A DISC graph with scores of D = 37, I = 92, S = 66, and C = 12. It has annotations showing that the 50 line is called the energy line and that scores above 50 are high, scores below 50 are low.

Understanding Indigo: DISC

Whether you’ve taken the Indigo Assessment or not, DISC scores can have a huge impact in helping you understand different aspects of your personality. DISC is an acronym that stands for Dominance, Influencing, Steadiness, and Compliance, the four categories that make up a person’s DISC results.

What is DISC?

The foundation for the DISC assessment was created in 1928 when Dr. William Moulton Marston published his book, Emotions of Normal People. Over the next century, behavioral scientists and other researchers created different measurement tools to quantify behaviors according to the models that Dr. Marston created. Indigo uses the DISC model and builds upon the decades of research to offer you a detailed glimpse into your own behaviors.

Where are my DISC scores?

Your DISC graph is located on the top right of the first page of your report. There are additional pages within your report that will give you more information about DISC and your results. Your scores will look something like this:

A DISC graph.

How Can I Use My DISC Results?

Each of your DISC scores falls somewhere between 0-100, and is indicated by a colored bar, with your numerical score listed below the bar. If any of your behavioral scores are above 50, they are considered high, while any scores under 50 are considered low. There are no good or bad scores in a DISC assessment. Your score just indicates which behaviors come more naturally to you. If you are in an environment that is better suited for a high score while you have a naturally low score, it will be more difficult for you to cope, and as a result, may drain your energy.

New DISC Research: Need for more Inclusive Honors Section?

New DISC Research: Need for more Inclusive Honors Section?

January 28th 2015, Written by Nathan Robertson

Indigo’s primary goal is to improve secondary and post-secondary education through the integration of non-academic data with pre-existing curricula. In pursuit of this goal, Indigo is conducting ongoing research regarding the effects of Behavioral Styles on students’ academic experience.

By assessing students at two high schools, one a suburban charter school and the other an inner-city school in Denver, Indigo recently discovered that students’ individual behavioral styles may affect their likelihood to be placed in advanced or Honors classes.

The Indigo Assessment measures Behaviors according to the DISC system, a tool that divides behavior into four basic styles: Dominance, Influencing, Steadiness, and Compliance. Students’ DISC scores indicate their natural responses to everyday circumstances; for example, someone with a high D score (“Dominance”) tends to be direct, forceful, and bold, whereas a high S score (“Steadiness”) indicates a calm, patient temperament. Indigo has discovered no significant differences in DISC scores when it comes to students’ race or income. However, significant disparity appears between Honors students and their peers in standard course sections.

As the following chart displays, standard students are more likely to display Influencing behaviors (enthusiasm and optimism), whereas Honors students score a full standard deviation higher in Compliance, indicating a tendency to follow established procedures.

The fact that Honors students tend to be rule-followers will not necessarily startle educators; however, these results could indicate a need for strategic shifts in the structure of Honors sections. For instance, since high Influencers (a large portion of non-honors students) tend to be sociable and people-oriented, integrating discussion-based classes into Honors sections could create an environment inclusive of a broader range of behavioral styles.

Because behavioral styles do not correlate with intelligence levels, it is entirely possible that many intelligent students are kept out of Honors sections merely because their learning styles do not match up with current class structures. By making an effort to appeal to all behavioral types, educators could reach out to talented students often overlooked.

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