Continuity and Discontinuity in Character Education

Abstract

In this chapter the authors report on their revisiting seven public schools that were deemed exemplary on four indicators of character education in 1999. The purpose of the follow-up was to identify characteristics of effective character education that remain stable or that improved over time and those that did not after implementation of the No Child Left Behind Act. The study’s specific conclusions were about the stability and change of character education implementation in exemplary schools and included the following: 1. Of the nine schools considered for site visits, and the seven schools that composed the final sample, in only one was the principal who originated the 1999 application still the instructional leader 5 years later. 2. Generally, character education programs in schools with stable leadership maintained and improved existing character education programs while schools with high leadership turnover tended towards more disconnected programs. 3. No one program defines character education at schools with strong programs, but all schools with strong programs implemented them deeply and improved them over time. 4. A good principal can add depth and meaning to a school’s program, but doing so takes time. 5. A good school program can structure the environment for a new principal. The curriculum can flow as improvements are suggested that can be supported by teachers and parents. 6. Mentorship is important to program continuity and stability.