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Draft 5. Conclusions <strong>and</strong> Recommendations This report has investigated practice <strong>and</strong> research around grit, tenacity, <strong>and</strong> perseverance across educational communities. The goal was to distill the critical themes, questions, conclusions, <strong>and</strong> recommendations around theory, measurement, <strong>and</strong> the design <strong>of</strong> learning environments, with an eye toward identifying potential new roles for technology. In the sections below, we discuss specific conclusions <strong>and</strong> recommendations tailored to the needs <strong>and</strong> responsibilities <strong>of</strong> educators, administrators, policymakers, technology designers, parents, <strong>and</strong> researchers. Need to Prioritize <strong>Grit</strong>, <strong>Tenacity</strong>, <strong>and</strong> <strong>Perseverance</strong> Across the board in research, practice, policy, industry, <strong>and</strong> popular culture, there is an emerging <strong>and</strong> convergent recognition that noncognitive factors—<strong>and</strong> particularly grit, tenacity, <strong>and</strong> perseverance—should play an essential role in evolving educational priorities. American children in the 21st century need support as they navigate a variety <strong>of</strong> challenges unprecedented in history. Students in high-poverty areas face particular challenges <strong>of</strong> stress, limited social support, lack <strong>of</strong> critical resources, <strong>and</strong> psychological disempowerment <strong>and</strong> disenfranchisement. However, regardless <strong>of</strong> socioeconomic conditions, all students can encounter difficult challenges <strong>and</strong> setbacks throughout their schooling as they learn conceptually complex material, deal with distractions, persist through academic assignments that are important but not necessarily intrinsically interesting, manage competing dem<strong>and</strong>s, <strong>and</strong> prepare themselves for the complex <strong>and</strong> rapidly changing 21st-century workplace. The test score accountability movement <strong>and</strong> conventional educational approaches have tended to focus on intellectual aspects <strong>of</strong> success, such as content knowledge. However, this is not sufficient. If students are to achieve their full potential, they must have opportunities to engage <strong>and</strong> develop a much richer set <strong>of</strong> skills. Indeed, a growing body <strong>of</strong> research suggests that noncognitive factors can have just as strong an influence on academic performance <strong>and</strong> pr<strong>of</strong>essional attainment as intellectual factors. This is an exciting time <strong>of</strong> change <strong>and</strong> progress with a strong need for growing involvement by all educational stakeholders. New <strong>and</strong> emerging trends in research, policy, programs, <strong>and</strong> technology are providing unprecedented opportunities. At the same time, a common theme in the 75
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