OpInform 2015 College Preparation Beyond GPA and Standardized Tests

 To provide awareness of non-cognitive student characteristics and how they contribute to college student success.  To share how some college admissions offices measure non-cognitive characteristics. The Purpose of this Presentation OpInform 2015

 Cognitive variables measure an individual’s prior performance through high school GPA, standardized test scores, coursework, rigor, etc. Typically on a numeric scale and can be compared between candidates.  Non-cognitive variables relate to adjustment, motivation, and perception. Cognitive vs. Non-Cognitive OpInform 2015

 Refer to non-academic abilities and are connected to student motivation, attitudes, behaviors, and ability to adjust.  Standardized achievement tests do not measure non-cognitive characteristics.  Some examples include: What are Non-Cognitive Student Characteristics? OpInform 2015

Student Strengths Inventory (SSI) Non-Cognitive Characteristics Confidence in academic ability. “I expect to do well in school so I will.” Self Efficacy Work ethic and motivation. “I always study and submit homework on time.” Academic Engagement The student’s approach to stressful situations. “I try to take care of problems immediately.” Resiliency The student’s comfort with social situations. “I have the ability to make friends quickly.” Social Comfort The student’s willingness to become involved. “I’m involved in many extracurricular activities.” Campus Engagement The student’s commitment to college. “A college education is important to me.” Educational Commitment

 Knowledge, learning, mastery of general principles  Continuous learning, intellectual interest and curiosity  Artistic and cultural appreciation and curiosity  Multicultural tolerance and appreciation  Leadership  Interpersonal skills  Social responsibility, citizenship and involvement  Physical and psychological health  Career orientation  Adaptability and life skills  Perseverance  Ethics and integrity Situational Judgement Index OpInform 2015

 Positive Self Concept  Realistic Self Appraisal  Preference for Long-Term Goals  Availability of a Strong Support Person  Significant or Successful Leadership Experience  Demonstrated Community Service  Knowledge Acquired in a Field Sedlacek’s Non-Cognitive Variables OpInform 2015

 Non-cognitive student characteristics account for 10 – 15% of the predictive variance toward college performance (Robbins et al, 2004).  Non-cognitive characteristics are also connected to career performance and life satisfaction.  Research suggests that non-cognitive characteristics are stronger predictors of college success for low- achieving, low income, first-generation students. Why are they important?

OpInform 2015 Student Success HS GPA Standardized Test Non- Cognitive Factors 10 – 15% 5 – 8% 15 – 20%

 For Students  For Counselors  For Colleges Why are they Important? OpInform 2015

 Many non-cognitive characteristics may be learned (Campus Labs, 2013; Robbins, et al, 2004; Sedlacek, 1993).  Enhancements will increase the likelihood of college success. Benefits for Students OpInform 2015

 Many non-cognitive characteristics may be taught (Campus Labs, 2013).  Provides other ways to bolster career readiness.  Imparts hope for students who have underperformed - especially on standardized tests.  Colleges are catching on… Benefits for High School Counselors OpInform 2015

 Enhances ability to identify college-ready students.  Increases understanding of the non-cognitive challenges students will face.  Success in college is not just a classroom issue. Benefits for Colleges OpInform 2015

 College essays  Letters of recommendation  College interviews  Follow up letters and s  High school transcripts (*sometimes) How do College’s measure Non-Cognitive Characteristics? OpInform 2015

 Building Self Efficacy  Developing Academic Engagement  Fostering Resilient Students  Nurturing Social Engagement  Enhancing Campus Engagement  Raising Educational Commitment Discussion OpInform 2015

References OpInform 2015 Campus Labs. (2013). Using non-cognitive factors of Beacon in advising. Buffalo, NY: Campus Labs. Retrieved on February 13, 2015 from: cognitive+Factors+of+Beacon+in+Advising.pdf Robbins, S. B., Lauver, K., Le, H., Davis, D., & Langley, R. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), doi: / Sedlacek, W. E. (1993). Employing noncognitive variables in admissions and retention in higher education. In Achieving diversity: Issues in the recruitment and retention of underrepresented racial/ethnic students in higher education (pp ). Alexandria VA: National Association of College Admission Counselors. Staltonstall, M. (2013). Predicting college success: Achievement, demographic, and psychosocial predictors of first- semester college grade point average (Doctoral dissertation). Northern Arizona University, Arizona. Ting, S. R. (2003). A longitudinal study of non-cognitive variables in predicting academic success of first-generation college students. College and University, 78(4) Retrieved from ntid= ntid=27700

Questions? OpInform 2015