1 The Noncognitive Variable System William E. Sedlacek University of Maryland

2 Current Issues Restriction of Range Tests Grade Inflation Diversity Three Musketeers Problem Range of Abilities

3 Sternberg 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 Realistic Self- Appraisal Handling System/Racism Long- Range Goals Leadership Strong Support Person Community Nontraditional Learning

5 Advantages of Noncognitive Variable System Research based Multiple ways to assess Retention related Can use at all levels of education Considers diversity Tested legally Revise to fit situation-flexible No cost Admissions, financial aid, student services, teaching, advising Community building School counselors approve

6 Gates Millennium Scholars Administered by the United Negro College Fund with assistance from Hispanic Scholarship Fund, American Indian Graduate Center Scholars, & Asian & Pacific Islander American Scholarship Fund Awards 1,000 new scholarships to entering freshmen Last dollar scholarship award Renewable through graduate school in math, science, engineering, library science, education & public health Award period–up to 5 years undergraduate & 4 years graduate 20 year 1.5 billion $ program

7 Gates Millennium Scholars Selection Criteria 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

8 GMS Outcomes Over 11,000 Scholars funded Freshman retention 97%; sophomore 95% 5 year program retention rate 88% 5 year graduation rate 78% 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 1450 colleges and universities Scholars more likely to attend: selective, private, residential schools

9 GMS Undergrad Enrollment 2007

10 GMS Grad School Enrollment 2007

11 Some of the Other Programs Using Noncognitive Variables Washington State Achievers DC Achievers Oregon State University Montgomery College Engineering Vanguard Program (NACME) Washington State University University of British Columbia Texas A & M University Louisiana State University De Paul University Boston College Lehigh University

12 References Sedlacek, W. E. (2004). Beyond the big test: Noncognitive assessment in higher education. San Francisco: Jossey-Bass. Sedlacek, W. E. & Sheu, H. B. (2004). Academic success of Gates Millennium Scholars. Readings on Equal Education. 20, 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),

13 References (continued) Sedlacek, W. E. & Sheu, H. B. (2005). Early academic behaviors of Washington State Achievers. Readings on Equal Education. 21, 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 ) Mahwah, NJ: Lawrence Erlbaum. 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 ). Malden, MA: Blackwell.