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Session I College Readiness: Noncognitive

Session I College Readiness: Noncognitive. College Readiness: Noncognitive. Jim Shelton The College Board and Choosing Students Educational Testing Service and the Personal Potential Index Center for New Constructs.

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Session I College Readiness: Noncognitive

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  1. Session ICollege Readiness: Noncognitive

  2. College Readiness: Noncognitive • Jim Shelton • The College Board and Choosing Students • Educational Testing Service and the Personal Potential Index • Center for New Constructs

  3. Roger WeissbergPromoting the Social, Emotional, and Academic Learning of All Students • Liberal Arts and Sciences Distinguished Professor; Professor of Psychology and Education at the University of Illinois at Chicago • Director: Social and Emotional Learning Research Group • Over 200 publications and 13 books focusing on preventive interventions with children and adolescents • Developed curricula on school-based programs to promote social competence and prevent problem behaviors (drug use, high-risk sexual behaviors, and aggression) • Trained scholars and practitioners to design, implement, and evaluate family, school, and community interventions  

  4. Alberto Cabrera and Erin W. Bibo Starting Early, Staying on Track: A Chronological Review of Critical Steps Along the Path to College • Professor (Ph.D. in Educational Administration; MS in Industrial Relations) • Specialties: Impact of college on students, college choice, classroom experiences, minorities in Higher Education and college outcomes • Numerous awards, grants, and publications • Advisory boards: Pathways to College Network, the National Postsecondary Education Cooperative Student Outcomes, and the GEAR UP Evaluation Council of the National Council for Community and Education Partnerships (NCCEP).

  5. Elena Silva What Students Really Need to Succeed in College • Senior policy analyst at Education Sector (currently overseeing the organization's teacher quality work) • Policy pieces on public school staffing and school design, scheduling, assessment, and the role of teachers unions in reform • Previously, director of research for the American Association of University Women (gender equity in science and technology, higher education, and the workplace) • Advisor to Youth In Focus, Women's Foundation, the National Academy of Engineering, the National Center for Education Statistics, and the U.S. Senate Task Force on Hispanic Education

  6. Nathan Kuncel Real and Imaginary Concerns in Assessing College Readiness • Marvin D. Dunnette Distinguished Professor in Industrial and Organizational Psychology • Research focuses on the structure and prediction of performance in academic and work settings • Research examines the power of individual differences for predicting different aspects of performance with a focus on the use of standardized tests (e.g., SAT, GRE, GMAT, PCAT, • MAT), prior accomplishments (e.g., high school rank, extra-curricular accomplishments), and personality traits for predicting academic performance in college and graduate school

  7. College Readiness: Noncognitive • Speakers are scheduled to talk for 30-40 minutes • After each speaker, we will have 10-20 minutes for questions • Researcher to policy – policy to researcher • This dialogue will be captured and inform the debate (and subsequent artifacts)

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