This document summarizes a presentation on assessing noncognitive variables in college admissions. It discusses limitations of standardized tests, introduces Sternberg's three types of intelligence, and outlines several noncognitive variables like self-concept and leadership that can provide additional information about applicants. The document also reviews legal cases supporting consideration of these variables and programs that have successfully used noncognitive assessments, like the Gates Millennium Scholars program.
Standardized Testing: Does It Contribute to the Academic Achievement Gap?jamathompson
In the era of increased educational accountability, students are expected to demonstrate a level of proficiency on state administered, standardized tests. The purpose of this presentation is to address standardized testing issues surrounding the academic achievement gap among African American students. Research has demonstrated that placing students in certain academic tracks merely on their standardized test scores can have negative effects on students’ ability to excel in the classroom. The presenter will address other concerns, such as stereotype threat, that African American students face while taking high stakes test which can lead to poor performance.
Webinar given for the Institute for Competency-based Education March 2019 discussing the demographic composition of competency-based education learners, their enrollment motivators and their college choice process.
Standardized Testing: Does It Contribute to the Academic Achievement Gap?jamathompson
In the era of increased educational accountability, students are expected to demonstrate a level of proficiency on state administered, standardized tests. The purpose of this presentation is to address standardized testing issues surrounding the academic achievement gap among African American students. Research has demonstrated that placing students in certain academic tracks merely on their standardized test scores can have negative effects on students’ ability to excel in the classroom. The presenter will address other concerns, such as stereotype threat, that African American students face while taking high stakes test which can lead to poor performance.
Webinar given for the Institute for Competency-based Education March 2019 discussing the demographic composition of competency-based education learners, their enrollment motivators and their college choice process.
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Lane washington, la forrest women superintendents nfeasj v27 n4 2010William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Faculty Mentoring: African American Student Development and SuccessDr. Vince Bridges
This study examines the influence of faculty mentorship in the shaping of African American doctoral student success. A case analysis framework is used to investigate the belief systems that doctoral students held about their doctoral experience. Data collection involved a one-phase semi-structured interview protocol used to gather information about these experiences from a post-degree perspective. African American doctoral
degree completion is addressed as a critical function of student success within an elite educational context. Results of the study demonstrate that the African American doctoral degree completion is complicated by students’ perceptions of faculty advising, faculty behavior and the lack of diverse faculty leadership.
Wilson jones, linda graduate females focus v6 n1 2011William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Con el fin de resolver un problema o revertir una tendencia, el investigador debe primero identificar el problema y luego sugerir soluciones o resoluciones para ese problema con el fin de ofrecer esperanzas para el futuro. De todas las indicaciones, los estudiantes afroamericanos están quedando rezagados en la educación universitaria. De los que llegan a la Universidad, un porcentaje preocupante no perseverar a la graduación. Entre quienes más en riesgo por la falta de éxito en la Universidad están los hombres afroamericanos. En promedio, los varones negros en Estados Unidos parecen estar en serios problemas: por ejemplo, muchos más hombres negros de Universidad de edad están en la cárcel que están matriculados en la educación superior. Un estudio de política de la justicia en el año 2000 (Associated Press, 28 de marzo de 2006) informaron que menos hombres afro americanos estaban en la educación superior (603.000) que estaban en prisión y cárcel (791.600); y la tasa sigue divergen (Schauer & Schauer, 2006 & 2007a). Debe revertirse esta tendencia debilitante y es una alternativa disponible para apoyar a quienes optan por educación. Por lo tanto, parece tener sentido que una vez que estos jóvenes están en la Universidad, deben hacerse todos los esfuerzos para mantenerlos allí. Mediante el estudio de algunos de los correlatos de éxito macho negro, se espera que más hombres afro americanos pueden ser ayudados hacia alcanzar títulos universitarios y una mayor movilidad de carrera a través de intervenciones más exactamente enfocado a satisfacer sus necesidades precisas (Schauer & Schauer, 2007a).
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Lane washington, la forrest women superintendents nfeasj v27 n4 2010William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Faculty Mentoring: African American Student Development and SuccessDr. Vince Bridges
This study examines the influence of faculty mentorship in the shaping of African American doctoral student success. A case analysis framework is used to investigate the belief systems that doctoral students held about their doctoral experience. Data collection involved a one-phase semi-structured interview protocol used to gather information about these experiences from a post-degree perspective. African American doctoral
degree completion is addressed as a critical function of student success within an elite educational context. Results of the study demonstrate that the African American doctoral degree completion is complicated by students’ perceptions of faculty advising, faculty behavior and the lack of diverse faculty leadership.
Wilson jones, linda graduate females focus v6 n1 2011William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Con el fin de resolver un problema o revertir una tendencia, el investigador debe primero identificar el problema y luego sugerir soluciones o resoluciones para ese problema con el fin de ofrecer esperanzas para el futuro. De todas las indicaciones, los estudiantes afroamericanos están quedando rezagados en la educación universitaria. De los que llegan a la Universidad, un porcentaje preocupante no perseverar a la graduación. Entre quienes más en riesgo por la falta de éxito en la Universidad están los hombres afroamericanos. En promedio, los varones negros en Estados Unidos parecen estar en serios problemas: por ejemplo, muchos más hombres negros de Universidad de edad están en la cárcel que están matriculados en la educación superior. Un estudio de política de la justicia en el año 2000 (Associated Press, 28 de marzo de 2006) informaron que menos hombres afro americanos estaban en la educación superior (603.000) que estaban en prisión y cárcel (791.600); y la tasa sigue divergen (Schauer & Schauer, 2006 & 2007a). Debe revertirse esta tendencia debilitante y es una alternativa disponible para apoyar a quienes optan por educación. Por lo tanto, parece tener sentido que una vez que estos jóvenes están en la Universidad, deben hacerse todos los esfuerzos para mantenerlos allí. Mediante el estudio de algunos de los correlatos de éxito macho negro, se espera que más hombres afro americanos pueden ser ayudados hacia alcanzar títulos universitarios y una mayor movilidad de carrera a través de intervenciones más exactamente enfocado a satisfacer sus necesidades precisas (Schauer & Schauer, 2007a).
Dr. Margaret Curette Patton, PhD Dissertation, Dr. William Allan Kritsonis, D...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Committee for Dr. Margaret Curette Patton, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
The outcomes for students with Emotional/Behavior Disorders are glim at best. This is the state of outcomes and the rational for change in the way we service and educate this population of student.
Holistic Review in Graduate Admissions: What we need to KnowJulia Michaels
The pathway to becoming a scientist leads through graduate school, and graduate admissions committees are the gatekeepers. This webinar will, co-hosted by the Council of Graduate Schools (CGS), the Coalition of Urban Serving Universities (USU), and the Association of Public and Land-grant Universities (APLU), will explore existing evidence for holistic review in graduate admissions and critical gaps in evidence that need to be addressed before implementing the practice broadly across programs.
This presentation highlights challenges facing the future of education in general and nursing education in particular. Listed are strategies to prepare for future health care. Of note are details of events occuring internationally which impact on higher education.
1. Assessing Noncognitive Variables:
Issues and Applications
Presented at Attributes That Matter Conference
Center for Enrollment Research, Policy, and Practice
University of Southern California January 17, 2013
William E. Sedlacek University of Maryland
wsed@umd.edu http://williamsedlacek.info/
2. Current Issues in Admissions
Restriction of Range
Tests
Grade Inflation
Courses
Diversity
Three Musketeers Problem
Range of Abilities
3. Sternberg- Intelligence Types
Componential
Ability to interpret information hierarchically in a well defined and
unchanging context. Standardized tests.
Experiential
Ability to interpret information in changing contexts, be creative.
Standardized tests DO NOT measure.
Contextual
Ability to adapt to a changing environment, ability to handle &
negotiate the system. Standardized tests DO NOT measure.
4. Noncognitive Variables
Self- Concept
Demonstrates confidence, strength of character, determination,
and independence.
Realistic Self- Appraisal
Recognizes and accepts any strengths and deficiencies,
especially academic, and works hard at self-development.
Recognizes need to broaden his/her individuality.
Handling System/Racism
Exhibits a realistic view of the system based upon personal
experience of racism. Committed to improving the existing
system. Takes an assertive approach to dealing with existing
wrongs, but is not hostile to society, nor is a "cop-out." Able to
handle racist system.
5. Noncognitive Variables (Contd)
Leadership
Demonstrates strong leadership in any area of his/her
background (e.g. church, sports, non-educational groups, gang
leader, etc.).
Long- Range Goals
Able to respond to deferred gratification, plans ahead and sets
goals.
Strong Support Person
Seeks and takes advantage of a strong support network or has someone
to turn to in a crisis or for encouragement.
Community
Participates and is involved in his/her community.
Nontraditional Learning
Acquires knowledge in sustained and/or culturally related ways
in any field outside school.
6. Advantages of Noncognitive
Variable System
Research based
Multiple ways to assess
Questionnaire (structured-short answer), interview,
essay, portfolio
Retention related
Considers diversity, US or international
Tested legally
Revise to fit situation-flexible
No cost
Student development
Admissions, financial aid, student services, teaching,
advising
Community building
High school counselors approve
7. Criticisms of Noncognitive Variable
System
“To avoid criticism, do nothing, say nothing, be
nothing.” Elbert Hubbard
Not a single “test”- many formats
College Board says invalid
Thomas et al (2007)
Scoring not same for all
Three Musketeers
May require some scoring time
Easier to get grades & test scores
Need to explain to some audiences
Parents, staff, faculty, alumni
8. Key Legal Cases
Farmer v. Ramsey et al.- 1998
Castañeda et al. v. U Cal Regents- 1999
Gratz and Hamacher v. Bollinger et al., 2002,
and Grutter v. Bollinger et al., 2002
Fisher & Multer Michalewicz v. U of Texas-
2009
Oregon State program cited as “best practice” by
the US Office of Civil Rights
9. Gates Millennium Scholars -GMS
African American, American
Indian/Alaska Native, Asian Pacific
Islander American, or Hispanic American
Federal Pell Grant eligible
Citizen/legal permanent resident or
national of U.S.
3.3 High School GPA
Curriculum Rigor
Noncognitive Variables
10. A GMS award provides:
Support by covering needs unmet by other
financial options
Renewable awards for satisfactory progress
Option to transfer
Graduate school in math, science,
engineering, library science, education, and
public health
Leadership development program
1.75 billion dollar program
11. GMS Outcomes
• Over 15,000 Scholars funded
• Freshman retention 97%; sophomore 95%
• 5 year program retention rate 92%
• 5 year graduation rate 79% (53% all 4yr schools)
• 6 year graduation rate 90% (57% all 4yr schools)
• Scholar higher education GPA mean = 3.25
• Raters within each racial group trained to evaluate
noncognitive variables -Alpha reliability = .92
• Scholars from 50 states & American Samoa, Guam,
Federated States of Micronesia, Puerto Rico, Virgin
Islands
• Scholars in over 1500 colleges and universities
• Scholars more likely to attend: selective, private,
residential schools
12. East Carolina University
School of Dental Medicine
Educate rural practitioners
Select on noncognitive variables
Self concept, Negotiating the system, Support
person correlate highest with actual selection
Faulty and staff stress how to work rural dental
practice system- e system after graduation
Funding from State based on working rural
heath system
13. Some Additional Programs Using
Noncognitive Variables
Washington State Achievers University of Northern Colorado
Washington DC Achievers Texas A & M University
Capital Partners for Education Louisiana State University
Washington State University Pullman Boston College
Washington State University Vancouver Lehigh University
Univ. British Columbia Business School University of Michigan
Bowling Green State University Prairie View A & M
University
Montgomery College University of Arizona
Engineering Vanguard Program (NACME) US Coast Guard Academy
University of Central Missouri Nagoya University
DePaul University Samuel Merritt University
Eastern Washington University Douglas Cty Performance
Lrng Ctr (GA)
Colorado State University-pending Indiana State University
Linn-Benton Community College, Oregon University of Washington
Tacoma
Central Oregon Community College University British Columbia
Vancouver
Linfield College, Oregon University British Columbia
Okanagan
Manchester College, Indiana Oregon Coast Community College
University of Nevada Las Vegas Northwestern College, Iowa
George Fox University, Oregon East Carolina University
Goshen College Foundation for Educational
Success
Big Picture Schools Jack Kent Cooke
14. References
Bandalos, D. L., & Sedlacek, W. E. (1989). Predicting success of
pharmacy students using traditional and nontraditional measures by race.
American Journal of Pharmaceutical Education, 53, 143‑148.
Sedlacek, W. E., & Prieto, D. O. (1990). Predicting minority students'
success in medical school. Academic Medicine, 3 (65), 161-166.
Sedlacek, W. E. (1998). Multiple choices for standardized tests.
Priorities, 10, 1-16.
Sedlacek, W. E. (2004). Beyond the big test: Noncognitive assessment in
higher education. San Francisco: Jossey-Bass.
Sedlacek, W. E. (2004) Why we should use noncognitive variables with
graduate and professional students. The Advisor: The Journal of the
National Association of Advisors for the Health Professions. 24 (2), 32-
39.
Sedlacek, W. E. (2005). The case for noncognitive measures. In W.
Camara and E. Kimmel (Eds.). Choosing students: Higher education
admission tools for the 21st century (Pp 177-193). Mahwah, NJ:
Lawrence Erlbaum.
15. References continued
Sedlacek, W. E., Benjamin, E., Schlosser, L. Z., & Sheu, H. B. (2007).
Mentoring in academia: Considerations for diverse populations. In T. D.
Allen & L. T. Eby (Eds.), The Blackwell handbook of mentoring: A
multiple perspectives approach (pp. 259-280). Malden, MA: Blackwell.
Thomas, L. L., Kuncel, N. R., & Crede, M. (2007). Noncognitive variables
in college admissions: The case of the noncognitive questionnaire.
Educational and Psychological Measurement, 67 (4), 635-657.
Sedlacek, W. E. & Sheu, H. B. (2008). The academic progress of
undergraduate and graduate Gates Millennium Scholars and non-
scholars by race and gender. Readings on Equal Education. 23, 143-
177.
Sedlacek, W. E. (2010). Noncognitive measures for higher education
admissions. In P. L.Peterson, E. Baker, & B. McGaw (Eds.).
International encyclopedia of education Third Edition. (pp. 845-849).
Amsterdam, The Netherlands. Elsevier.
Sedlacek, W. E. (2011). Using noncognitive variables in assessing
readiness for higher education. Readings on Equal Education. 25, 187-
205.