NotesFAQContact Us
Search Tips
ERIC Number: EJ1046369
Record Type: Journal
Publication Date: 2013
Pages: 8
Abstractor: ERIC
ISSN: ISSN-1553-541X
Readiness for College: The Role of Noncognitive Factors and Context
Nagaoka, Jenny; Farrington, Camille A.; Roderick, Melissa; Allensworth, Elaine; Keyes, Tasha Seneca; Johnson, David W.; Beechum, Nicole O.
Voices in Urban Education, n38 p45-52 Fall 2013
Research has shown that in addition to academic knowledge, a variety of noncognitive skills are essential to students' post-secondary success. This article summarizes a review by the University of Chicago Consortium on Chicago School Research (CCSR) that brought together hundreds of studies of factors that have been tied to academic success into a coherent framework of noncognitive factors (Farrington et al. 2012). The review paid close attention to identifying which noncognitive factors matter for students' long-term success, clarifying why and how these factors matter, and determining if these factors are malleable and responsive to context and how they are related to each other. The goal of the literature review was to develop a coherent and evidence-based framework for considering the role of noncognitive factors in increasing student attainment and to identify critical gaps in the knowledge base and in the link between research and practice. Parts of that review are excerpted here.
Annenberg Institute for School Reform at Brown University. Brown University, Box 1985, Providence, RI, 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A