“Through the recruitment, selection, and enrollment of students, admission and enrollment management professionals play a critical role in their schools’ vitality and educational culture” (NAIS, 2012, para. 2). According to the Principles of Good Practice, stated by NAIS (2012), through the admission process schools seek to ensure an appropriate match between prospective students/families and the school. For admission professionals to make the most effective decisions for both the school and applicant, they gather materials to get to know the student on a deeper level. These materials include, but are not limited to, a formal application, transcripts (often from the past 2 ½ years), two or more teacher recommendations from current teachers, a school visit, on-campus interview, and admission test scores. There is limited evidence to demonstrate the attributes that admission counselors find important to academic success beyond test scores and quantitative evidence gathered during the admission process. There is an abundance of evidence supporting cognitive, affective and behavioral attributes, which lend themselves to success in 21st century learners (Bandura, 1977, 1986, 1997; Costa & Kallick, 2000; Gardner, 1999; Hayes-Jacobs, 2010; Sternberg, 1999, 2010), but limited evidence of how admission counselors are measuring these attributes. The purpose of this research was to identify attributes within the cognitive, affective, and behavioral domains that Admission Counselors feel are essential to student success in school and life.
Kiley, Meghan L. and Gable, Robert K., "Admissions Counselors’ Perceptions of Cognitive, Affective, and Behavioral Correlates of Student Success at an Independent High School: A Mixed Methods Study" (2013). K-12 Education. 14.