Achieve College Achieve College SuccessSuccessRaymond GersonRaymond Gerson

Non-Cognitive Skills Improve Student Non-Cognitive Skills Improve Student PerformancePerformance

• The studies mentioned in the next several The studies mentioned in the next several slides demonstrated that non-cognitive slides demonstrated that non-cognitive skills such as goal setting, time skills such as goal setting, time management, using best learning styles, management, using best learning styles, emotional and social intelligence and emotional and social intelligence and improved attitudes and mindset increase improved attitudes and mindset increase student achievementstudent achievement

• Non-cognitive skills also contribute to Non-cognitive skills also contribute to career and life successcareer and life success

GED Study by James HeckmanGED Study by James Heckman

Random sample of 1,000 GED holders Random sample of 1,000 GED holders compared to similar number of high school compared to similar number of high school graduates and followed for 5 yearsgraduates and followed for 5 years

31% of GED holders enter college 31% of GED holders enter college compared to 46% high school graduatescompared to 46% high school graduates

77% of GED holders no longer in college 77% of GED holders no longer in college after first semester. Average of 56% of after first semester. Average of 56% of high school grads complete collegehigh school grads complete college

GED Study by James HeckmanGED Study by James Heckman

High school graduates earn more income, High school graduates earn more income, had less incarcerations and more successful had less incarcerations and more successful outcomesoutcomes

GED holders compared closely to high school GED holders compared closely to high school dropouts without GEDs, not to high school dropouts without GEDs, not to high school graduatesgraduates

Cognitive skills such as reading, math, Cognitive skills such as reading, math, writing and science are similar between GED writing and science are similar between GED holders and high school graduatesholders and high school graduates

GED Study by James HeckmanGED Study by James Heckman

Cognitive ability was similar between the Cognitive ability was similar between the two groups and was not a predictor of two groups and was not a predictor of successful outcomessuccessful outcomes

Non-cognitive skills such as time Non-cognitive skills such as time management, goal setting, perseverance, management, goal setting, perseverance, motivation, interpersonal ability and motivation, interpersonal ability and others were strongly correlated with others were strongly correlated with successsuccess

Crossing the Finish LineCrossing the Finish Line by by Bowen, Chingos and McPhersonBowen, Chingos and McPhersonLargest study comparing college dropouts Largest study comparing college dropouts and graduatesand graduates

Involved 200,000 students and 68 collegesInvolved 200,000 students and 68 colleges

GPA in high school was 3-5 times a better GPA in high school was 3-5 times a better predictor of college graduation than predictor of college graduation than SAT/ACT scoresSAT/ACT scores

Students with high GPAs regardless of the Students with high GPAs regardless of the high school graduated in large numbershigh school graduated in large numbers

Crossing the Finish Line by Crossing the Finish Line by Bowen, Chingos and McPhersonBowen, Chingos and McPherson

Non-cognitive skills such as motivation, Non-cognitive skills such as motivation, self-discipline, grit, good study habits and self-discipline, grit, good study habits and time management were highly correlated time management were highly correlated with college completionwith college completion

High SAT/ACT scores correlated well with High SAT/ACT scores correlated well with intelligence, but high GPA correlated with intelligence, but high GPA correlated with self-control and mastery of materialself-control and mastery of material

Study by Joseph Durlak and OthersStudy by Joseph Durlak and Others

• A study “The Impact of Enhancing Students A study “The Impact of Enhancing Students Social and Emotional Learning” looked at 213 Social and Emotional Learning” looked at 213 school based social and emotional learning school based social and emotional learning programs (SEL)programs (SEL)

• It involved 270,034 K-12 studentsIt involved 270,034 K-12 students

• Compared to controls these students with Compared to controls these students with improved SEL and other non-cognitive skills improved SEL and other non-cognitive skills reflected an improved 11 percentile-point gain in reflected an improved 11 percentile-point gain in achievement on international standardized testsachievement on international standardized tests

Austin Community College StudiesAustin Community College Studies

• The next two studies were conducted at The next two studies were conducted at Austin Community College (ACC) and Austin Community College (ACC) and demonstrated the value of non-cognitive demonstrated the value of non-cognitive and higher level thinking skills on and higher level thinking skills on retention and GPA retention and GPA

ACC PSYCH 1300 StudyACC PSYCH 1300 StudyFull semester college success Full semester college success

coursecourse• GPA- Early alert, probation and suspension GPA- Early alert, probation and suspension

students (40) were compared to similar students (40) were compared to similar students (2,585) who did not take the coursestudents (2,585) who did not take the course

• At-risk students who successfully completed At-risk students who successfully completed the course with a “C” or better entered the the course with a “C” or better entered the course with a mean GPA of 1.71 and 2.54 at course with a mean GPA of 1.71 and 2.54 at the end. An increase of .83%the end. An increase of .83%

• Course withdrawals - .51% less for students Course withdrawals - .51% less for students who successfully completed the coursewho successfully completed the course

ACC PSYCH 1300 StudyACC PSYCH 1300 StudyFull semester courseFull semester course

• Retention the following semester - 90% of Retention the following semester - 90% of students who successfully completed the students who successfully completed the course returned the subsequent semester course returned the subsequent semester compared to .51% of students who did not take compared to .51% of students who did not take the coursethe course

• This study was done twice with consistent This study was done twice with consistent results. It is descriptive, not evidence of cause results. It is descriptive, not evidence of cause and effect. In the previous study 82% and effect. In the previous study 82% successful completers re-enrolled compared to successful completers re-enrolled compared to 62% of those who did not take the course62% of those who did not take the course

ACC HUDE 0111 StudyACC HUDE 0111 StudyEight week college success Eight week college success

coursecourse

• 250 at-risk students (with two or more 250 at-risk students (with two or more deficiencies in reading, writing and math) deficiencies in reading, writing and math) who successfully completed the course with who successfully completed the course with a “C” or better were compared to 448 a “C” or better were compared to 448 similar students who did not take the coursesimilar students who did not take the course

• GPA - Students who successfully completed GPA - Students who successfully completed the course earned a mean GPA average of the course earned a mean GPA average of 2.51 compared to 2.29 for students who did 2.51 compared to 2.29 for students who did not complete the coursenot complete the course

ACC HUDE 0111 StudyACC HUDE 0111 StudyEight week college success Eight week college success

coursecourse• GPA outcomes were not significantly different. GPA outcomes were not significantly different.

This is not surprising given that the course is This is not surprising given that the course is only 8 weeks long and for many of the students only 8 weeks long and for many of the students the course is taken in the second week of the the course is taken in the second week of the semestersemester

• Course withdrawals - Students who successfully Course withdrawals - Students who successfully completed the course withdrew from a completed the course withdrew from a mean .69 hours compared to .1.69 for students mean .69 hours compared to .1.69 for students who did not take the course. This was a who did not take the course. This was a significantly positive difference of 1.0significantly positive difference of 1.0

ACC HUDE 0111 StudyACC HUDE 0111 StudyEight week college success Eight week college success

coursecourse

• Retention - Students who successfully Retention - Students who successfully completed the course re-enrolled in the completed the course re-enrolled in the subsequent semester at a mean rate of 83% subsequent semester at a mean rate of 83% compared to 59% of students who did not compared to 59% of students who did not take the course-a positive difference of 24%take the course-a positive difference of 24%

• These outcomes are descriptive, not evidence These outcomes are descriptive, not evidence of cause and effect. The consistency of of cause and effect. The consistency of results in three separate studies suggest the results in three separate studies suggest the course may have positive effects on retentioncourse may have positive effects on retention

MindsetMindset

• Carol Dweck’s book, Mindset: The New Carol Dweck’s book, Mindset: The New Psychology of Success and her studies Psychology of Success and her studies found that students who move from a found that students who move from a fixed mindset to a growth or success fixed mindset to a growth or success mindset improve test scores and grades in mindset improve test scores and grades in schoolschool

College and Career Readiness SkillsCollege and Career Readiness Skillsin in Achieve College SuccessAchieve College Success and and Achieve Achieve

Career Success Career Success by Raymond Gersonby Raymond Gerson

• Goal settingGoal setting

• Time managementTime management

• Reading comprehensionReading comprehension

• Memory and test takingMemory and test taking

• Note taking and writingNote taking and writing

• Problem solvingProblem solving

College and Career Readiness(cont’d)College and Career Readiness(cont’d)

• Critical thinkingCritical thinking

• Vocabulary buildingVocabulary building

• Financial managementFinancial management

• Relationship and communication skillsRelationship and communication skills

• Knowing and using best learning styles and Knowing and using best learning styles and types of intelligencestypes of intelligences

• Career development, character and positive Career development, character and positive mindsetmindset

Contact InformationContact Information

• www.collegereadinesstraining.comwww.collegereadinesstraining.com

• www.successforcollegestudents.comwww.successforcollegestudents.com

• www.upbeatpress.comwww.upbeatpress.com