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| Character.org | |
|---|---|
| Name | Character.org |
| Founded | 1993 |
| Founder | New York University Center for the Advancement of Ethics and Charitable Research |
| Type | Nonprofit organization |
| Headquarters | Washington, D.C. |
| Leader title | President |
| Leader name | David Dodson |
| Area served | United States |
| Focus | Character education, ethical leadership, school improvement |
Character.org is a nonprofit organization dedicated to promoting character development and ethical leadership in K–12 schools and communities across the United States. It evaluates and recognizes schools, districts, and programs that demonstrate exemplary implementation of research-based character education practices. The organization administers an accreditation-style recognition process and disseminates frameworks, resources, and professional development to educators, policymakers, and civic leaders.
The organization emerged from initiatives linked to New York University in the early 1990s and formalized as a national entity in the mid-1990s during a period of increasing attention to character education in the United States. Early collaborations involved scholars and practitioners from institutions such as Harvard University, University of Notre Dame, University of California, Berkeley, and Columbia University who sought to translate research into school practice. During the 2000s it expanded programming amid bipartisan interest reflected by policymakers connected to U.S. Department of Education initiatives and state education agencies in New Jersey, Florida, and Texas. The organization has worked with veteran educators and leaders from networks including National Association of Secondary School Principals, Association for Supervision and Curriculum Development, and civic groups like AmeriCorps. Milestones include the development of a principles framework, national recognition cycles, and partnerships with philanthropic organizations such as foundations in Boston and Chicago.
The stated mission emphasizes strengthening schools and communities through character development and leadership. Core programs include a multi-step recognition process that evaluates schools and districts on standards adapted from research conducted at universities like Stanford University and University of Michigan. Professional development offerings have included workshops, trainings, and conferences featuring speakers from Peabody Award–winning education initiatives and authors associated with the Edmond J. Safra Research Laboratory. Program tools draw on research-based models from scholars at Teachers College, Columbia University and behavioral studies linked to Princeton University and Yale University. The organization also publishes case studies and implementation guides used by educators affiliated with networks such as National School Boards Association and the Council of Chief State School Officers.
A flagship initiative recognizes exemplary K–12 schools and districts through a peer-review process and site visits conducted by panels composed of leaders from institutions including Johns Hopkins University and Michigan State University. Recognized sites are designated as National Schools of Character or National Districts of Character and are typically compared to other award-bearing institutions such as winners of the Blue Ribbon Schools Program and finalists for the National Association of Secondary School Principals awards. Recognition cohorts have included public, private, and charter schools from states including California, Ohio, Pennsylvania, Georgia, and Arizona. Spotlighted programs often intersect with civic organizations like Boys & Girls Clubs of America and youth leadership programs associated with Girl Scouts of the USA and Boy Scouts of America.
Funding and partnerships have spanned private foundations, corporate philanthropies, and educational institutions. Granting partners historically include family foundations based in New York City and San Francisco, national philanthropies active in school reform, and local education funds operating in metropolitan areas like Philadelphia and Seattle. Corporate partners have included firms with corporate social responsibility arms located in Chicago and Atlanta. Collaborations extend to professional organizations such as American Federation of Teachers affiliates, state-level departments like the California Department of Education, and research partnerships with centers at University of Virginia and Rutgers University. The organization has also engaged consultants and evaluators from firms that advise districts pursuing federal grants such as those under programs championed by the U.S. Department of Education.
Proponents cite positive outcomes including improvements in school culture, reductions in disciplinary incidents, and enhanced student engagement, often documented in case reports involving districts in Minnesota, New Mexico, and Kentucky. Peer schools reference connections to measurable indicators tracked alongside metrics used by programs like the National Assessment of Educational Progress and by partner research centers at University of Wisconsin–Madison. Critics question the rigor of evaluation methods, argue for more randomized controlled trials similar to research at Carnegie Mellon University or Massachusetts Institute of Technology, and call for transparency in reporting of long-term outcomes. Others in the field debate overlaps and distinctions between its recognition model and other school improvement frameworks promoted by organizations such as Achieve and Education Trust. Policy analysts associated with think tanks in Washington, D.C. and state education watchdog groups have urged more comparative studies and clearer cost-benefit analyses.