Thrive charter schools’ unique approach is inspiring students, fueling explosive growth

San Diego’s Thrive charter school network is growing exponentially, from a single location with a class of 45 in 2014 to nearly 700 kids spread across four campuses this school year.

Its rapid expansion comes amid tensions between charter and traditional public schools in the district, but it’s driven by a different kind of educational model that stresses character and a project-based approach to learning that parents can appreciate, according to LA School Report.

“If a hospital were run the way we run schools, it would be like, ‘Welcome to the hospital! It’s MRI day. I know you’ve got a heart murmur, but no problem! We’ll give you a brain scan,” Thrive founder and CEO Nicole Assisi told the education site.

“I feel like that’s how we operate schools: You’ve got a kid with a broken leg, you give him some antibiotics – when in reality, it’s about precision teaching and learning.”

At Thrive campuses – which are adorned with portraits of world leaders and student artwork – each student receives a personal lesson plan to identify strengths and weaknesses, and they work with school counselors to draft a road map to achieve their goals.

Classes are comprised of students in “core groups” based on development, rather than grade levels based strictly by age, and lessons incorporate subjects of math, science, public speaking, character and others into projects that benefit the school, as well as people in the community and beyond.

One recent project, “The Light of Kindness,” involved students engineering, designing and crafting DYI lanterns with LED lights they later donated to Syrian refugees resettled in San Diego. Other projects involved creating their own books, and flying a swarm of drones over their school.

The approach is part of Thrive’s three-part educational model, “which pushes students to learn to learn (using evidence-based instruction to build academic skills), learn to do (developing the skills of collaboration and problem solving through hands-on project), and learn to be (cultivating a sense of citizenship and social action in wider communities),” according to LA School Report.

Olivia told the site the small group setup in her math class has made a major difference in her academics since she transferred to Thrive.

“At my (old) school, we just worked on our own papers. It was just, ‘Here’s the paper, just work alone, stay focused.’ You’d get no help or anything,” she said. “I was behind in math, and my mom thought of Thrive. Here, we work in groups, and our teachers helps us with math. We get to communicate with different people.

“I’ve been getting really good in math, and I’m already getting catched up to third-grade math,” she said.

Other students like Russel discussed how working together to create and complete school projects is building a confidence he’ll need later in life.

“You know how one of the biggest fears in the world is going up and talking to a big crowd of people? That’s what we do on our exhibitions. Parents come up and you have to explain your project,” he said. “And we kind of get used to that, so when we get older, we can just talk about what our new invention is.”

Much of Thrive’s success stems largely from a deep understanding of how students learn, and applying lessons that fit with their strengths and weaknesses.

Sociologist James Davison Hunter, founder of the Institute of Advanced Studies in Culture, noted in his book “The Death of Character” that “psychology is in a position to specify the conditions that permit or impede the full realization of a person’s natural creativity, productivity, and well-being.”

The rapid growth in popularity of Thrive schools makes it clear parents flock to schools that get it right.

The Jubilee Centre for Character and Virtues offers resources for parents and educators looking to help youngsters work through their emotions to realize their full potential.

In the Centre’s “Tools of Virtue” lesson, for example, students learn about identifying their emotions, and how they impact decision making in different types of situations.

SC schools improve behavior issues through ‘Leader in Me’ character education

The Sumpter School District is working to create a culture shift at five South Carolina elementary schools through a “Leader in Me” character education curriculum based on “The Seven Habits of Happy Kids.”

“The Seven Habits of Happy Kids” is a book by Sean Covey, son of best-selling author Stephen Covey, who is known internationally for his work “The Seven Habits of Highly Effective People.” The Leader in Me curriculum encourages kids to create habits to “Be Proactive,” “Begin with the End in Mind,” “Put First Things First” and “Think Win-Win,” among others, the Sumter Item reports.

In Sumter schools, administrators and teachers are working to incorporate the concepts into all aspects of school life with the help of designated Student Leaders. Each month, participating schools select Student Leaders of the Month from each classroom, as well as a Teacher Leader of the Month from each school, and celebrate the recognition during a special awards breakfast with parents.

The new approach has created “a huge climate change in the school among both students and teachers,” Shaw Heights Elementary School principal Melissa Morris told the news site.

Morris said teachers focus on a fresh aspect of the habits for healthy kids each week, and she’s witnessed a decrease in behavior problems compared to previous years, something she attributes to Leader in Me’s focus on deeper concepts that are often overlooked by other character education programs.

“In Think Win-Win, students not only celebrate their successes, but also celebrate others’ success, accordingly, as well,” Morris said. “The program is helping throughout the building. Previous methods never caused a cultural shift for the whole school. We’re creating responsible, respectful, life-long learners.”

Students and parents seem to agree.

Clyde and Tiffany Rankins both took time off work in the U.S. Air Force to attend a recent breakfast at Shaw Heights, where their third-grade son Kayleb was selected as classroom Student Leader of the Month.

“We’re super proud of him,” Tiffany Rankins told the Item. “We’re proud to see him be a leader among his peers. I think it’s a great initiative.”

The successful program reflects the strong ties between Sumter schools and parents, and the shared vision of creating well-balanced students of good character

James Davison Hunter, founder of the Institute for Advanced Studies in Culture, wrote in his book “The Tragedy of Moral Education in America”:

Morality is a vision of moral goods shared by a community; the attitudes, aspirations, sensibilities, and dispositions that define its highest aspirations for itself, and how those moral goods find expression in every situation in daily life.

The Leader in Me website offers a variety of ways to take action, whether it’s through education, advocacy, parenting or sponsorship. The site also provides links to events, funding, resources, news, speakers, books, and blogs to guide people through the school transformation process.

Wichita schools creates peer group for male minority students where ‘it’s cool be smart’

The Wichita, Kansas school district is working to give its young male minority students a strong BAASE to set them up for success in college and life.

BAASE – an acronym for Better Academics and Social Excellence – is a new program aimed at rewarding black and Latino boys in the city’s 16 middle schools who are thriving in class and encouraging them to pursue bigger things, The Wichita Eagle reports.

More than 500 seventh- and eighth-graders – all with a GPA of 3.2 or better, excellent attendance and good behavior last school year – recently gathered at the district’s headquarters to eat pizza and watch an inspirational video, “Dare to Dream,” featuring icons like Martin Luther King Jr., Michael Jordan, Misty Copeland, and others, according to the news site.

“They’ve already demonstrated that they have the ability to go to college,” said William Polite, Wichita’s director of diversity. “Our goal is to bring them all together to create a positive peer group where it’s cool to be smart and it’s fun to be smart.”

The district’s executive director of secondary schools, Robert Garner, addressed the boys at the event, where he explained that a high school diploma is “the bare minimum” and encouraged students to enroll in Advanced Placement and International Baccalaureate courses.

“You are the kinds of students that we believe can be leaders,” he said. “You’re the ones that are going to make a difference in the world.”

“Our goal is that each of you will graduate and go further,” Garner said. “We’re trying to build you up – build your resume to the level where, when you graduate from high school, you will walk out the door and be ready for that college opportunity.”

The first meeting focused mostly on setting goals. The invited students also signed their name to a pledge “to enter into a brotherhood of a higher level by holding ourselves and each other accountable to the highest standard of achievement both academically and socially.”

Future meetings will include guest speakers, practice interviews, college visits and other activities focused on building the character.

“Polite said advisers at each middle school will use a free curriculum called ‘Believing the College Dream’ to guide conversations about the importance of education,” the Eagle reports. “They’ll also practice social and emotional skills and talk about important character traits such as honesty, persistence and self control.”

The Wichita district’s focus on helping students develop social emotional intelligence underscores the reality that schools are formative institutions, with a mission that extends far beyond academics.

James Davison Hunter and Ryan S. Olson, with the Institute for Advanced Studies in Culture, write in “The Content of Their Character”:

Human beings, after all are not merely cerebral, but sentient; not merely rational, but feeling – and beyond the intellectual and emotional, they are social and normative beings, too.

The Jubilee Centre for Character and Virtues offers resources to develop educators develop emotional intelligence and positive character virtues in students. By connecting emotions, choices, and actions, the Jubilee Centre materials push students beyond skills and toward the virtue of compassion for others.

Student patriotism at ID elementary goes viral, highlights influence of school employees

When Idaho mother Amanda Reallan arrived at Hayden Meadows Elementary to pick up her kids after school one day last month, what she witnessed compelled her to take a photo and post it online.

Before long, the picture went viral, prompting near universal applause from across the internet.

The picture showed three fifth graders struggling to keep the American flag from touching the ground as they retrieved it for the day, with one of the boys literally lying on the ground to prevent it from touching, KREM reports.

“We’ve had a bunch of close calls,” according to Jack LeBreck, who laid his body on the line to protect Old Glory. “But I thought it would happen because it was kind of a windy day. So I just thought of laying down … and seeing what would happen.”

The boys, all Cub Scouts, were selected for the task by school custodian Mac McCarty, a 20-year veteran in the U.S. Air Force who taught them everything they know about flag etiquette.

“It was all because of our custodian, Mr. Mac,” LeBreck said.

“What they did yesterday was obviously all of them … laying on the ground and all that,” McCarty said. “And I’m very proud.”

The inspiring photo was shared more than 2,000 times in just the one day following the patriotic act. The students, amazed by the online reaction, said the flag duty is an honor they don’t take lightly.

“It’s really a great privilege,” said Casey Dolan, who was also in the photo with classmate Nalan Tuttle. “I feel really lucky I was chosen for it.”

Reallan told KREM she was “overwhelmed with pride” when she came across the boys last month, and she’s glad to see the positive attention it’s focused on the community.

“They did themselves proud, they did their families proud, they did their school proud, and I am very proud of them,” McCarty said.

The students’ initiative to protect the flag is a timely reminder of the nature of morality.

James Davison Hunter, founder of the Institute for Advanced Studies in Culture, wrote in “The Tragedy of Moral Education in America”:

Morality is a vision of moral good shared by a community; the attitudes, aspirations, sensibilities, and dispositions that define its highest aspiration for itself, and how those moral goods find expression in every situation in daily life.

McCarty is a prime example of how school employees, as well as educators, have the power to not only positively influence students, but also many others in the community and beyond.

The Jubilee Centre for Character and Virtues has a very interesting article, Living Within Reason, that outlines the thinking of Thomas Aquinas on cardinal virtues that lead to a good and just life.

Teachers and principals working to strengthen students’ character could ways to incorporate the pursuit of these virtues as part of the daily experience of students.

AL students mount campaign against child clothing manufacturer over conditions for garment workers

Students for Fair Labor at the University of Alabama believe garment workers in El Salvador are being exploited by apparel manufacturers, so they’re pressuring university officials to do something about it.

“Our overall goal is to make multinational companies accountable to the people that they exploit who work on university campuses, in our communities and in the overseas factories where collegiate apparel is produced,” the group’s leader, Amber Chan, told The Crimson White student newspaper.

Chan explained that the University of Alabama licenses its logo to a Miami, Florida-based company called Vive La Fete, which manufacturers children’s clothes at factories in El Salvador. The company doesn’t sell clothes at the school, but does sell clothes with the university logo online.

Students for Fair Labor contends women embroidery workers are treated poorly by Vive La Fete, and the group has demanded the company pay them $1.2 million in back pay, pension, vacation days, health benefits and allow the women to form a union. Students contend the women are grossly overworked and underpaid.

The group also pressured the Student Government Association to call on the University to put Vive La Fete “on notice” by reiterating SFL’s demands to the company, according to the news site.

SFL students delivered the letter from the student government to President Stuart Bell’s office in late September and promised campus activism would “escalate in various ways” if the University fails to act on the group’s demands, Chan said.

Convincing the University to end its licensing agreement with Vive La Fete is the SFL’s ultimate goal.

“We’re just trying to keep The University of Alabama accountable for the kinds of businesses that they deal with,” said junior SFL member Rivers Jackson. “And then also just seeing that human beings are treated equally and fairly, specifically workers, and make sure their human rights are met.”

University officials have not yet responded to the students’ requests, which follow a long line of similar activism on college campuses that dates back decades.

And regardless of whether folks agree with the effort, the tradition can have a significant impact on students because “it is through experience that students participate in moral community and practice moral action,” according to James Davison Hunter, founder of the Institute for Advanced Studies in Culture.

In his book, “The Death of Character,” Hunter wrote, “Experience is always a precursor to the possession of character and practical wisdom.”

The Alpha Omega Academy, a Christian online academy, provides “Ways to Grow Student Involvement in Community Service” to help parents and educators get student engaged in volunteer and service work.

“Often volunteering is a reflection of a strong emotional connection to a cause that’s personally affected an individual,” the guide advises. “Find what your student is passionate about first; without a driving focus, his enthusiasm to help will quickly fade.”

“The deeper your student feels the need, the more likely he will act to better the world around him,” according to the site.

DC schools search for new chancellor ‘with a deep moral compass’

District of Columbia Public Schools is hosting public forums as part of its second search for a new chancellor in as many years, and it’s clear many are looking to avoid ethical issues that plagued prior administrations.

DCPS’ most recent chancellor, Antwan Wilson, resigned in February for bypassing the district’s admissions lottery process to transfer his daughter to a limited enrollment high school – the same exact issue that led to the departure of the previous chancellor, Kaya Henderson, WAMU reports.

The situation wasn’t lost on those who participated in the public forums in August and September, when many spoke of the importance of selecting a new leader with strong character.

“Given the history we have in the city, I think we need a chancellor with a deep moral compass,” Anacostia High School volunteer Aaron Jenkins told WAMU. “(We need) someone that has an understanding of not only the job they have to do as chancellor but also a deeper awareness of right and wrong.”

Emily Mechner, a mother of three students at Oyster Adams Bilingual School, echoed Jenkins’ sentiments.

“A lot of people at our table were really interested in our chancellor having a real strong ethical center, to have a real clear moral sense of what is right and what’s important for the schools and the community,” Mechner said.

Participants also identified a performance gap between schools in the district, the accessibility of central office officials, and a need for more family engagement as top priorities. D.C. Interim Deputy Mayor for Education Ahnna Smith and her staff documented the public forums, and she said “the mayor and committee members would receive a synthesized report of all the public forums”.

The city will consider the feedback, as well as comments submitted online, as committee members wade through applicants for a new chancellor.

James Davison Hunter, founder of the Institute for Advanced Studies in Culture, wrote about how a person’s character is largely the product of a broader moral culture that includes school, home life, media, relationships and countless other factors.

“This moral culture not only gives us our ethical understanding, it also tells us who we are,” Hunter wrote in “The Tragedy of Moral Education in America” “It provides us with an understanding of what it means to be human and what kind of human we should ideally be.”

Great Hearts Academies offers a video about what the non-profit public charter school network is doing to develop future leaders schools and communities can depend on, with the character and integrity to serve others honorably.

In the video “Building Goodness by Building Character” students and school officials explain why Great Hearts is focused strongly on character formation, and why it’s important for the future.

“It’s not just about producing brilliant kids,” Great Hearts co-founder Daniel Scoggin said, “but brilliant kids who have the character to deploy that talent for a good that’s greater than themselves.”

Texas middle-schoolers focus on leadership, service work, and financial responsibility

At Texas’ White Oak Middle School, students are learning about leadership, setting goals, career opportunities, and service work.

It’s part of an effort to give students “extra encouragement” to become role models for their classmates and others, and to help develop kids into responsible, respectable citizens who contribute to their community, the Longview News-Journal reports.

About 40 students enrolled in semester-long courses in leadership or career investigations this year, assistant superintendent Mitzi Neely said, and school officials are already noticing a “mindset shift” that’s making a positive impact.

“I had a student that came to me at the beginning of class who said, ‘I just wanted you to know I had a situation, and I wanted you to know how I handled it,’” Neely told the news site. “It was the total opposite of what he would’ve done four weeks ago, and he said, ‘It’s just about taking the high road … and not give in to what the negativity is.’”

Neely and White Oak principal Becky Balboa are working with the leadership students, while coach Roy Boyett leads the career investigations course, which involves online modules, personality and career survey, question-and-answer sessions with local professionals, job fairs and other work to help students get a head start on planning for high school and beyond.

In the leadership class, the focus is on developing character virtues, personal finance and service projects like a recent luncheon to give thanks to local police and firefighters on September 11, the News-Journal reports.

“I think (the community service project) will help us be more thankful for what they do for us,” eighth-grader Landyn Grant told the news site.

The intent, classmate Dyllon Heist said, is to show “a great respect for what they do.”

Heist told the News-Journal that while he initially signed up for the leadership course to spend time with Landyn, his best friend, the class has ultimately helped him “be a better person.”

“After being in there for a couple of weeks, it was like I’m having fun with Landyn, plus I’m learning,” he said. “(Before the class) I was, like, ‘I’m going to fight everybody,’ but taking the high road’s better. It really taught me to be a better person.”

The approach at White Oak Middle School is similar to “alternative pedagogy” schools in that it provides needed context for moral formation.

David Sikkink, researcher with the Institute for Advanced Studies in Culture, explained how alternative pedagogy schools work in “The Content of Their Character,” a summary of character education in a wide variety of different U.S. high schools.

At alternative pedagogy schools, Sikkink noted “a distinctive organization and distinctive practices and orientations that generated a particular context for student moral and civic formation,” as well as “a fairly explicit understanding of student formation goals, which to a large extent were an outgrowth of an alternative vision of the educational task.”

The Jubilee Center for Character and Virtues provides resources for educators who want to help students develop their own “good sense,” a foundational concept that factors into everything from leadership to college and career planning to community service work.

“Living with ‘good sense’ sets out the ways and means of realizing the good in the down to earth, concrete realities of any given situation,” according to the lesson “An Intellectual Virtue: Good Sense.” “When it is well practiced, it enables suppleness in the face of the complexities of the ethical life. It is the essence of a life well-lived.”


CA high school inducts alumni into ‘Hall of Fame’ to highlight work helping others

A California high school is honoring alumni who are making a positive impact in their communities by inducting them into a Hall of Fame as role models students can look up to.

The Poway High School Alumni Association is hosting a Fame Recognition Dinner in August to induct three former students into its Titan Hall of Fame, a recognition for those who “exemplify the mission, goals and values of school and who have made significant contributions and achievements in academics, business, the arts, community service, public service, science or athletics,” the San Diego Union Tribune reports.

Janice Grimes, class of 1985; Jacqui Marty, class of 1986; and Justin Woodruff, class of 1996, were selected for the Titan Hall of Fame in 2018.

“To receive an honor of this magnitude from your high school, in your hometown, is profoundly humbling,” said Grimes, who now lives in Ohio. “When I received the call from (PHS Alumni Association President) Larry Ott, I was so overwhelmed I cried tears of sincere gratitude. I am deeply proud of my hometown roots and being a part of the Poway High School alumni, class of 1985.”

Grimes founded Quilts of Compassion in 1999 after receiving a quilt from a hospital pastor during a long recovery from a serious car accident, and the nonprofit has since delivered more than 90,000 hand-made quilts to folks suffering in hospitals, nursing homes, homeless shelters and disaster zones in the U.S., Guatemala, Haiti and India, according to the news site.

Grimes said “It was a daily fight to conquer the feelings of hopelessness, fear and loneliness that tried to overwhelm (me)” during the recovery from the car crash, and it was the pastor’s kindness that inspired her to spread home and encouragement to others.

“Since our first deployment, over 5,000 quilters, 60 quilt guilds and 22 quilt shops across the USA, Canada, Sweden, Germany, The Netherlands and Australia have generously donated quilts for our disaster response team efforts in communities that have been destroyed by tornadoes, flooding, hurricanes or impacted by an act of domestic terrorism,” said Grimes.

The Titan Hall of Fame is part of the moral ecosystem – schools, parents, youth groups, popular culture, peers, athletics and numerous other influences – that shape students’ character, for better or for worse. By highlighting graduates who have looked beyond themselves to help others in need, the PHSAA is sending a clear message about the values and virtues that exemplify good character.

James Davison Hunter, founder of the Institute for Advanced Studies in Culture, wrote in “The Death of Character”:

Implicit in the word ‘character is a story. It is a story about living for a purpose that is greater than the self.

The Jesuit Schools Network is another organization that clearly outlines the type of student the school system hopes to create. The “Profile of the Graduate” encourages educators to focus on developing young adults who are open to growth, intellectually competent, religious, loving and committed to justice – themes that focus on others.

The ideal Jesuit graduate “sees leadership as an opportunity for service to others and the community” as they continue “moving beyond self-interest or self-centeredness,” according to the document.

Olympic gold medalist Alex Rigsby talks character with students in Classroom Champions program

Alex Rigsby, gold-medalist on the U.S. Women’s Olympic Hockey team, returned from the Olympic Games in PyeongChang, South Korea to a drastically different environment.

The 26-year-old spent her second year in the Classroom Champions program working as a mentor in four elementary classrooms, two in Alexandria, Virginia and two in Portland, Oregon, The 74 Million reports.

Rigsby discussed how the experience has made an impression on both her and the students, and what she hopes to accomplish through the mentorship.

The best part of the experience, she said, is “seeing the impact it has on children.

“It is so fun interacting with them and seeing the progress they are making throughout the year and the different challenges that they accept and meet from what I give them each month,” Rigsby told The 74.

“I was lucky to be able to see two classrooms of mine last year,” she added. “It was just so awesome to see all the kids and how excited they were, and see them look to me as a friend and get excited to work on their goals and perseverance and all the different types of things we talk about.”

Rigsby explained how sports or students’ other passions can help students develop habits and virtues for success at school and later in life.

“I think it is about setting goals for themselves. That is one of the biggest things we preach to them: It is about goal setting and chasing your dreams,” Rigsby said. “Sports are just such a great thing for any kid to have, and if they take it to a high level or not, they are going to be able to learn some lessons from it, and if they can take anything they learn and move forward with it, it is going to help them in their life.”

Researchers at the Institute for Advanced Studies in Culture at the University of Virginia emphasize and support efforts to help students overcome adversity as a critical component of effective character education, which extends to students’ mental state, home life, and after school community.

James Davison Hunter, sociologist and Institute founder, wrote in “The Tragedy of Moral Education in America”:

The form of character is one thing, but the substance of character always takes shape relative to the culture in which it is found.

The Jubilee Centre for Character and Virtues takes a deeper look at the character virtues that drive student success and the role character education can play in helping students succeed in the report “Flourishing From the Margins.”

The project reviewed data on 3,250 students from a variety of backgrounds to “illuminate the vital practical work that tutors, youth workers, and community leaders do every day in supporting and guiding marginalised young people to build character and become moral, engaged, intelligent members of an increasingly complex and challenging society.”

“Flourishing From the Margins” also offers a suite of teaching resources for educators interested in forming character in students, as well as recommendations for schools working to develop a positive culture that values strong character and virtues.

California teacher promotes civics to confront ‘selfish’ student stereotype

Mission San Jose High School teacher Jeffery Alves wants students to focus less on themselves and more on what they can do for others.

The Fremont, California teacher learned about complaints from colleges about “selfish” students focused more on their academic achievement than civic and social issues, and crafted two courses designed to better engage students in government and their communities, the East Bay Times reports.

“I thought this would be a great course for the kids in Fremont because we really focus on STEM (science, technology, engineering and mathematics) a lot, and I think social sciences is kind of forgotten sometimes,” Alves told the news site.

“Civics really works to get them aware of their rights, their responsibilities, but also how to engage in civic dialogue, and how to participate, whether it’s in a company or in politics.”

The courses, implemented last school year, prompt students to take action by writing letters to the editor, creating fundraisers, and starting student clubs, among other projects aimed at advocating for others or challenging the status quo.

“That’s what we want,” Alves said. “We want active, productive, positive citizens.”

Meera Sehgal, a 14-year-old at Mission San Jose who took the class said it’s helped him “develop more as a person.”

“Mission as an atmosphere is quite competitive. Luckily, my personal family, they don’t really push me too hard, but I definitely see other kids here struggling a lot. Because the thing with immigrant parents is they try to push you to succeed a lot. I think that can be detrimental to some kids,” she said.

“If they take a class like this, which shows you that there’s more to life than just your grades, I think that can really help break out of that single focus.”

Jeff Guhin, a UCLA sociologist and researcher with the Institute for Advanced Studies in Culture, wrote about the obsession with personal achievement in urban public schools he visited for a chapter in “The Content of Their Character,” an analysis of character education in a variety of schools.

After extensive interviews with students, teachers and administrators, as well as observations in classes, assemblies and other venues like sporting events, Guhin noted that “self-actualization was by far the most important moral idea in any of the schools, on both an aggregate and individual level.

“It represented what schools were supposed to do according to administrators and to district, state, and federal programs,” he wrote. “It was what the teachers and principals wanted for the students, and what the students themselves wanted.”

The renewed focus on civics at Mission San Jose High School is one example of how educators can successfully redirect students to focus more how they can serve others through civic participation.

The Jubilee Center for Character and Virtues offers resources, such as “A Framework for Character Education in Schools,” that can help educators bolster moral and citizenship education in their classrooms.

The Framework delves into the intersection of character and civics through a look at the psychology of moral development, the virtues of good character, and the important role teachers play in character development.