What really makes a student qualified for college?

New England Journal of Higher Education, The, Spring 2002 by Brown, Donald

How BC Promotes Academic Success for AHANA Students

Boston College has long championed the view advanced in the 1970s by University of Maryland education professor William Sedlacek and his colleagues that certain noncognitive variables are better predictors of success among Black and Latino students than more traditional measures such as SAT scores. These predictors of success include: positive self-concept, realistic self-- appraisal, understanding and ability to deal with racism, preference for long-term goals, availability of a strong support person, leadership experience, demonstrated community service and the acquisition of non-- traditional knowledge.

For some time now, BC has considered these non-- cognitive variables in accepting students who have high levels of motivation and potential, but would not have been admitted under traditional admissions criteria.

BC's office of admissions ranks students on a grid from 1 to 10, with 1 being the best prepared student and 10 the least prepared. Students who rank in the 8-to-10 range may be required to participate in a comprehensive six-week summer program called Options Through Education (OTE) offered through BC's Office of AHANA Student Programs. (Coined at BC in 1979, AHANA is an acronym for African-American, Hispanic, Asian and Native American.)

OTE offers academic support, especially in math and English, for AHANA students. The program also teaches students how to negotiate the various facets of the university. During the course of the academic year, these students are required to utilize a broad array of support services such as personal and group counseling, academic and career advising and tutorials.

Non-cognitive variables have worked at Boston College; four years after admission, 95 percent of students who entered BC through OTE stayed in college through to graduation, compared with 88 percent for all BC students and 80 percent for all AHANA students at BC. Consider ...

James Anthony, ranked an 8 by the BC admissions office, was accepted on the condition that he participate in OTE. James wanted to be a doctor and began his journey in earnest during the summer program, earning two Bs in math and science and an A in chemistry. During the following academic year, James used the range of tutorials and other forms of academic assistance, but still had a difficult time. He was unable to bring his grade point average (GPA) up to a 3.0 in any semester.

Despite his academic trouble, James did not abandon his dream of becoming a doctor. Indeed, upon graduating, James did something unprecedented for AHANA students at Boston College. He essentially started school all over again, enrolling in a post-baccalaureate program at Columbia University. James remained in that program for three years, then applied to the Hahnemann University Hospital Medical School where he was accepted on his second try. After completing his studies at Hahnemann and a residency at a hospital in Buffalo, James realized his goal of becoming Dr. James Anthony-an M.D. with a specialty in urology. Hard work, persistence and commitment to education paid off.

Sharon Hamilton decided to attend college some 20 years after graduating from high school. She wanted to be a role model and create a better life for her three children. BC admissions officers ranked Sharon a 10. Again, her acceptance was conditioned upon participating in OTE.

Sharon did not have an easy time in the OTE program, though she was able to earn two Bs in English and Math. During the academic year, Sharon did not experience the same kind of academic success. She struggled through a very difficult program in business, posting a GPA under 2.0. Sharon's problems were exacerbated by the added pressure of traveling two hours each way to school and working weekends to feed and clothe her children. But Sharon sought out academic advice and assistance and attended summer school each year. She graduated from BC and became a computer scientist with the Trial Court of the Commonwealth of Massachusetts.

Michael Hunter was also rated a 10 by BC admissions. Michael had a good experience in OTE, earning As and Bs in math and English. A year or so before Michael enrolled at BC, his mother, who had raised him by herself, had gotten married and given birth to a daughter. About two months into the academic year, Michael's mom suddenly passed away. Grief-stricken and feeling tremendous loss, Michael resolved that the best way to thank his mom for all that she had done for him was to get an education. Michael graduated from BC's College of Arts and Science with a GPA of 3.0. He worked for the Kendall Corp. for a couple of years after graduation and then decided what he really wanted to do was earn an MBA. Michael applied to Harvard Business School and after two years graduated at the top of his class.

Jorge Miranda, ranked an 8 on the admissions grid, also entered BC on the condition that he complete OTE. Jorge had graduated from the Hartford public schools, which, at the time had been taken over by the state due to poor performance. Shortly after arriving at BC, Jorge forged relationships with several students who did not take the OTE seriously. He began emulating some of their negative behaviors, including putting forth as little effort as possible. Then something very positive happened.