How Children Succeed

Grit, Curiosity, and the Hidden Power of Character

Paul Tough

• Publisher: Mariner Books
• Year: 2012
• Print ISBN: 9780544104402
• eBook ISBN: 9780547564661
• Topic: Education
• Subtopic: Decision Making

"A persuasive wake-up call."—People

A NEW YORK TIMES BESTSELLER

From the award-winning journalist Paul Tough, a provocative and profound examination of childhood success and character—an insightful study that reveals the power to transform young people's lives.

Why do some children succeed while others fail? The story we usually tell about childhood and success is the one about intelligence: success comes to those who score highest on tests, from preschool admissions to SATs. In How Children Succeed, Paul Tough argues that success has more to do with character—skills like perseverance, curiosity, optimism, and self-control. In this groundbreaking study, Tough introduces us to key researchers and educators, who, for the first time, are using the tools of science to peel back the mysteries of character. Through their stories—and the stories of the children they are trying to help—Tough reveals how character has the power to transform young people's lives. This provocative and profoundly hopeful book will not only inspire and engage readers—it will also change our understanding of childhood itself.

Index

A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z

A

A. J. (IS 318 student), 122–23

ABC program. See Attachment and Biobehavioral Catch-Up (ABC) program

academic self-control, 101

ACE (Adverse Childhood Experiences) scores, 9–11, 17, 25, 192

ACE Tech Charter High School, 162–66, 176

achievement, dimensions of, 64

achievement gap

executive functions and, 18–21

OneGoal students and, 172–75

policy debates and, 187–89

teacher quality and, 190–91

achievement tests. See also standardized college admissions tests

low-scorers on, 126–27, 145–47

malleability of intelligence and, 97–98

as predictor of life outcomes, 187–89

unfulfilled potential and, 145–47

ACT test

college success and, 152, 168

Kewauna’s story and, 168, 169, 171

as measure, 167–69

score improvement efforts and, 157–58, 160, 162, 167

ADHD (attention deficit hyperactivity disorder), 130

adolescence

decision making and, 21–22

discipline and, 86–91

early nurturing and, 36–37

effectiveness of interventions in, 43–48

effects of childhood stress in, 21–27

affluent students. See privileged students

African American students. See also Black, James, Jr.; Lerma, Kewauna; Williams, Justus

chess and, 108, 129, 145

college and, 155–56

compared with affluent white teens, 82–83

Ainsworth, Mary, 33–34, 37

Albert, Derrion, 6

Alinsky, Saul, 42

allostatic load, 13

executive functions and, 19–21

index for, 15–16, 20

parenting and, 32–33

Amistad Academy in New Haven, 188

Anda, Robert, 9–11

animal-behavior studies. See LG study

anxiety, 17–18, 83–84

anxious attachment, 35–37

Aronson, Joshua, 97–98

Ashley, Maurice, 145

Attachment and Biobehavioral Catch-Up (ABC) program, 39–40, 193–94

attachment relationships

interventions and, 38–40

Minnesota study on, 34–37

parental ...

Table of contents

• Title Page
• Contents
• Copyright
• Dedication
• Introduction
• How to Fail (and How Not To)
• How to Build Character
• How to Think
• How to Succeed
• A Better Path
• Acknowledgments
• Notes on Sources
• Index
• Sample Chapter from HELPING CHILDREN SUCCEED
• Buy the Book
• About the Author