Getting your Child into College without the GPA

CENTER FOR THE STUDY OF METACOGNITIVE

,

VARIABLES

Autumn 2016

.

I Volume

1

IN THIS ISSUE

I Topic

Issue :l

~ , "'

\

'

Getting Your Child into College without the GPA

by Shanice Jones-Cameron,

Keisha Talbot-Johnson,

Justin's family income is less than annually.

His high school offered few honors and advanced

and Antonio Henley

$30,000

The two examples represent extreme cases, but they also illustrate

placement

very real scenarios for many college applicants.

College hopefuls have

courses. Justin cannot afford

SAT preparation courses or other study materials. His parents did not attend college;

therefore,

they

are unable to

advise him on less obvious may help him become competitive

college

steps that a more

applicant.

Justin's

grade point average (GPA) is a 1.9, and his SAT scores are in the 15th percentile.

Justin wants to attend college.

varying

family

incomes,

more than $250,000 annually.

She attended a top-tier private school.

Michelle

took

mostly

advanced

ethnic

States rely almost exclusively on cognitive variables such as SAT/ACT scores and high school GPA to select the best students with little regard students' diverse backgrounds.

and whether attend attend

for

make-up

their parents were able to

college, students a university.

often wish to Sometimes,

because of a number of other factors, students may not have a parent or

placement courses. She took an SAT preparation course and worked with a

mentor who can help them through the process of getting to college or

private SAT tutor. Both of Michelle's parents are doctors, so they are able to stress the importance of extracurricular

university, especially if they were not stellar high school students.

Some students have testing anxiety, while other potentially high performers were

activities when applying for college.

They encouraged Michelle to join the Debate Team and become class president in addition to playing volleyball,

Michelle's

GPA is a 4.0, and

her SAT scores are in the 90th percentile.

Michelle also wants to attend college.

Factors

is redefining potential for college success.

backgrounds, and access to academic resources. Yet Institutions in the United

Regardless of their family On the other hand, Michelle comes from a family with an annual income of

Non-cognitive JCsu

bored in environment.

the

Many students and ambition

traditional

school

Parental Guidance Understanding your student's strengths and helping to provide strategic advice in the college application process can make a world of difference.

still have potential

to earn a college degree

despite low test scores and grade point averages. Through the Biddle Institute

Page

1

CENTER FOR THE STUDY OF METACOGNITIVE Topic Issue

VARIABLES

2

1

programs

at

University,

Johnson

C.

Smith

our aim is to meet them at

the point of that aspiration can achieve that dream.

that they We use a

50

• Desire

strengths-based student success model which looks at the student as a whole

• EDlightment

·E:Ipomn

• Su.bstinDatioll

person.

The Biddle Institute's StrengthBased Student Success Model outlines the

process for

student

development

and represents the phases through which students are expected to progress as they come into a deeper understanding

how to

apply

of their

strengths

trained faculty extracurricular

and

align

them. The stages in this

demonstrates to attend college by

to the

university.

To

are required for students to learn

support student success, the institution collects and evaluates

how to use their strengths overcome normal feelings

required application materials.

All assessments are intended to

being in environment,

identify each student's strengths.

Induction: Three to four weeks prior

structures

of

in a pre-semester to facilitate team-

college.

Enlightenment:

At this stage, the

student clearly understands his or her strengths and the ways in

Support

which they flourish. The student

in this phase include

consistently is able to skills, recognizes when

advising, mentoring, and tutoring.

Exposure: During the academic year participants enroll in the general education I liberal studies

apply they

need help, and knows how to find it. Academic and career advising plays an important role in helping students arrive at this

curriculum.

Students typically take a full load of coursework and are supported

the college including struggle,

coaching, faculty teaming, as well as tutoring and advising are critical in this phase.

building among participants and introduce them to the academic culture

phase.

to

Since 2009, we have been working understanding non-cognitive

strengths.

Over

the

years

we

Variables

I Johnson

C. Smith University

1100 Beatties

have

learned a few things that may be helpful to parents and guardians. First, students who are determined to achieve a college education,

usually invest the necessary

time and energy to study and thereby accomplish their goal. Second, students who encountered and

difficulty

some type of hardship and

learned

how

to

overcome it, are better able to get around the challenges experienced in college. Finally, students who have a good sense of themselves and their strengths and weaknesses tend to use the knowledge These skillsets

to their advantage. are non-cognitive in

nature and they help students

succeed

in college, regardless of their high school performance or SAT/ACTtest score. The phases of our student success model are intended to facilitate students' development

in these skills.

If you know a student like to attend

college,

who would

understanding

these stages and how each college admits its students can mean the difference between a "Congratulations!" letter, and a "We regret to inform letter."

by specially-

Center for the Study of Metacoqnitive

to of

the sense of being overwhelmed, and reliance on old habits.

Peer mentor

to the start of the fall semester, entering first-year students participate orientation

content.

students, peer mentor coaching, advising, and tutoring.

Substantiation: Stre ngth-sem ina rs

Desire: The student applying

course

Program supports at this stage include faculty teams to monitor

system are as follows:

aspiration

with

who incorporate activities that

Ford Road, Charlotte,

NC 282161704-378-6467

you