The study reported here involved a search of non-academic variables to identify correlates of grades in an attempt to better predict academic success for black students; all subjects were black freshmen entering the University of Maryland in September, 1968. (Author/JM)

Utilized a set of noncognitive variables, as measured by the Noncognitive Questionnaire (NCQ), to predict the grade point average (GPA) and retention of specially admitted college students. Results indicated the NCQ can predict the GPA and retention status of these students. Successful leadership and positive self-concept were the most useful…

As community colleges have more applicants, more programs have turned to selective admissions. Additionally, good postmatriculation advising requires more useful assessments than have been possible employing such measures as prior grade-point average (GPA). A variety of problems have been identified in relying on GPA. A series of noncognitive…

Recent studies have shown that in heterogeneous populations differential validities are often found in the population subgroups. In the light of the increasing societal emphasis on higher education, the valid prediction of academic success for all racial groups has become a necessity. This study is concerned with the differential validity for…

The effectiveness of noncognitive variables in predicting college grades and persistence for international students over 8 semesters was studied at the University of Maryland, College Park. The Noncognitive Questionnaire (NCQ), an instrument designed to assess eight noncognitive variables found to be related to academic success for U.S. minority…

The relationship of Scholastic Aptitude Test scores and noncognitive variables to academic success (Grade Point Average and persistence) over 4 years was examined for Black university students and compared to that of White students. (Author)

The structural relation of the seven noncognitive dimensions proposed by Sedlacek and Brooks in 1976 and traditional definitions of academic ability, as indicated by Scholastic Aptitude Test (SAT) scores, to first semester grade-point average and persistence after three and five semesters was examined. (Author/MLW)

Investigated the value of an instrument measuring noncognitive variables and scores on the Scholastic Assessment Tests as predictors of academic achievement of women college students. Found both noncognitive (especially demonstrated community service) and academic variables (mathematical and verbal skills) were significantly related to women's…

A representative sample of 37 incoming Asian-American freshmen at the University of Maryland, College Park (UMCP), reported their attitudes and perceptions on a number of personal and social issues. Forty-one percent attended UMCP because of its geographic location, and more than half came to learn skills directly applicable to a career.…

Pharmacy college admissions test scores and prepharmacy grade point average were examined as predictors of academic success in pharmacy school, with separate analyses conducted for White, Black, and Asian subgroups. Predictors differed markedly for the subgroups. Eight noncognitive variables were also examined for predictive power when combined…

The structural relations of the seven non-cognitive dimensions proposed by W. E. Sedlacek and G. C. Brooks (1976) and traditional definitions of academic ability, as indicated by Statistical Aptitude Test (SAT) scores, to first semester grade point average (GPA) and persistence after three and five semesters were examined. Random samples of…

The purpose of this study was to answer the basic question: What is the gap between published articles on black admissions and actual practices in the schools? Eighty-seven (90 percent sample) large, primarily white institutions returned questionnaires concerning their admissions policies for black students. Results indicated that very few blacks…

A two-dimensional model proposing three predictor dimensions (cognitive, noncognitive, and combined) and four criterion dimensions (grade point average (GPA), enrolled or not, graduate or not, and less traditional criteria) is presented. Preliminary results of a study using the model to examine both white and minority student predictors of…

The purpose of this study was to examine intellectual (standardized tests and high school grades) and nonintellectual (attitudes, personality, and the like) predictors of success for students in special programs for culturally different students. Ninety-five freshmen enrolled in a special program at the University of Maryland, 90 of whom were…