Is character education effective?

by Lauree Beth Stedje on August 12, 2010 | photography by Holly J. Martin

Students at desks In order to reverse trends of school violence, a general lack of manners, bullying, and disrespect, many schools have looked into character education to supply the missing life skills. But some question whether character education improves academic scores, social interactions, or emotional and cognitive development.

In Moral Development: A Review of the Theory, Lawrence Kohlberg and Richard H. Hersh argue, "Whether we like it or not, schooling is a moral enterprise. Values issues abound in the content and process of teaching."

Following this line of reasoning, the absence of a specific curriculum does not negate children learning from how teachers and administrators handle conflict, disruptions, and inappropriate behavior.

Though the results of a character education program vary, most schools see positive results. The Topeka, Kansas USD 501 implemented Character First in all grades and surveyed staff, parents and students from 4th, 7th, and 9th grade levels between 2003-2007. They observed graduation rates increasing from 76% to 81%. The yearly total for suspensions decreased from 3,641 to 2,434; and discipline referrals decreased from 13,548 to 10,380.

One Missouri study selected 40 St. Louis schools and implemented the Caring School Community: The CharacterPlus Way Project from 2002-2006. Between 2004-2006, student discipline referrals decreased by 19% in schools with implementation while control schools without implementation saw a 12% increase in discipline referrals.

Another Missouri study randomly selected 64 schools and implemented The CharacterPlus Way. Discipline referrals decreased by 41% in high implementation schools. They attributed a 66% improvement in math achievement and a 79% improvement in communication arts to the culture changes within the school that resulted from the character program.

However, a character initiative within a school does not guarantee success. Changing the community or school culture requires significant time investments, and most schools found that teachers, administrators, parents, and communities must agree upon the necessity and core values before creating any sustainable character education program.

Reports indicate the value of establishing a steering committee to help guide the process, to provide resources, to facilitate training, and to raise community awareness. Reaching consensus also helps character education programs find sustainable funding.

Reports also indicate staff training can help certified and non-certified staff communicate the character concepts to students. While most teachers agree that a character component is important, most feel inadequately prepared to incorporate such a program into existing curricula.

Though the obstacles differ from school to school, research does indicate intentional character education can work effectively for schools and communities.

In his Classical Ideas about Moral Education, Jon Moline said, "As Aristotle taught, people do not naturally or spontaneously grow up to be morally excellent or practically wise. They become so, if at all, only as the result of a lifelong personal and community effort."

Lauree Beth Stedje worked for Character First for nearly five years and wrote Nuts and Bolts of Character Education: A Literature Review. She has a bachelor's degree in music pedagogy and plans to finish a master's degree in government next year.