performing, that it was strictly because there was a
bad principal, or there were bad teachers... But the
reality is that at Fenger, we’re a neighborhood
school, so we’re just a reflection of the community.
And you can’t expect to solve the problems of a
school without taking into account what’s
happening in the community.’
2.‘What effect does poverty have on children?’
3.‘Our bodies regulate stress using a system called the HPA
axis.’
4.‘I can’t think of a single kid at the school who doesn’t face
some kind of serious adversity.’
5.‘When we look at these kids and their behavior, it can all
seem so mysterious... But at some point, what you’re

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 seeing is just a complex series of chemical reactions.’
Chapter 2 | Quotes From Pages 47-68
1.It turns out that there is a particularly effective
antidote to the ill effects of early stress, and it
comes not from pharmaceutical companies or
early-childhood educators but from parents.
2.When mothers scored high on measures of responsiveness,
the impact of those environmental factors on their children
seemed almost to disappear.
3.The early nurturing attention from their mothers had
fostered in them a resilience that acted as a protective
buffer against stress.
4.A child’s reaction in the Strange Situation was directly
related to his parents’ degree of responsiveness in that first
year of life.
5.Attachment-promoting parenting, Cicchetti had shown, can
be nurtured in even the most troubled parents, and the
benefit to both them and their children can be profound.
6.I’m going to think about it every now and then, but I’m not

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 going to let it take a toll. The worst has already been done.
I’m looking for the positive now.
Chapter 3 | Quotes From Pages 69-89
1.We thought, ‘Okay, our first class was the
fifth-highest performing class in all of New York
City,’” Levin told me. “‘We got ninety percent into
private and parochial schools. It’s all going to be
solved.’ But it wasn’t.
2.The qualities that Levin was noticing in his college
graduates overlapped considerably with the set of abilities
that James Heckman and other economists had identified as
noncognitive skills.
3.Whether it’s the pioneer in the Conestoga wagon or
someone coming here in the 1920s from southern Italy,
there was always this idea in America that if you worked
hard and you showed real grit, that you could be
successful… Strangely, we’ve now forgotten that.
4.The thing that I think is great about the character-strength
approach is that it is fundamentally devoid of value

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 judgment.
5.Duckworth acknowledged, all the self-control tricks in the
world aren’t going to help.
6.They may not have been low in IQ, but they were low in
whatever quality it is that makes a person try hard on an IQ
test without any obvious incentive.

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Chapter 4 | Quotes From Pages 90-111
1.‘What intrigues Roberts most about
conscientiousness is that it predicts so many
outcomes that go far beyond the workplace. People
high in conscientiousness get better grades in high
school and college; they commit fewer crimes; and
they stay married longer.’
2.‘According to Roberts’s research, people who score high on
conscientiousness tend to share certain characteristics: they
are orderly, hard-working, reliable, and respectful of social
norms.’
3.‘The lower a subject’s self-control in childhood, the more
likely he or she was at thirty-two to smoke, to have health
problems, to have a bad credit rating, and to have been in
trouble with the law.’
4.‘But despite these students’ many advantages, Randolph
isn’t convinced that the education they are currently
receiving at Riverdale or the support they are receiving at
home will provide them with the skills to negotiate the path

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 to the deeper success that Seligman and Peterson hold up as
the ultimate product of good character: a happy,
meaningful, productive life.’
5.‘The idea of building grit and building self-control is that
you get that through failure,’ Randolph explained. ‘And in
most highly academic environments in the United States,
no one fails anything.’
6.‘We think that even if your children have the academic
skills they need—and we’re doing our best to make sure
they do—if our young adults grow up and they don’t also
have strong character skills, then they don’t have very
much.’
Chapter 5 | Quotes From Pages 112-134
1.When Duckworth talks about character, as she did
that day at the KIPP workshop, she often cites
William James, the American philosopher and
psychologist, who wrote that the traits we call
virtues are no more and no less than simple habits.
2.Habit and character are essentially the same thing... If

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 you’re going to be a good teacher, you have to believe in
malleable intelligence, and character is equally malleable.
3.Just fantasizing about doing your math homework every
day next semester—that feels really good right then... But
we need to get away from positive fantasizing about how
we’re all going to grow up to be rich and famous, and start
thinking about the obstacles that now stand in the way of
getting to where we want to be.
4.When you’re making rules for yourself, Kessler writes,
you’re enlisting the prefrontal cortex as your partner
against the more reflexive, appetite-driven parts of your
brain.
5.The good news about stereotype threat is that, just as it can
be triggered by subtle cues, it can be defused by subtle
interventions.
6.The most intriguing fact about these interventions is that ...
regardless of the facts on the malleability of intelligence,
students do much better academically if they believe
intelligence is malleable.

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7.What KIPP does is create a social role shift, so that a child
will suddenly switch into a totally different mindset.
8.Dweck’s notion that students do better when they think
they can improve their intelligence applies to character as
well.
Chapter 6 | Quotes From Pages 135-154
1.When you made this move... you lost the game. If
you had made this move... you would have won the
game.
2.Losing is something you do, not something you are.
3.Teaching chess is really about teaching the habits that go
along with thinking.
4.You don’t have to answer right away. But you do have to
be right.
5.You have four hours to think about the fact that you got
beat by this kid.
6.If you are not going to pay more attention, you should quit
chess, because you are wasting everyone’s time.

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Chapter 7 | Quotes From Pages 155-168
1.I think it’s really liberating for kids to understand
what it’s like to be passionate about something,”
Spiegel explained one day at a tournament.
2.The concentration is like breathing—you never think of it.
The roof could fall in and, if it missed you, you would be
unaware of it.
3.What’s missing from that idea is that playing chess is, like,
wonderful,” she said. “There’s a joyousness to it. That’s
when you’re happiest or that’s when you’re most you or
that’s when you feel your best.
4.Imagine how frustrating that must be,” she said to the
assembled crowd. “And then add to that frustration the fact
that everyone is watching you, asking how you did,
expecting you to already be there.
5.For more than a year,” Spiegel went on, “James studied,
solved tactics, played, analyzed his games, confronted his
own mistakes and misunderstandings, and he did not give
up.

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Chapter 8 | Quotes From Pages 169-189
1.‘In our view,’ Bowen, Chingos, and McPherson
wrote, ‘high school grades reveal much more than
mastery of content. They reveal qualities of
motivation and perseverance—as well as the
presence of good study habits and time
management skills—that tell us a great deal about
the chances that a student will complete a college
program.’
2.‘You can call the quality that the ACT measures
intelligence if you want, but regardless of what you call it,
he believes, the ability to get a high score on the test is not
essential to college success and college persistence.’
3.‘What if we could do that for large numbers of
teenagers—not to help them attain chess mastery or
persuade them to quit fighting in school but to help them
develop precisely those mental skills and character
strengths they would need to graduate from college?’
4.‘I think the ACT is a very good measure of how effective

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 your education has been,’ he told me. ‘But I don’t think it’s
a good measure of intelligence.’
Chapter 9 | Quotes From Pages 190-196
1.I can’t keep saying, ‘Oh my goodness! I messed up
my freshman year.’ It’s already done. I did what I
did. It’s a lesson for me.
2.No matter how overwhelming it is, no matter how
exhausting it is, I’m not going to give up. I’m never the
type to give up.
3.If I don’t get into one of my top schools, maybe I wasn’t
meant to go there. I would be disappointed, but I would
work hard wherever I got in...
4.I’m going to be on task. Plan things out. Have a schedule,
be really organized, be focused, meet the right people.
5.And Kewauna, miraculously, opted for the Napoleon, even
though she’d never tasted one before and didn’t know
anyone who had. She just had faith that it was going to be
delicious.

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Chapter 10 | Quotes From Pages 197-217
1.The idea of building grit and building self-control
is that you get that through failure.
2.I want to cash in my chips.
3.The heaviness of being successful was replaced by the
lightness of being a beginner again, less sure about
everything.
4.I want to do something uncertain, unsafe; something I
didn’t know if I could succeed at.
5.There are fewer entrepreneurs graduating from our best
colleges these days; fewer iconoclasts; fewer artists.
6.All of those problems are genuine and important. But they
don’t accurately represent the biggest obstacles to academic
success that poor children, especially very poor children,
often face.
7.Character matters.
8.Transformative help also comes regularly from social
workers, teachers, clergy members, pediatricians, and
neighbors.

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How Children Succeed Questions
View on Bookey Website

Chapter 1 | Q&A
1.Question
What are the significant life experiences that shape
Elizabeth Dozier's and Nadine Burke Harris's goals to
help troubled youth?
Answer:Both women come from drastically different
backgrounds but share a mission to help young
people succeed. Dozier, raised by a single mother
with financial struggles and an unstable household,
encountered adversity firsthand. This background
fueled her resolve to serve at-risk students. On the
other hand, Burke Harris was sheltered with
privilege but felt an outsider at her affluent school.
These contrasting experiences ignited their passion
for improving the lives of disadvantaged youth.

2.Question
What challenges did Fenger High School face during

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Elizabeth Dozier’s leadership?
Answer:Fenger was plagued with low academic
performance, high dropout rates, and was consistently under
probation for years. The school experienced rampant violent
incidents, including the tragic murder of a student, and
struggled despite many reform efforts. Dozier's leadership
was challenged by the violent atmosphere and the necessity
to implement strict disciplinary measures, while also
addressing emotional and community issues affecting
students.

3.Question
How did Elizabeth Dozier’s understanding of education
change during her time at Fenger?
Answer:Initially, Dozier believed that poor school
performance was solely attributed to ineffective principals or
bad teachers. However, through her experiences at Fenger,
she realized that the school was a reflection of the troubled
community it served and that to foster improvement, the
underlying issues of poverty and trauma in students' lives had

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to be addressed.

4.Question
What lesson does Burke Harris learn from her work with
children in poverty?
Answer:Burke Harris discovers that many health issues in
children stem from their traumatic experiences rather than
just their socioeconomic status. This realization leads her to
explore how early traumas affect brain development, which
can result in physical and emotional health problems.
Recognizing the interconnectedness of mental, emotional,
and physical health shaped her approach to treatment.

5.Question
What did the ACE Study illustrate about the impact of
childhood trauma?
Answer:The ACE Study demonstrated a strong correlation
between adverse childhood experiences and significant
negative outcomes in adulthood, including health issues,
addiction, and suicidal tendencies. It revealed that trauma has
long-lasting effects, showcasing the importance of addressing

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these experiences early to prevent detrimental health
consequences.

6.Question
How can improving executive functions help close the
achievement gap between different socioeconomic
groups?
Answer:Improving executive functions, which include
self-regulation and working memory, is crucial as these skills
are malleable and can be enhanced through targeted
interventions. Doing so for children, especially those from
low-income backgrounds, can lead to better academic
performance, emotional regulation, and ultimately greater
life opportunities.

7.Question
What does the story of Monisha Sullivan reveal about the
psychological impacts of poverty?
Answer:Monisha's experiences highlight how childhood
trauma leads to anxiety, depression, and chronic stress
symptoms. Her story illustrates the vulnerable state of
children living in unstable environments, emphasizing that

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psychological damage from such trauma can have profound
effects on their physical health and overall life trajectory.

8.Question
Why is the moment of adolescence particularly crucial for
the impact of childhood trauma?
Answer:Adolescence is a precarious time when impulsive
behaviors, compounded by the stress of earlier trauma, can
lead to critical life decisions that have lasting consequences.
The combination of developing emotional reactions and an
underdeveloped cognitive control system during this period
makes adolescents more susceptible to negative outcomes
associated with stress and trauma.

9.Question
What interventions did Elizabeth Dozier implement to
address the challenges faced by students at Fenger?
Answer:Dozier established a zero-tolerance policy for
violence, implemented an intensive mentoring program, and
introduced after-school programs focused on anger
management and trauma counseling, aiming to provide

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emotional support and create a safer school environment.

10.Question
How does the concept of 'allostatic load' relate to
childhood poverty and stress?
Answer:Allostatic load refers to the cumulative wear and tear
on the body due to chronic stress. In children experiencing
poverty, higher allostatic load correlates with poorer health
outcomes and deficits in cognitive functions, particularly
executive functions, compounded by the stress experienced
in their environments.
Chapter 2 | Q&A
1.Question
What is the significance of nurturing relationships in
early childhood?
Answer:Nurturing relationships foster resilience in
children, helping protect them from the negative
impacts of early stress and adversity. Good
parenting is both an emotional support and a
biochemical foundation for healthy development.

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2.Question
How did Michael Meaney's research with rats illustrate
the effects of parenting style?
Answer:Meaney found that rats raised by high
licking-and-grooming mothers were less anxious, more
confident, and performed better on various behavioral tests
than those raised by low licking-and-grooming mothers. The
study showed that even minor variations in early maternal
behavior could lead to significant long-term behavioral and
biological outcomes.

3.Question
What was the outcome of the 'Strange Situation' test
conducted by Mary Ainsworth?
Answer:Ainsworth's 'Strange Situation' revealed that children
with responsive and nurturing parents formed secure
attachments, leading to better social skills and coping
mechanisms later in life, while anxiously attached children
were more dependent and had social difficulties.

4.Question
How can early interventions affect children from

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high-risk environments?
Answer:Early interventions focusing on improving
attachment and responsiveness can significantly enhance the
emotional and psychological outcomes for children from
high-risk environments, leading to healthier stress-response
systems and stronger parent-child bonds.

5.Question
What role does attachment play in a child's social
competence?
Answer:Secure attachment in infancy is predictive of a
child's future social competence, allowing them to engage
better with peers, form friendships, and navigate complex
adolescent social dynamics.

6.Question
Can parenting styles change over time, and what
implications does this have for children?
Answer:Yes, parenting styles can evolve, and with the right
support and interventions, parents can learn to form more
secure attachments with their children, positively influencing

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their development and well-being.

7.Question
What did Keitha Jones's story reveal about the potential
for change in at-risk youth?
Answer:Keitha's journey shows that with guidance and
support, at-risk youth have the potential to overcome
significant obstacles, reshape their futures, and positively
impact their families and communities, demonstrating
resilience and determination.

8.Question
Why is parenting without advanced vocabulary still
effective in fostering attachment?
Answer:Though low-income parents may struggle with
vocabulary, they can still foster secure attachments through
responsive and nurturing interactions. This engagement can
lead to significant emotional growth in children, separate
from linguistic development.

9.Question
What is the impact of high maternal responsiveness in
stressful environments according to Clancy Blair's

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research?
Answer:High maternal responsiveness can buffer children
against the adverse effects of stressors in their environment,
allowing them to maintain healthier cortisol levels and
emotional regulation even in challenging conditions.

10.Question
What are the long-term effects of secure attachment
according to studies conducted on low-income families?
Answer:Studies indicate that secure attachment leads to
better behavior and higher academic achievement, as children
with secure attachments were found to be more socially
effective and less likely to drop out of school.
Chapter 3 | Q&A
1.Question
What was the main success of KIPP Academy's first
graduating class?
Answer:The Class of 2003 at KIPP Academy
achieved remarkable academic results, earning the
highest scores of any school in the Bronx on the

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citywide achievement test and securing admission to
selective high schools with scholarships.

2.Question
Did KIPP Academy's academic success translate into
college completion for its first graduates?
Answer:No, despite their strong performance in middle
school and high school, only 21% of the original KIPP class
completed a four-year college degree six years after
graduation.

3.Question
What emotional challenges did students like Tyrell Vance
face after leaving KIPP for high school?
Answer:Tyrell Vance experienced a lack of emotional
preparation for high school, feeling disconnected and losing
the drive and intensity he had at KIPP due to the absence of a
supportive, close-knit environment.

4.Question
What character traits became evident as more important
for college persistence than academic performance?
Answer:Traits like optimism, resilience, and social agility

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proved essential for students to navigate difficulties in
college, as they allowed students to recover from setbacks
and seek help when needed.

5.Question
How did Levin and Feinberg initially approach teaching
character in KIPP schools?
Answer:They aimed to provide lessons in character alongside
academics by creating an environment filled with
motivational slogans, awards, and specific behavioral
expectations to foster teamwork and perseverance.

6.Question
What key concept did Levin adopt from Martin
Seligman's 'Learned Optimism' that impacted his
teaching methods?
Answer:Levin realized that optimism is a learnable skill,
prompting him to reflect on how critical feedback might be
perceived by students and ultimately leading to a
reevaluation of his methods of character instruction.

7.Question
Why does Dominic Randolph consider character essential

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in education?
Answer:Randolph believes that teaching character is crucial
for developing grit and resilience, arguing that children who
excel academically do not necessarily possess the skills
needed to handle adversity later in life.

8.Question
What shift took place in American attitudes toward
character education during the 1990s?
Answer:There was a national push for character education,
influenced by political figures, but it quickly devolved into
controversy, with critics on both sides questioning the
motives behind such initiatives.

9.Question
What did Duckworth's research reveal about
self-discipline compared to IQ?
Answer:Duckworth found that self-discipline was a better
predictor of academic performance than IQ, suggesting that
character traits are crucial for success in education.

10.Question
What lesson did Mischel's marshmallow experiments

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teach about self-control?
Answer:The experiments showed that children could delay
gratification better by distracting themselves and re-framing
the temptation, indicating that self-control can be learned and
improved.

11.Question
How do motivation and volition differ in the context of
achieving long-term goals?
Answer:Motivation refers to the desire to achieve a goal,
while volition is the willpower to follow through on that
motivation—both are necessary for achieving long-term
success.

12.Question
What did Segal's study on coding speed tests reveal about
the value of effort in education?
Answer:Segal found that students motivated to perform well
on low-stakes tests, like coding-speed tests, exhibited better
outcomes in life, highlighting the importance of internal
motivation and effort over inherent ability.

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13.Question
What can be inferred about the relationship between
character education and student academic performance?
Answer:While character education programs often lack
measurable outcomes on academic performance, developing
character remains essential for fostering resilience and
equipping students to face challenges effectively.

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Chapter 4 | Q&A
1.Question
What is the significance of conscientiousness according to
the text?
Answer:Conscientiousness is crucial for predicting
success across various life outcomes, such as
academic performance, workplace reliability, lower
crime rates, longer lifespan, and reduced health
risks. It reflects a person's orderliness, diligence,
and respect for social norms, ultimately influencing
overall success in life.

2.Question
How do different academic perspectives view
conscientiousness?
Answer:While mainstream personality psychologists initially
overlooked conscientiousness, it gained traction in
industrial-organizational psychology as a key predictor of
workplace success. Some researchers, however, critique its
emphasis, suggesting it may encourage conformity over

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creativity.

3.Question
What empirical evidence suggests the impact of
self-control on life outcomes?
Answer:Research by Avshalom Caspi and Terrie Moffitt
showed that higher self-control in childhood is correlated
with lower likelihood of criminal behavior, better health
outcomes, and responsible parenting in adulthood.
Conversely, low self-control linked to various negative adult
life challenges.

4.Question
Why did Angela Duckworth identify 'grit' as an
important trait?
Answer:Duckworth observed that grit, characterized by
perseverance and passion for long-term goals, is a better
predictor of success than self-control or IQ, highlighting its
significance in achieving one's aspirations, especially in
challenging environments.

5.Question
What challenges do affluent children face according to

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the text?
Answer:Affluent children often experience emotional
isolation and high achievement pressure from parents,
leading to issues such as substance abuse, anxiety, and
depression. This disconnect hinders their character
development and ability to cope with challenges.

6.Question
How does the character education approach differ
between KIPP and Riverdale?
Answer:KIPP emphasizes character development through
structured discipline and performance character traits,
whereas Riverdale has a philosophical approach focused
more on moral character and social values. This difference
highlights the contrasting cultural values of the schools.

7.Question
What potential problems arise from overemphasizing
self-control?
Answer:Excessive self-control can lead to individuals
becoming overly constrained, making poor decisions due to

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inability to embrace spontaneity or novelty. It suggests a
balance is needed between self-regulation and allowing room
for creativity and independent thought.

8.Question
What is the role of character strengths in predicting life
satisfaction?
Answer:Character strengths such as grit, self-control,
optimism, and social intelligence have been identified as key
indicators of life satisfaction and achievement, prompting
educators to assess and cultivate these traits in students.

9.Question
How does the concept of failure contribute to character
development according to the text?
Answer:Experiencing failure is essential for building
resilience and character, as it allows individuals to learn from
setbacks and develop grit. The text suggests affluent
environments may shield children from these crucial lessons.

10.Question
What is the overarching message about the importance of
character in education?

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Answer:Character is portrayed as vital for success and
fulfillment, with educational systems increasingly
recognizing the need to incorporate character education
alongside academic skills. The challenge lies in effectively
evaluating and nurturing these strengths without
compromising intrinsic motivation.
Chapter 5 | Q&A
1.Question
What is metacognition and why is it important for
children?
Answer:Metacognition refers to 'thinking about
thinking.' It is crucial for children because it helps
them reflect on their thoughts, decisions, and
learning processes. This capability becomes
particularly significant during late childhood, as it
allows students to evaluate and improve their
character traits, such as optimism and grit, which
can significantly impact their success.

2.Question

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Why does Angela Duckworth argue that knowing about
character isn’t enough for adolescents?
Answer:Duckworth emphasizes that understanding abstract
concepts like grit or self-control is different from having the
practical tools to develop these traits. She believes
adolescents need specific strategies to convert knowledge
into actionable change, exemplified by her work on
willpower and the strategies kids utilize to resist temptations.

3.Question
What is Mental Contrasting with Implementation
Intentions (MCII) and how does it help students achieve
their goals?
Answer:MCII is a strategy combining positive visualization
of future goals (mental contrasting) with realistic
identification of potential obstacles, followed by forming
'if/then' action plans (implementation intentions) to overcome
those obstacles. It helps students create concrete pathways to
achievement, ultimately enhancing their likelihood of
success.

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4.Question
What role do rules play in managing temptation and how
do they differ from willpower?
Answer:Rules serve as a structured approach to managing
temptations by enlisting the prefrontal cortex to help override
more impulsive desires. Unlike willpower, which can
fluctuate, rules create a consistent framework that helps
redirect focus away from temptations without the internal
conflict associated with willpower.

5.Question
How does Duckworth connect habits and character?
Answer:Duckworth posits that character and habits are
essentially one and the same; they are the default behaviors
we engage in. This means by cultivating good habits, we can
enhance our character traits, aiding students to better
understand that change is possible and necessary for growth.
She also links this process to William James' analogy of the
nervous system creasing over time through repeated action.

6.Question
What is stereotype threat and how does it affect

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performance?
Answer:Stereotype threat is a phenomenon where individuals
underperform due to anxiety about confirming negative
stereotypes associated with their social identity. For instance,
students reminded of their gender or race may underperform
on tests due to this pressure, whereas changing that narrative
to highlight the malleability of intelligence can help mitigate
such effects.

7.Question
In what way does a growth mindset influence students'
academic trajectories?
Answer:A growth mindset, the belief that abilities and
intelligence can be developed, positively influences students'
academic trajectories by increasing their confidence and
resilience. This perspective encourages students to engage
more deeply in their learning, leading to better performance
on assessments and overall academic success.

8.Question
How does KIPP's character report card function as a tool

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for student development?
Answer:The character report card shifts the focus from fixed
traits to characteristics that can grow and change over time. It
encourages students to reflect on their strengths and
weaknesses, fostering discussions between students and
teachers about personal growth and setting targets for
improvement.

9.Question
Why is the character piece essential to KIPP’s approach
to education and success?
Answer:KIPP believes that the character aspect of education
is essential because it equates to important life skills
necessary for overcoming challenges, especially for students
from disadvantaged backgrounds. It helps develop resilience
and adaptability, providing these students with tools to
navigate obstacles that may arise in their academic and
professional journeys.

10.Question
What distinguishes KIPP students' experiences from

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students from wealthier backgrounds?
Answer:KIPP students often face greater challenges due to
lack of a social safety net. They must cultivate more grit,
social intelligence, and self-control than their wealthier peers
who may have more resources and support systems. Despite
these challenges, KIPP students who succeed do so with the
knowledge that they have developed these essential character
traits through their perseverance.
Chapter 6 | Q&A
1.Question
What key lesson did Sebastian learn from his chess loss as
taught by Elizabeth Spiegel?
Answer:Sebastian learned that making hasty moves
without thinking can lead to losing your advantage
in chess—and in life. Spiegel emphasized the
importance of slowing down, being mindful, and
considering all options before acting. This
metacognition, or thinking about one's thought
process, is crucial to making better decisions.

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2.Question
How does Elizabeth Spiegel's approach to teaching chess
differ from traditional teaching methods?
Answer:Instead of solely teaching the rules and strategies of
chess, Spiegel focuses on helping students evaluate their
mistakes and think critically about their choices. This method
encourages students to analyze previous games in detail,
reflecting on both their decision-making process and
emotional responses, promoting deeper learning.

3.Question
What does the success of IS 318 in chess tournaments
symbolize about the potential of low-income students?
Answer:The success of IS 318 demonstrates that with the
right support and teaching methods, students from
low-income backgrounds can excel and compete against
more affluent peers. It highlights resilience, talent, and hard
work, proving that access to quality education can level the
playing field.

4.Question
What role does emotional intelligence play in chess

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according to Jonathan Rowson?
Answer:Jonathan Rowson argues that emotional and
psychological factors are vital in chess, as they affect how
players think and make decisions. Recognizing and
managing emotions can influence a player's performance as
much as cognitive skills, underlining the importance of
mental resilience and self-awareness in competitive
environments.

5.Question
How can losing at chess be a valuable experience for
students?
Answer:Losing teaches students accountability, as they must
confront their mistakes and learn from them. Rather than
blaming external factors, they experience the importance of
personal responsibility, which can translate into greater
resilience and determination in other areas of life.

6.Question
What does Spiegel mean when she says that losing should
be seen as something you do, not who you are?

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Answer:This distinction encourages students to separate their
identity from their mistakes, promoting a growth mindset. It
helps students understand that failure is a part of learning and
does not define their capabilities or worth.

7.Question
In what ways did Elizabeth Spiegel provide a
non-traditional nurturing environment for her students?
Answer:Instead of offering constant praise and cushioning
losses, Spiegel provides direct feedback and challenges her
students to improve. She instills a sense of seriousness about
their training, pushing them to confront their weaknesses
while also believing in their potential to rise above
challenges.

8.Question
What lesson can be gleaned from the effectiveness of
Spiegel's analytical teaching style?
Answer:Her analytical style demonstrates that focusing on
improving weaknesses through structured reflection can lead
to significant progress. By helping students meticulously

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dissect their games, they develop critical thinking and
problem-solving skills that extend beyond chess.

9.Question
How does the narrative of Justus and James illustrate the
impact of dedication and practice in achieving success?
Answer:Justus and James’ journey showcases that hard work
and a deep commitment to practice lead to mastery in chess.
It exemplifies that dedication can elevate one's abilities
and—despite personal or academic challenges—can yield
exceptional achievements.

10.Question
What does Elizabeth Spiegel's inquiry into A.J.'s social
conflict with another student reveal about her teaching
philosophy?
Answer:Spiegel’s inquiry reflects her belief in using
chess-like analysis in everyday social situations, promoting
critical thinking and self-reflection in her students. Instead of
merely mediating conflicts, she encourages them to
understand their actions and the consequences, fostering
social intelligence.

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Chapter 7 | Q&A
1.Question
What is the significance of children experiencing passion
according to Spiegel?
Answer:Spiegel believes that having a passion allows
children to have memorable experiences that stand
out in their minds, contrasting with a monotonous
childhood that feels like a blur of boredom. She
argues that the joy and adrenaline from pursuing
something intensely can create lasting memories,
such as national competitions or individual
accomplishments in chess.

2.Question
How does the concept of 'flow' relate to mastering chess?
Answer:'Flow' is a state of optimal experience where
individuals feel fully engaged and in control while pursuing a
challenging goal. In chess, flow occurs when players are so
concentrated that mundane distractions fade away, allowing
them to perform at their best. Mastery over chess enables

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players to experience flow, illustrating that competence in a
subject leads to deeper engagement.

3.Question
What does the author suggest about the balance between
diverse interests and focused dedication?
Answer:The author presents a dilemma between cultivating a
broad array of interests or concentrating deeply on a single
passion. While Spiegel advocates for the merits of focused
dedication akin to 'grit,' the author reflects on a personal
desire for balance, recognizing that too much narrow focus
could lead to missing out on various life experiences.

4.Question
What psychological challenge do chess players face
according to the experiments discussed?
Answer:Chess players often grapple with confirmation bias,
wherein they instinctively seek evidence that confirms their
existing beliefs rather than disproving them. This bias
hinders their ability to anticipate and avoid potential mistakes
in gameplay, underscoring the importance of maintaining a

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critical perspective toward their strategies.

5.Question
What key differentiator sets expert chess players apart
from novices?
Answer:Expert chess players distinguish themselves not by
faster calculations or superior memory, but by their ability to
engage in 'falsification,' an approach where they consider
potential failures as seriously as successes. This mindset
allows them to avoid traps and make more informed
decisions during games.

6.Question
How does Spiegel's experience with James reflect on
teaching and the potential of children?
Answer:Spiegel's journey with James illuminates the gap
between talent and opportunity in education. Despite his
evident intelligence and dedication to chess, James struggles
with basic academic skills due to a lack of foundational
learning. Spiegel’s efforts highlight the idea that with proper
guidance and early exposure to varied knowledge, students

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like James could reach their full potential.

7.Question
What lessons can be drawn from the contrasting
experiences of James and the research on learning and
mastery?
Answer:The experiences underscore the importance of early
and consistent exposure to learning, as well as the role of
engaged and skilled teachers in guiding that learning. The
narrative implies that mastery in one field, like chess, does
not automatically translate to academic success unless the
same level of effort and support is applied across all subjects.
Chapter 8 | Q&A
1.Question
What has contributed to the decline of American college
graduation rates compared to other countries?
Answer:The decline of American college graduation
rates can be attributed to a stagnation in the overall
college-attainment rate despite a surge in graduation
rates globally. While the U.S. graduation rate has
slowly risen from 24% in 1976 to 28% in 2006,

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countries like the UK, Australia, and South Korea
have rapidly improved their own rates, leading to
the U.S. falling from first to twelfth place among
college graduation rates for young adults aged 25 to
34.

2.Question
How did the GI Bill transform higher education in
America?
Answer:The GI Bill significantly expanded college
accessibility for returning WWII soldiers, contributing to a
dramatic increase in college graduation rates, particularly for
men, who saw their graduation rates double from 5% to 10%
between 1925 and 1945, and then again from 1945 to 1965.

3.Question
What is meant by 'undermatching' in the context of
college enrollment?
Answer:Undermatching refers to the phenomenon where
academically capable students, particularly from
disadvantaged backgrounds, opt to attend colleges that are

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below their qualifications, which negatively impacts their
chances of graduation. Research found that low-income
students tended to enroll in less challenging institutions
despite having the credentials for more selective schools.

4.Question
What was the surprising finding about the predictors of
college completion?
Answer:The most accurate predictor of college completion
was a student's high school GPA rather than standardized test
scores like the SAT or ACT. This finding emphasizes the
importance of motivation, perseverance, and study habits,
which high GPAs can reflect.

5.Question
How can noncognitive skills affect a student’s chance of
graduating college?
Answer:Noncognitive skills, such as resilience,
resourcefulness, and motivation, play a crucial role in college
success. Programs like OneGoal aim to develop these skills
to help students navigate challenges in college, compensating

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for any educational inequities they may have faced.

6.Question
What does Kewauna Lerma's story illustrate about
potential and determination?
Answer:Kewauna Lerma's journey from a challenging
upbringing to her determination to succeed in college
showcases the power of resilience and belief in one's
potential. Despite facing significant obstacles, Kewauna
maintained a clear vision of her future and pursued her
academic goals with passion and dedication.

7.Question
How did Jeff Nelson’s vision for education reform shift
after his experiences?
Answer:Jeff Nelson's experiences led him to realize that
merely getting kids into college was not enough; true success
also required supporting them through to graduation. This
realization sparked the creation of OneGoal, focusing on
helping students develop both academic skills and the
noncognitive skills essential for college success.

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8.Question
What is the significance of the 'leadership principles'
implemented in OneGoal's curriculum?
Answer:The leadership principles—resourcefulness,
resilience, ambition, professionalism, and integrity—are
designed to empower students from underperforming
backgrounds, equipping them with the skills and mindset
necessary for success in college, despite prior educational
challenges.

9.Question
What is the main takeaway regarding the role of
character strengths in education?
Answer:Character strengths, such as grit and perseverance,
are critical for educational success, potentially outweighing
raw intellect or standardized test scores in determining a
student's ability to succeed and persist in college.
Chapter 9 | Q&A
1.Question
What was Kewauna's initial attitude towards her college
prospects after receiving her ACT scores?

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Answer:Kewauna felt determined to overcome her
bad ACT score, contrasting her mother's
experience. While her mother felt like a failure and
gave up on college, Kewauna remained focused on
her academic goals, striving to succeed regardless of
past setbacks.

2.Question
How did Kewauna's middle school experience shape her
academic struggles in high school?
Answer:Kewauna attributed her academic challenges to her
time in a remedial class called WINGS, where little learning
occurred, and she missed critical lessons in foundational
skills like punctuation, grammar, and metaphors.

3.Question
What changes did Kewauna make in her mindset during
her junior and senior years of high school regarding her
academic performance?
Answer:Kewauna shifted to prioritizing her GPA and became
dedicated to improving her grades through extra-credit work
and seeking help from teachers, learning from her earlier

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mistakes.

4.Question
Describe Kewauna's view on college by February of her
senior year.
Answer:By February, Kewauna developed a more pragmatic
approach, having narrowed her ambitions to a few schools
instead of being solely focused on her dream school,
recognizing that if she didn’t get in, it might not be meant to
be.

5.Question
How did Kewauna approach her first semester in college
differently than in high school?
Answer:In college, Kewauna proactively sought help from
professors and utilized office hours, made connections with
classmates for study support, and committed herself to
rigorous self-study and tutoring.

6.Question
What lessons did Kewauna learn about perseverance
during her freshman year of college?
Answer:Kewauna learned that despite her challenging

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circumstances and a demanding study schedule, she was
capable of achieving success and that hard work paid off with
strong grades, proving her resilience.

7.Question
How did Kewauna's attitude towards her past mistakes
change over time?
Answer:Kewauna began to see her past mistakes as lessons
rather than permanent stains on her record, deciding to move
forward with a focus on making better choices in college.

8.Question
What perspective does Kewauna have about the future of
her education and career?
Answer:Kewauna expresses a clear sense of purpose and a
belief that hard work will lead to success, having faith in
achieving her long-term goals even if they seem distant or
uncertain.

9.Question
Can you summarize the overall success rate of the
OneGoal program for students, including Kewauna?
Answer:The OneGoal program had an impressive overall

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persistence rate, with 84% of students who started the
program in high school enrolling in college, reflecting its
success in supporting low-income students.

10.Question
What does Kewauna's journey show about the
importance of resilience in education?
Answer:Kewauna's journey highlights resilience as a key trait
that can lead to academic success, even for students facing
significant challenges, demonstrating the power of
determination and hard work.

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Chapter 10 | Q&A
1.Question
What does dropping out of college signify in terms of
personal growth and character development?
Answer:Dropping out, as discussed through the
author’s personal story, can serve as a pivotal
moment that invites reflection on personal goals,
values, and growth. It illustrates how failure or the
risk of failure can be crucial in developing grit and
resilience—qualities necessary for future success.
The author’s experience of dropping out opens the
door to new, uncertain paths that can ultimately
lead to a deeper understanding of oneself and foster
essential character traits.

2.Question
How does failure contribute to achieving success,
according to the text?
Answer:Failure is framed as a necessary part of the journey
towards success. The narrative cites Dominic Randolph, who

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asserts that genuine opportunities to face and overcome
adversity cultivate character traits like grit and self-control.
This perspective is reinforced by the experiences of
individuals like Steve Jobs, who found that even significant
setbacks—such as being fired from Apple—can become a
catalyst for greater achievements by enabling a re-evaluation
of priorities and goals.

3.Question
In what ways are parental influences critical to childhood
success, based on the author's parenting experiences?
Answer:The author emphasizes the importance of nurturing
relationships and protective environments for children. Key
parental approaches involve offering comfort during stressful
moments, encouraging emotional resilience, and teaching
kids to manage adversity. This balance between providing
love and allowing for discipline and challenges is essential to
developing character and cognitive skills in children.

4.Question
What broader societal issues does the author highlight
regarding children growing up in poverty?

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Answer:The author points out that children in poverty face
complex challenges that go beyond just economic hardship.
Issues like family dysfunction, lack of stable relationships,
and exposure to trauma greatly impact their ability to succeed
academically and socially. There’s a call for a coordinated
support system that addresses these root causes rather than
solely focusing on educational reforms, which often ignore
the broader context of a child's environment.

5.Question
How does the text connect personal choices with the
larger narrative on social responsibility?
Answer:The author reflects that while individual effort is
commendable, systemic change is necessary for significant
improvement in the lives of disadvantaged children. The
narrative underscores the collective responsibility of society
to create supportive ecosystems that nurture character
development, thereby positively influencing the life chances
of all children, especially those facing adversity.

6.Question

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What lessons can we draw from stories of individuals
overcoming adversity, as shared in the chapter?
Answer:Stories like those of Kewauna Lerma and James
Black demonstrate the power of resilience and the impact of
mentorship and support. These examples teach us that
success often stems from overcoming difficulties with the aid
of others. It highlights the importance of community and the
need for robust support systems that help young people
navigate their challenges.

7.Question
What insights about education and character
development are presented in the text?
Answer:The text presents that traditional educational
measures alone are insufficient to guarantee success for
disadvantaged youths. Success is linked more closely to the
development of character attributes such as grit, resilience,
and the ability to learn from failure rather than solely
focusing on academic achievement. This calls for a more
holistic approach that integrates social and emotional

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learning alongside academic curricula.

8.Question
Why is there a societal consensus on aiding disadvantaged
children, yet challenges persist in addressing poverty?
Answer:While there is broad agreement on the importance of
supporting disadvantaged children, the complexity of poverty
and its root causes often leads to inadequate and fragmented
responses. The dynamics of public discourse have shifted
away from actionable discussions, making it difficult to
implement effective long-term solutions that bring about
meaningful change, especially as the conversation has
merged with educational disparities.

9.Question
How can the experiences of graduates from prestigious
institutions manifest in their professional choices,
particularly in relation to character development?
Answer:Graduates from elite institutions may find
themselves in high-pressure job roles that prioritize financial
success over personal fulfillment. The text highlights a trend
where such individuals might opt for paths in finance or

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consulting not out of passion, but rather out of a fear of
failure and a desire to maintain a façade of success,
emphasizing the need for a stronger focus on character and
self-discovery in their educational journeys.

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How Children Succeed Quiz and Test
Check the Correct Answer on Bookey Website

Chapter 1 | Quiz and Test

1.Nadine Burke Harris and Elizabeth Dozier both
faced challenges in their professions due to their
backgrounds being similar in nature.
2.Fenger High School experienced improvements with
various well-financed reforms before Elizabeth Dozier
became principal.
3.Chronic stress has a significant impact on children's
development of executive functions, which are crucial for
their learning.
Chapter 2 | Quiz and Test
1.Adverse early stress has no significant long-term
effects on children's development.
2.Maternal licking and grooming in rats leads to reduced
anxiety and better behavioral outcomes in pups.
3.Secure attachments have no impact on a child's social
competence and emotional well-being.

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Chapter 3 | Quiz and Test
1.The KIPP Academy's Class of 2003 successfully
completed a four-year college degree at a rate of
over 50%.
2.KIPP schools aim to foster character strengths alongside
academic achievement through a structured approach
influenced by positive psychology.
3.The Riverdale Country School emphasizes character
development through traditional metrics like standardized
testing.

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Chapter 4 | Quiz and Test
1.Conscientiousness predicts success in various life
outcomes according to research.
2.Excessive self-control is always beneficial and leads to
positive outcomes without any drawbacks.
3.Grit, as defined by Angela Duckworth, is a key factor for
success and is distinctly different from intelligence.
Chapter 5 | Quiz and Test
1.Cognitive-behavioral therapy exemplifies
metacognition, which refers to thinking about
thinking.
2.Duckworth believes that simply discussing character traits
is sufficient for adolescents to develop grit, self-control,
and zest.
3.The character report card aims to show that character traits
are fixed and cannot be developed over time.
Chapter 6 | Quiz and Test
1.Sebastian Garcia's coach emphasizes the
importance of thoughtful play rather than

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 impulsive decisions after his loss at the National
Junior High Chess Championships.
2.The relationship between intelligence and chess ability
solely relies on traditional IQ measurements, according to
the chapter.
3.Spiegel's teaching method involves a tough-love style that
prioritizes criticism over support, which may harm
students' self-esteem.

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Chapter 7 | Quiz and Test
1.Chess mastery is solely linked to cognitive speed
and photographic memory.
2.The concept of 'flow' refers to moments of deep
engagement and joy experienced during meaningful tasks.
3.Exposure to various interests is more beneficial than
pursuing a single interest like chess in childhood
development.
Chapter 8 | Quiz and Test
1.The United States currently has the highest college
graduation rate in the world.
2.High school GPA is a better predictor of college
completion than standardized testing scores.
3.ACE Tech Charter High School adopted a traditional
curriculum with a focus primarily on standardized test
scores.
Chapter 9 | Quiz and Test
1.Kewauna's mother, Marla McConico, was very
motivated to pursue college despite her low ACT

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 scores.
2.Kewauna was accepted into her top choice college, the
University of Illinois at Urbana-Champaign, right away
without any adjustments to her expectations.
3.Kewauna achieved a cumulative GPA of 3.8 by the end of
her first year at Western Illinois University.

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Chapter 10 | Quiz and Test
1.The author believes that noncognitive skills, such
as grit and perseverance, play a role in the
decision to drop out of college.
2.The author suggests that providing a supportive
environment is unimportant for character development in
children.
3.The author argues that educational inequalities are
unrelated to poverty and socioeconomic status.

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