Measuring and Fostering Students’Non-Cognitive Skills (GRIT) to Advance Student Success and Completion, 2013 Strengthening Student Success Conference

8/13/2019 Measuring and Fostering Students Non-Cognitive Skills (GRIT) to Advance Student Success and Completion, 2013 Strengthening Student Success Conference

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STRENGTHENING STUDENT SUCCESS GRIT SANTA MONICA COLLEGE

Measuring and Fostering StudentsNon-Cognitive Skills (GRIT) to Advance Student

Success and Completion

Patti Nakao, Counselor/COUNS 20 Leader

Eric Oifer, Ph.D., Professor of Political Science/GRIT

Faculty Leader

Hannah Lawler, Ed.D., Dean of Institutional Research

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Background of GRIT Initiative at Santa Monica

College

Paul Toughs article in the

NY Times

Adopted as strategic

initiative in the five year

Master Plan for Education

in 2012

Role of 2013 ETS pilot

study using

SuccessNavigator toassess students non-

cognitive skills

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Background of ETS Pilot Study

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Conscientiousness

Teamwork

Institutional

Commitment

Motivation

Metacognition

Anything outside of

academic ability oracademic intelligence

that contributes to or is

part of student learning

Study Skills

GoalSetting

Self Efficacy

Social Support

Worry

Test Taking

Strategies

Perseverance

What are non-cognitive skills?


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Background of ETS Pilot Study

Why focus on non-cognitive skills?

Others value them:

More employers rated non-cognitive skills, such asteamwork/collaboration and professionalism/work ethic, asbeing more important than cognitive skills, such as Englishlanguage, math, and science skills (Casner-Lotto &Barrington, 2006).

They work:

Numerous studies have found that, when controlling foracademic ability, noncognitive skills are positively associatedwith (and predict) GPA, retention, and other metrics of studentsuccess (Poropat, 2009; Robbins, Lauver, Le, Davis, Langley,& Carlstrom, 2004).

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The Tool: SuccessNavigator

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Tools and strategies for academic successAcademic Skills

Drive toward and perceived importance ofacademic success

Motivation/

Commitment

Reactions to academic stressorsSelf-Management

Connecting with people and resources forsuccess

Social Support

Non-cognitive domains measured


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The Sample

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Fall 2012 CreditPopulation

Fall 2012 ETS Pilot Study(enrolled in COUNS 20)

Size 30,260 1,738

Race/Ethnicity 36% Hispanic/Latino10% African American

54% Hispanic/Latino13% African American

Gender 53% Female 54% Female

Age

31% 19 and younger

41% 20-2428% 25 and older

57% 19 and younger

37% 20-246% 25 and older

Remediation Needs

20% enrolled in at least

one math or English

developmental course

92% enrolled in at least one

math or English

developmental course


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Study Results

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Sample average domain scores


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Study Results

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Does non-cognitive domains predict GPA and creditsuccess?

GPA Credit Succ ess*

R2

Change Statistics

R2

Change Statistics

ModelR2

ChangeSig.

R2

ChangeSig.

1. Gender,

Race/Ethnicity.031 .031 .000 .018 .018 .001

2. Parental Education .039 .008 .001 .022 .003 .027

3. Test Score .060 .021 .000 .075 .054 .000

4. H.S. GPA .096 .036 .000 .079 .004 .010

5. SuccessNavigator

Scores.131 .035 .000 .098 .019 .001


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Using SuccessNavigator Results

Yeager & Walton (2011)

Small interventions can lead to significantoutcomes, even months and years later

However, they must be: Psychologically sound

Interactive

Hidden

How COUNS 20 faculty have used the resultsin their practice

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The Larger Picture

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Different Components of Initiative

Integrate into

Planning/Classroom:

Assessment of

Institutional Learning

Outcome #5

Dialogue:

Reflection Question

Banners

Programmatic:

College Coaching


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Integrate into Planning/Classroom: Assessment of Institutional

Learning Outcome #5

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ILO

Core

Competency

Course SLO

#5: Authentic Engagement

1) Value 2) Interest

3) Self-Efficacy

Course SLO


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Dialogue: Reflection Banner

Questions

bit.ly/smcGRIT12


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Thank You!

Patti Nakao: [email protected]

Eric Oifer: [email protected]

Hannah Lawler: [email protected]

Special thanks to Dr. Ross Markle at ETS

for his support on the SuccessNavigatorproject

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mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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References

Casner-Lotto, J., & Barrington, L. (2006). Are they really ready to work?Unites States: The Conference Board, Corporate Voices for WorkingFamilies, Partnership for 21st Century Skills and Society for HumanResource Management. Retrieved from:http://www.p21.org/storage/documents/FINAL_REPORT_PDF09-29-06.pdf.

Poropat. A.E. (2009). A meta-analysis of the five-factor model of personalityand academic performance. Psychological Bulletin, 135(2), 322-338.

Robbins, S., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A.(2004). Do psychosocial and study skill factors predict college outcomes? Ameta-analysis. Psychological Bulletin, 130(2), 261-288.

Yeager, D.S., & Walton, G.M. (2011). Social-psychological interventions ineducation: Theyre not magic. Review of Educational Research, 81(2), 267-301.

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http://www.p21.org/storage/documents/FINAL_REPORT_PDF09-29-06.pdfhttp://www.p21.org/storage/documents/FINAL_REPORT_PDF09-29-06.pdfhttp://www.p21.org/storage/documents/FINAL_REPORT_PDF09-29-06.pdfhttp://www.p21.org/storage/documents/FINAL_REPORT_PDF09-29-06.pdfhttp://www.p21.org/storage/documents/FINAL_REPORT_PDF09-29-06.pdfhttp://www.p21.org/storage/documents/FINAL_REPORT_PDF09-29-06.pdfhttp://www.p21.org/storage/documents/FINAL_REPORT_PDF09-29-06.pdf

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Measuring and Fostering Students’Non-Cognitive Skills (GRIT) to Advance Student Success and Completion, 2013 Strengthening Student Success Conference