Education Week - November 2, 2016 - 23


IN CONVERSATION

What Do Budding
Voters Think? LECTION
2016

E

In an election season with a record
number of more than 200 million people
registered to vote, students under the age of 18
may not be able to cast an official ballot-but
that doesn't mean they aren't paying attention.
In March, Fuse Marketing asked 21 million
13- to 17-year-olds about their voting preferences for its Teens Presidential Election Survey.
And last month, the 2016 Scholastic News Student Vote, which has correctly predicted all but
two presidential elections since it began polling
in 1940, asked 153,000 K-12 students the same
question.
So what do students' voting preferences reveal about their perception of politics? Andrea
Vieux, an assistant professor of political science
at the University of Central Florida, says there
is "growing political discontent" for voters under
age 30. "This trend reveals a larger concern
that young people have about the future-specifically the need for more and better educational and economic opportunities," she said.
Here's how U.S. students would cast their ballots on Nov. 8:

WHAT POLITICAL PARTY WOULD 13TO 17-YEAR-OLDS REGISTER WITH?
l Democrat

22
37%

l Republican
l Not sure

21

l Independent

18

HOW 13- TO 17-YEAR-OLDS VOTED
IN MARCH
l Bernie Sanders

17

l Hillary Clinton
l Donald Trump
l Other
(including
John Kasich,
6 percent, and
Ted Cruz,
13 percent)

14

50%
19

SOURCE: Teens Presidential Election Survey, Fuse Marketing

HOW K-12 STUDENTS VOTED
IN OCTOBER
l Hillary Clinton
l Donald Trump

52%

35
13

l Other
(including
Gary Johnson,
2 percent,
Bernie Sanders,
1 percent,
Jill Stein, 1 percent)

SOURCE: 2016 Scholastic News Student Vote

Q&A With Joseph Gauld
Putting Student Character First

J

oseph Gauld, the founder of the Hyde Schools-a
network of character-based public and private schools-
has been an influential voice in the independent school
community for years. Throughout his six decades as an
education leader, Gauld, 89, has argued character must
come first in education and has sought to instill such
qualities as honesty, curiosity, and courage in the students who walk through his schools'
doors. Gauld has long advocated what many policymakers and political leaders are just
now learning: A purely achievement-focused approach to education isn't what's best for students.

Hyde School

BY THE NUMBERS

In September, Gauld received the Sanford N. McDonnell Award for Lifetime Achievement in Character
Education, which recognizes an educator's commitment to teaching character. Gauld is also the author of four
books, the most recent being What Kids Want and Need From Parents, published in 2012. He's also published
seven Commentaries in Education Week over the past 25 years on topics that include character development and
the role of parenting in student success.
Gauld's Hyde School network, which has boarding campuses in Bath, Maine, and Woodstock, Conn., as well as
public charter schools in New Haven, Conn.; New York City; Oakland, Calif.; and Washington, celebrated its 50th
anniversary this past June.
Commentary's Alex Lenkei recently interviewed Gauld by email about his thoughts on the importance of socialemotional learning, his legacy as a proponent of character education, and the 2016 presidential election.
For much of the past year, teachers across the country
have struggled with how to approach the current election
cycle in the classroom. What advice would you give to
educators in the last stretch of this campaign for teaching
about this political climate?
Our politics and personal views should have no place in
education; students need to be able to trust the integrity
of what we teach. If a teacher cannot deal objectively with
"inflamed racial and ethnic tensions," then don't deal with
it. Leave it to someone who can.
I feel this presidential campaign reflects more of an
overblown TV reality show that has embarrassed our
nation. I would like to see educators make a concerted
future effort to bring a thoughtful understanding of
America's true issues to teenagers as an inspirational
step to encourage a more mature America and
leadership.

The Every Student Succeeds Act, which will go into full
effect during the 2017-18 school year, requires states to
include at least one nonacademic indicator in their school
evaluation measures. This focus on nonacademic and
social-emotional skills isn't new to Hyde Schools, which
has long emphasized the value of character-building and
the development of other nonacademic skills. What is
Hyde's approach to teaching these kinds of skills?
Forgive my bias, but this seems a rather pathetic step to try
to humanize a very limited and underperforming system.
As Aristotle said, "Educating the mind without educating
the heart is no education at all." The Hyde Schools' mission
over the last 50 years has been to develop the unique
potential of each student by utilizing a new college-prep
curriculum that emphasizes character-specifically
courage, integrity, concern, curiosity, and leadership. These
are human qualities, not skills. To us, academic proficiency
reflects more important learning competence and cognitive
skill.
Character is the whole; academics are a subset. Thus,
academics are the tail that cannot wag the dog, which
is why schools fail to effectively address character
problems like cheating and bullying. Hyde turns today's
education system upside down, putting the student's
unique potential and character first. This not only helps
students answer the three critical questions-"Who am
I?" "Where am I going?" and "How do I get there?"-but
motivates and develops them both individually and
academically. Ultimately, both a better person and
scholar emerge.

What guidance can you offer teachers and local school
leaders as they begin to devote more of their time and
resources to social-emotional learning?
To us, the present educational focus on academic proficiency
seeks to satisfy societal and national needs by putting
students in competition with each other. Students view
schools not as something to experience, but as avenues to
navigate to get to the best college or job possible, assuming
they don't drop out. Competition is meant to motivate
capitalism, not education, which is meant to be powered by
curiosity. To educate is to draw out; our focus needs to be on
developing the individual student. We are delighted with
several public school systems that have adopted Hyde's
Discovery Group approach, in which students regularly
meet to share about their lives and participate in athletics,
performing arts, community service, and jobs.
The change in these schools' cultures has been
remarkable. For example, the Upper Dauphin Area
Middle School in Lykens, Pa., which first implemented
the Discovery Group approach in the 2014-15 school
year, recorded a significant drop in the number of cases
of violence, from 43 to five, and a 53 percent drop in
discipline cases, compared with the previous school year.

Formal efforts to improve parent involvement are rising in a
number of states, including Massachusetts and California.
But some parents are easier to engage than others. Parents
from low-income, non-English-speaking, or nonwhite
families may feel less welcome in the school community
or be unable to devote the same amount of time as other
parents because of other commitments. How can school
leaders engage parents from these less visible groups?
I believe we will never solve our educational and national
problems until we learn how to effectively educate
disadvantaged students, which we cannot accomplish with
our present system because it focuses on their greatest
weakness: academic proficiency. I believe it will require
involving their greatest strength within the educational
process: parents and guardians.
Without placing blame, the education system has
usurped parental authority. The students are their
children, so what can schools do to give the parents a
truly effective role? Hyde believes this: In character
development, parents are the primary teachers and the
home the primary classroom. We demand a lot in our
program that regularly addresses parental growth and
family issues. While sometimes parents don't like it, they
like the results. n

The interview has been edited for length and clarity. To read the full conversation, go to www.edweek.org/go/gauld
EDUCATION WEEK | November 2, 2016 | www.edweek.org/go/commentary | 23


http://www.edweek.org/go/gauld http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - November 2, 2016

Education Week - November 2, 2016
Teaching Literature Outside Of English Class
DIGITAL DIRECTIONS: Citizenship Initiative Will Target State Legislatures
Science Gains Seen at 4th, 8th Grades
African-American Museum Gears Up School Offerings
Principals Work Nearly 60 Hours A Week, According to Study
Conservative Group Focusing On ESSA Expands Reach
Guidance, Hurdles for ESSA’s ‘Well-Rounded Education’ Grant
SNAPSHOT: Tracking the Common Core
News in Brief
Report Roundup
Letters
TopSchoolJobs Recruitment Marketplace
IN CONVERSATION: Q&A With Joseph Gauld
Election Lesson Reverberates In N.C. District
Voter’s Guide
Education’s Tenuous Toehold on 2016 Ballot
SAM WINEBURG AND SARAH McGREW: What Students Don’t Know About Fact-Checking
BY THE NUMBERS: What Do Budding Voters Think?
MICHAEL J. FEUER: Whither Evidence?
Education Week - November 2, 2016 - Election Lesson Reverberates In N.C. District
Education Week - November 2, 2016 - 2
Education Week - November 2, 2016 - 3
Education Week - November 2, 2016 - News in Brief
Education Week - November 2, 2016 - Report Roundup
Education Week - November 2, 2016 - Science Gains Seen at 4th, 8th Grades
Education Week - November 2, 2016 - 7
Education Week - November 2, 2016 - 8
Education Week - November 2, 2016 - 9
Education Week - November 2, 2016 - Principals Work Nearly 60 Hours A Week, According to Study
Education Week - November 2, 2016 - 11
Education Week - November 2, 2016 - 12
Education Week - November 2, 2016 - 13
Education Week - November 2, 2016 - 14
Education Week - November 2, 2016 - Guidance, Hurdles for ESSA’s ‘Well-Rounded Education’ Grant
Education Week - November 2, 2016 - SNAPSHOT: Tracking the Common Core
Education Week - November 2, 2016 - 17
Education Week - November 2, 2016 - Education’s Tenuous Toehold on 2016 Ballot
Education Week - November 2, 2016 - 19
Education Week - November 2, 2016 - 20
Education Week - November 2, 2016 - 21
Education Week - November 2, 2016 - SAM WINEBURG AND SARAH McGREW: What Students Don’t Know About Fact-Checking
Education Week - November 2, 2016 - BY THE NUMBERS: What Do Budding Voters Think?
Education Week - November 2, 2016 - 24
Education Week - November 2, 2016 - Letters
Education Week - November 2, 2016 - TopSchoolJobs Recruitment Marketplace
Education Week - November 2, 2016 - 27
Education Week - November 2, 2016 - MICHAEL J. FEUER: Whither Evidence?
Education Week - November 2, 2016 - CT1
Education Week - November 2, 2016 - CT2
Education Week - November 2, 2016 - CT3
Education Week - November 2, 2016 - CT4
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