1. © 2015 Jenzabar, Inc. Increase Your Prediction Accuracy and Achieve Maximum Student Success Paul Gore Xavier University gorep@xavier.edu Burt Rubenstein Jenzabar burt.rubenstein@jenzabar.com

2. © 2015 Jenzabar, Inc.  Psychologist with background in K-20 student success, vocational psychology and higher education  Faculty for 17 years  3 years as Director of Career Transitions Research Dept. at ACT  7 years as Director of Institutional Research  Director of graduate programs  FYE Advisory Board, Journal Editor  2013-2014 ACE Leadership Fellow – Montana State University (higher education financing and student success agenda)  Active in secondary and higher education consulting for 14 years in the US and 9 foreign countries  Worked on development and implementation of 3 non-cognitive measures of student success with dozens of institutions Overview

3. © 2015 Jenzabar, Inc. Overview The role of Non-cognitive Factors In Student Success Evidence of non-cognitives in academic success and retention Assessment tool and use case models

4. © 2015 Jenzabar, Inc. Fail to Complete High School Fail to Attend College Fail to Complete college Is this what we want to call Success? STUDENT PROGRESSION

5. © 2015 Jenzabar, Inc. Public Universities Private Universities 80% 70% 2-Year Colleges 50% Retention Rates Student Progression First Gen 30%

6. © 2015 Jenzabar, Inc. Risk Prediction and Mitigation Grades, ACT, SAT, Course Placement Exams Applicants Risk Mitigation

7. © 2015 Jenzabar, Inc. Risk Prediction and Mitigation I just don’t know how to study My friends were all going to college so I went too College is so much harder than high school – I was too stressed out I don’t know what happened. I never paid attention in my high school classes! I didn’t feel welcomed or involved on campus Applicants Grades, ACT, SAT, Course Placement Exams

8. © 2015 Jenzabar, Inc.  Demographics (opportunity structure)  Academic ability/aptitude (ACT/SAT/GPA)  Finances  Motivation  Lack of direction  Lack of knowledge  Life demands  Self confidence  Campus and academic engagement Predicting Student Success

9. © 2015 Jenzabar, Inc. Predicting Student Success ‘In addition to content knowledge and academic skills, students must develop sets of behaviors, skills, attitudes and strategies that are crucial to academic performance in their classes…’

10. © 2015 Jenzabar, Inc. Predicting Student Success College Success GPA Standardized Achievement Non-cognitive Skills 15 – 20% 5 – 8% 10 – 15% Leuwerke, Gore, Cole, & Reese, (2011)

11. © 2015 Jenzabar, Inc. Predicting Student Success College Success At risk Outperforming Grades, ACT, SAT, Course Placement Exams

12. © 2015 Jenzabar, Inc. Predicting Student Success College Success At risk Outperforming Grades, ACT, SAT, Course Placement Exams High Resiliency High Engagement Low Educational Commitment

13. © 2015 Jenzabar, Inc.  If non-cognitive factors reliably predict student outcomes (and they do)  And you can reliably measure incoming student non-cognitive strengths and weaknesses (and you can)  And you already have the programs and services that can be mapped to those strengths and weaknesses (and you do)  Why wouldn’t you seek to align non-cognitive assessment and other predictive data with existing programs and services to promote student success? Predicting Student Success

14. © 2015 Jenzabar, Inc. College Readiness Inventory (CRI) 49 Items 7 Scales Psychometrically Sound Predictive validity study underway Fall 2015 Predictive model enhancement FYE topic focus Student advising and goal setting Targeted outreach and intervention Risk mitigation

15. © 2015 Jenzabar, Inc.  Academic Engagement  Academic Self-Efficacy  Campus Engagement  Educational Commitment  Institutional Valence  Life Complexity/Roles  Resilience College Readiness Inventory (CRI)

16. © 2015 Jenzabar, Inc.  Use institutional data to allocate resources across programs  Use data to inform classroom level teaching and interventions  Use data to inform cohort level needs  Use data to intervene with students: Make an ACTION PLAN Non-cognitive Interventions

17. © 2015 Jenzabar, Inc. CRI: Private 4 Year Univ

18. © 2015 Jenzabar, Inc. CRI: Priv. Rel Afil. 4 Year

19. © 2015 Jenzabar, Inc. CRI: Public 2 Year

20. © 2015 Jenzabar, Inc. CRI: Priv. Rel Afil. 4 Year

21. © 2015 Jenzabar, Inc. CRI: Student Examples

22. © 2015 Jenzabar, Inc. CRI: Student Examples

23. © 2015 Jenzabar, Inc. CRI: Student Examples

24. © 2015 Jenzabar, Inc.

25.  Complete predictive modeling analysis  Scale institutional use Institutional reports Student level reports Recommendations Staff/advisor training  Consult with institutions to develop use-case models that take advantage of existing retention predictors as well as non-cognitive factors Next Steps

26. © 2015 Jenzabar, Inc. Thank You Paul Gore Xavier University gorep@xavier.edu Burt Rubenstein Jenzabar burt.rubenstein@jenzabar.com

27. © 2015 Jenzabar, Inc. Scale Name Measures:Sample Items Academic Engagement academic engagement and global student success behaviors Sometimes I miss assignment deadlines. I spend at least two hours a day studying for my classes. Academic Self-Efficacy student's self-confidence in his or her ability to meet academic milestones I'm confident I can earn a 3.0 or higher grade point average. I'm concerned about my note-taking skills. Campus Engagement student's interest/intent in getting involved in co-curricular campus activities I don't spend any more time on campus than I have to. I spend time with other students outside of the classroom. Educational Commitment the perceived importance of a college degree School is my number one priority right now. Earning a degree is important for my career success. Institutional Valence student's affinity/connection to this particular institution This college was not my first choice. I'm happy with my decision to enroll at [Institution Name]. Life Roles complexity/demands of other important life roles I have other obligations that compete with my course work. I am able to devote all of my time to college. Resilience how well students are able to deal with adverse life events and stress Most people would describe me as a "survivor." I'm easily overwhelmed. CRI Scales