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1 The Noncognitive Variable System William E. Sedlacek University of Maryland wsed@umd.edu http://williamsedlacek.info/
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2 Current Issues Restriction of Range Tests Grade Inflation Diversity Three Musketeers Problem Range of Abilities
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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.
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4 Noncognitive Variables Self- Concept Realistic Self- Appraisal Handling System/Racism Long- Range Goals Leadership Strong Support Person Community Nontraditional Learning
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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
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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
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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
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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
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9 GMS Undergrad Enrollment 2007
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10 GMS Grad School Enrollment 2007
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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
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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, 181-197. 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.
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13 References (continued) Sedlacek, W. E. & Sheu, H. B. (2005). Early academic behaviors of Washington State Achievers. Readings on Equal Education. 21, 207-222. 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. 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.
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