College Preparation
Beyond GPA and
Standardized
Tests
OpInform 2015
OpInform 2015
The Purpose of this Presentation
 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.
OpInform 2015
Cognitive vs. Non-Cognitive
 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.
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What are Non-Cognitive Student
Characteristics?
 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:
Student Strengths Inventory (SSI)
Non-Cognitive Characteristics
Self Efficacy
Academic Engagement
Resiliency
Social Comfort
Campus Engagement
Educational Commitment
• Confidence in academic ability.
• “I expect to do well in school so I will.”
• Work ethic and motivation.
• “I always study and submit homework on time.”
• The student’s approach to stressful situations.
• “I try to take care of problems immediately.”
• The student’s comfort with social situations.
• “I have the ability to make friends quickly.”
• The student’s willingness to become involved.
• “I’m involved in many extracurricular activities.”
• The student’s commitment to college.
• “A college education is important to me.”
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Situational Judgement Index
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Knowledge, learning,
mastery of general
principles
Continuous learning,
intellectual interest and
curiosity
Artistic and cultural
appreciation and
curiosity
Multicultural tolerance
and appreciation
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Leadership
Interpersonal skills
Social responsibility,
citizenship and
involvement
Physical and
psychological health
Career orientation
Adaptability and life skills
Perseverance
Ethics and integrity
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Sedlacek’s Non-Cognitive Variables
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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
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Why are they important?
 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 lowachieving, low income, first-generation students.
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NonCognitive
Factors
Standardized
Test
HS GPA
5 – 8%
Student
Success
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Why are they Important?
 For Students
 For Counselors
 For Colleges
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Benefits for Students
 Many non-cognitive characteristics may be
learned (Campus Labs, 2013; Robbins, et al,
2004; Sedlacek, 1993).
 Enhancements will increase the likelihood of
college success.
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Benefits for High School Counselors
 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…
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Benefits for Colleges
 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.
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How do College’s measure Non-Cognitive
Characteristics?
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College essays
Letters of recommendation
College interviews
Follow up letters and emails
High school transcripts (*sometimes)
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Discussion
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Building Self Efficacy
Developing Academic Engagement
Fostering Resilient Students
Nurturing Social Engagement
Enhancing Campus Engagement
Raising Educational Commitment
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References
Campus Labs. (2013). Using non-cognitive factors of Beacon in advising. Buffalo, NY: Campus Labs. Retrieved on
February 13, 2015 from:
http://beaconsupport.campuslabs.com/attachments/token/ray7w4c1erhriyx/?name=Using+the+Noncognitive+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), 261-288. doi: 10.1037/00332909.130.2.261
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. 33-39). Alexandria VA: National Association of College Admission Counselors.
Staltonstall, M. (2013). Predicting college success: Achievement, demographic, and psychosocial predictors of firstsemester 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) 27-31. Retrieved from
http://search.proquest.com.pluma.sjfc.edu/education/docview/225614521/995BEE7F051A40B4PQ/2?accou
ntid=27700
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Questions?