Volume 4 - Issue 1 - DBU Journal of K-12 Educational Research - Page 14

12 Introduction The Northwest Ordinance of 1787, which is considered one of the most important legislative acts of the confederation congress, stated, “Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, school, and the means of education shall forever be encouraged” (United States Congress, 1787, p. 340). Today, American society depends largely on public school education to prepare students for a successful future in all of these areas. Following the firm division between church and state beginning in the early 20th century, public schools began to remove the instruction in character and moral education to focus solely on academics. Experts identify the secularization of public schools and the reduction in character and moral education as a key change over the past century, which has played a part in the ills of today’s youth (Glanzer & Milson, 2006). The challenges in education have been exacerbated by America’s breakdown of the family and its decline in teaching moral values (Nucci, Narvaez, & Krettenauer, 2014). A lack of reinforcement of character development at home and the over emphasis in education on academics alone have educators and the public sector concerned about today’s youth (Bridgeland, Bruce, & Hariharan, 2013; Glanzer & Milson, 2006; Lickona, 1996). A survey taken by Worldview Measurement Project in 2017 indicated that morals are on the decline and millennials are more accepting of cheating, drug use, and other risky behaviors (Barna, 2017). In addition, students are becoming more disengaged, unmotivated, and disconnected to their lives and school. Politicians, educators, and citizens alike have recognized the urgency of finding a comprehensive solution. In 1991, charter schools were born out of the desire for a change in public education and to provide innovative approaches to educating students (Junge, 2014). The current study evaluated an innovate program in a North Texas charter school that explicitly teaches character education and incorporates family engagement as a key component. The program focuses on character, moral values, family engagement, and developing students’ sense of meaning and purpose in life. Literature Review Building character into society and the lives of its children and citizens has been a core part of societal and governmental expectations for centuries. Even during ancient Roman civilization, the philosopher and politician Cicero, born 107 B.C., wrote, “Within the character of the citizen lies the welfare of the nation” (U.S. Department of Education, 2005, para. 2). American founders acknowledged morality as critical to America’s success (Hiatt, 1994). As early as the 1600s, basic societal expectations of work skills, discipline, ethics, and values, were traditionally carried out within the confines of the family (Berger, 1981). However, as public education became law for all, parents began to take less responsibility for their child’s education. The decline of the family’s traditional role as a child’s primary teacher of character and morals, as well as the wide removal of moral teaching in schools, has Journal of K-12 Educational Research 2020, VOL. 4, ISSUE 1 www.dbu.edu/doctoral/edd A CHARACTER EDUCATION PROGRAM AND THE PERCEIVED EFFECTS IN A K-12 PUBLIC CHARTER SCHOOL Angela McDonald, EdD