Non-Cognitive Factors
for College Success:
A Regional
Intervention
Tina Atkins, Administrator
Center for Excellence in College and Career Readiness
Norma O. McCormick, Coordinator,
Region One ESC GEAR UP
© 2015 Region One Education Service Center
© 2015 Region One Education Service Center
Workshop Agenda
Guiding Question and Celebrations
Sample of Data and Research Utilized
Systemic Plan for Intervention
Results of four years of work
Summary and Conclusion
© 2015 Region One Education Service Center
Guiding Question:
How do we ensure that we are reaching ALL
students? What internal protocols do we have
to make sure we are addressing students
who are at risk of not graduating,
supporting those who are on their pathway
to graduation and accelerating those who
are moving ahead?
High School to College Enrollment Spring to
Fall 2014
60
2013
2013
50
40
30
20
10
0
Source: Texas Higher Education Coordinating Board
http://reports.thecb.state.tx.us/approot/hs_college/hs_college_main_launch.htm Retrieved 09-04-2015
College Going Rates
Class of 2014
Region One
All Regions
Source: THECB
College Going Rates
Class of 2014
Region One
All Regions
Source: THECB
College Ready
Class of 2013
Region One
All Regions
Source: THECB
Workshop Agenda
Guiding Question and Celebrations
Sample of Data and Research Utilized
Systemic Plan for Intervention
Results of four years of work
Summary and Conclusion
Background- Significant Issues
• Significant investment has been made in the field
of higher education since the 17th century
• Six of ten college freshmen graduate from college
six years after entry
• Forty to sixty percent of all high school students
are chronically disengaged from school
• Twenty eight of every 100 high school students fail
to graduate from high school
Carey (2004); Blum (2005); Sulkowski, Demaray &
Lazarus (2012)
12/2/2015
Dissertation Defense
9
Background – Significant Issues
In Texas, only 34.49% of adults between 25
and 64 hold a college degree, while
• By 2018, 56% of all jobs in Texas, and
• By 2020, 65% of all jobs in the U.S.
will require a college degree.
U.S. Census Bureau, American Community Survey (2011); Lumina Foundation (2013)
12/2/2015
Dissertation Defense
10
Background
“For individual Americans, the
consequences of not completing
postsecondary education are
increasingly dire. For many years, the
main reason many people went to
college was to gain access to better
paying jobs that allowed them to earn
more throughout their lives. But
earnings potential is no longer the
only drive. In this economy, without
postsecondary skills, you may not
even have a job.”
Lumina Foundation (2013)
12/2/2015
Dissertation Defense
11
Background
•
•
While cognitive behaviors are linked in the
research to student success, there is a
growing body of research that supports the
development of non-cognitive behaviors to
support student learning.
These non-cognitive behaviors are called by
various names in the literature, including,
academic perserverance, academic mindsets,
learning strategies, social skills, the
interpersonal domain, the intrapersonal
domain, positive self-concept, realistic selfappraisal, ability to understand and handle
racism, preference for long-term goals,
availability of a strong support system,
leadership, service to others, academic
discipline, managing feelings, commitment
to school, family involvement, optimism,
orderly conduct, relationships to others,
thinking before acting.
Ramsey (2008); Farrington, Roderick, Allensworth, Nagoaka, Keyes, Johnson, & Beechum (2012); Pellegrino &
Hilton, (2012); Hammond, Linton, Smink & Drew (2007); Allen, Robbins, Casillas & Oh (2008); Porchea, Allen,
Robbins & Phelps (2010); Casillas, Robbins, Allen, Hanson, Schmeiser & Kuo (2012); Conley (2008); Blum (2004);
Sulkowski, Damaray & Lazarus (2012)
12/2/2015
Dissertation Defense
12
What the Research Says…
“While
assessments of
academic
achievement
provide early
indication of
risk, academic
behaviors are
also important
for persistence
and success.”
(Page 1)
Literature Review Summary
• There is a relationship between student motivation, selfregulation, and social engagement and high school and
college grade point average, college matriculation,
retention, and degree attainment
• First-generation college status students differ from students
with a history of college in their families with regard to
motivation, self-regulation, and social engagement
• Motivation, social engagement, and self-regulation dip during
early adolescence
• There is very limited research with regard to what effects
motivation, self-regulation, and social engagement
Casillas, A., Robbins, S., Allen, J., Kuo, Y.-L., Hanson, M.A. & Schmeiser, C. (2012); Beauchamp, M., Barling, J., & Morton,
K. (2011); Deci, E., Ryan, R., Koestner, R. (1999); Benbutty, H. (2007); Tang, M. & Neber, H. (2008); Nunner-Winkler,
Meyer-Nikele, and Wohlrab (2007); Davis, K., Winsler, A. & Middleton, M. (2006); Elliott, S., DiPerna, J., Mroch, A., &
Lang, S. (2004); Unrau, N., & Schlackman, J. (2006); Inman, W., & Mayes, L. (1999); Duckworth, A., & Seligman, M.
(2006); Miller, E., Walton, G., Dweck, C., Job, V., Trzesniewski, K, McClure, S. (2012); Williams, P., & Hellman, C. (2004);
Jose, P., Ryan, N., & Pryor, J. (2012); Sparkman, L., Maulding, W., & Roberts, J. (2012); Celio, C., Durlak, J., & Dymnicki, A.
(2011); Akos, P. & Galassi, J. (2004); Barber & Olsen (2004); Jacobs, Lanza, Osgood, Eccles & Wigfield (2002); Soto, C. ,
John, O., Gosling, S., & Potter, J. (2011)
12/2/2015
Dissertation Defense
14
Student
Academic
Achievement
School
Connectedness
Student Academic
Behaviors
Student
Academic
Success
Workshop Agenda
Guiding Question and Celebrations
Sample of Data and Research Utilized
Systemic Plan for Intervention
Results of four years of work
Summary and Conclusion
© 2013 Region One Education Service Center
A Systemic Framework
Region
One GEAR
UP Team
District
Leadership
Teams
Data Driven Decisions
Parent and
Student
Events
Facilitator
and
Counselor
Training
© 2013 Region One Education Service Center
A Systemic Framework
Region
One GEAR
UP Team
District
Leadership
Teams
Data Driven Decisions
Parent and
Student
Events
Facilitator
and
Counselor
Training
© 2013 Region One Education Service Center
A Systemic Framework
Region
One GEAR
UP Team
District
Leadership
Teams
Data Driven Decisions
Parent and
Student
Events
Facilitator
and
Counselor
Training
© 2013 Region One Education Service Center
A Systemic Framework
Region
One GEAR
UP Team
District
Leadership
Teams
Data Driven Decisions
Parent and
Student
Events
Facilitator
and
Counselor
Training
© 2013 Region One Education Service Center
Customized Dashboard
Demographic
Indicators
•
Ethnicity
•
Gender
•
Migrant Status
•
Limited English
Proficiency
Status
•
Economic
Disadvantage
Status
ACT ENGAGE
•
•
•
Motivation
(Getting
Work Done)
Social
Engagement
(Getting
Along)
Self
Regulation
(Keeping
Your Cool)
Local Survey
Items
•
•
Academic Data
Hours of GEAR UP
services Provided
STAAR (state
assessment)
•
Mentoring
•
Tutoring
•
Outreach
Support
Early
Preparation
•
College
Readiness
•
Attendance
•
SAT/ACT/THEA Scores
•
Financial
Literacy
•
Supportive
Services
•
Career
Interests
•
Other
Workshop Agenda
History and Background
Overview of Data Sources
Systemic Plan for Intervention
Results
Summary and Conclusion
Description of ACT Engage Grades 6–9 Scales
Domain
Motivation
Scale
Academic Discipline
Commitment to School
Optimism
Social Engagement
Family Attitude Toward Education
Family Involvement
Relationships with School Personnel
Self-Regulation
School Safety Climate
Managing Feelings
Definition
Degree to which a student is hardworking and
conscientious as evidenced by the amount of effort
invested into completing schoolwork.
Commitment to stay in high school and obtain a diploma.
Having a hopeful outlook about the future in spite of
difficulties or challenges.
Positive family attitude regarding the value of education.
Family involvement in a student’s school life and activities.
The extent to which students relate to school personnel as
part of their connection to school.
School qualities related to student’s perception of security
at school.
Tendency to manage duration and intensity of negative
feelings, (e.g., anger, sadness, embarrassment) and to find
appropriate ways to express these feelings.
Orderly Conduct
Tendency to behave appropriately in class and avoid
disciplinary action.
Thinking Before Acting
Tendency to think about the consequences of one’s
actions before acting.
http://www.act.org/engage/6-9_features.html© 2013 Region One Education Service Center
Workshop Agenda
History and Background
Overview of Data Sources
Systemic Plan for Intervention
Results of four years of work
Summary and Conclusion
Findings
• Academic behaviors must be specifically
addressed in a targeted way.
• It is possible to move academic behaviors
if they are consistently and specifically
addressed.
• Prioritizing services and programming
produces significant results.
© 2013 Region One Education Service Center
Contacts
Tina Atkins, Administrator
Center for Excellence in College, Career and Life Readiness
(956) 984-6220
[email protected]
Norma O. McCormick, Coordinator
GEAR UP: Ready, Set, College! Partnership
(956) 984-6034
[email protected]