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    BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS

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    Genre
    Thesis/Dissertation
    Date
    2014
    Author
    Mendrinos, Niki
    Advisor
    Davis, James Earl, 1960-
    Committee member
    Schifter, Catherine
    Degnan, James W.
    DuCette, Joseph P.
    Fiorello, Catherine A.
    Department
    Educational Administration
    Subject
    Educational Administration
    College Success
    Noncognitive
    Sat/act
    Standardized Tests
    Student Success
    Test Scores
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/3274
    
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    DOI
    http://dx.doi.org/10.34944/dspace/3256
    Abstract
    Standardized tests such as the SAT and ACT claim to predict students' success in college. Colleges and universities place a considerable emphasis on these test scores when reviewing and deciding on applicants. However, over the years, institutional leaders and academic researchers have questioned whether the SAT/ACT tests truly measure the skills needed for success in college and throughout life. This study uses non-cognitive variables to focus to what students with strong high-school grade point averages (HSGPAs), low SAT/ACT test scores (under 1000 on the 1600 point scale for the SAT, or 21 or lower on the ACT), and who completed college in four years with an overall 3.5 or higher college GPA, attributed or perceived their abilities for college success. The study also investigated these students' perceptions and beliefs about these tests (have they hindered their abilities or potential for college success), and how these students thought non-cognitive factors should be considered in the admission's process. In addition, the study compares this group of students to the rest of the incoming freshman class.
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