全球智库信息集成服务系统

Key findings from the review of published and unpublished materials, as well as input from expert researchers and practitioners, include the following:

• Many instruments are available to postsecondary institutions, but most research reporting findings from noncognitive assessment and segmentation approaches has been theoretical in nature, not applied to college practice.
• There is some convergence in the literature and among expert opinions regarding a limited number of key noncognitive attributes that matter for students’ success, and multiple instruments are available to measure these attributes.
• Finally, we found no example of published research that describes how colleges used segmentation to improve students’ success; however, authors do hypothesize about the potential applications of their research, and experts interviewed for the study agree that such approaches have promise for segmenting students to improve postsecondary success.