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This study examines non-cognitive variables in an urban Midwestern high school with an African-American population far above the national average and with median city income well below the national level. An instrument validated to predict college success for impoverished minority students was administered to over 200 students, linking results to concrete high school and district curricular plans that prioritize resources aligned with non-cognitive drivers of curriculum enhancement and successful college transition.","Improving Urban Students’  \nCollege Readiness as a Driver of  \nHigh School Curriculum Enhancement  \nMarius Boboc  \nCleveland State University  \nR. D. Nordgren  \nNational University  \nAbstract  \nMany factors inhibit college completion by African-American high school graduates who come from low socio-economic backgrounds. Some factors are “cognitive,” while others can be classified as “non-cognitive.” Variables in the latter classification are examined in this study conducted at an urban high school in the Midwest with an African-American student population five times the national average, and in a city with a median income well below that of the nation. An instrument designed and validated to predict success of impoverished minority students in college was administered to over 200 students at this school. This paper outlines the connection between findings and specific curricular plans put forth by high school and district staff, assisted by two researchers from an area public university, as a way to prioritize the school resources aligned with non-cognitive variables leading to curriculum enhancement and successful student transition to college.  \nKeywords: non-cognitive variable, curricular change, urban high school students, higher education  \nMarius Boboc, Ed.D., is an Associate Professor of Education and Chair of the Department of Curriculum and Foundations in the College of Education and Human Services at Cleveland State University. His research interests include postmodern education, college and career preparedness and success, assessment and accreditation in higher education, as well as online pedagogy and assessment practices.  \n[Email:](Email: m.boboc@csuhio.edu)[ ](Email: m.boboc@csuhio.edu)[m.boboc@csuhio.edu](Email: m.boboc@csuhio.edu)  \nR.D. Nordgren, Ph.D. , is a Professor in the School of Education and chairs the Educational Administration and School Counseling/Psychology Department at National University. His research interests include national school reforms, and the transition from secondary school to college or work. Email: [rnordgren@nu.edu](rnordgren@nu.edu)  \nMarius Boboc, Cleveland State University  \nE-mail: [rnordgren@nu.edu](rnordgren@nu.edu)  \nBrock Education, Volume 23, No. 1, Fall 2013, pp. 43-57  \nM. Boboc and R. D. Nordgren Improving Urban Students’ College Readiness  \nIntroduction  \nRecent conversations on the future of the American society and economy in the 21st century have been increasingly focused on identifying the attributes of teaching and learning in a globalized world. According to the P21 Framework definitions developed by the Partnership for 21st Century Skills, the core of these attributes should support students’ “blend of content knowledge, specific skills, expertise and literacies”(2009, p. 1) . Connecting these 21st century skills to a set of expectations expressed by employers surveyed by Hart Research Associates on behalf of the Association of American Colleges and Universities in Fall 2009, individuals graduating from high school and then college should demonstrate the necessary skills and “higher levels of learning and knowledge” (2010, p. 1) . There needs to be a flexible balance between broad knowledge and discipline-specific, more focused knowledge. Both types of knowledge should lead to the development of “intellectual and practical skills,” “personal and social responsibility,”as well as “integrative learning” (2010, p. 2) . Along the same lines, the 21st century skills movement has emphasized the connection among global awareness, financial literacy, information, media, innovation, life and career skills (Johnson, 2009) . Recent data show that most high school graduates in the U.S. are not sufficiently prepared to meet the rigor of college education or workplace requirements (Barnes & Slate, 2010; Santos, 2011) . Consequently, the sense of urgency in dealing with the current “aspirations-attainment gap”(Roderick, Nagaoka, & Coca, 2009, p. 185) is reiterated by a call fo","cbCair9UjzvXepSj","https://ap.wps.com/l/cbCair9UjzvXepSj","pdf",153536,3,15,"English","en",105,"# Abstract\n# Introduction\n## College readiness and 21st-century skills\n## Equity gaps in college completion\n## Policy and reforms affecting K-12 to college transition\n# Methodology and instrument use\n## Validated instrument administered to students\n# Curricular enhancement and resource prioritization\n## Linking findings to high school and district plans","[{\"question\":\"What non-cognitive factors does the study examine?\",\"answer\":\"The study focuses on non-cognitive variables that influence college completion for African-American students from low socio-economic backgrounds, alongside the broader context of cognitive and non-cognitive factors.\"},{\"question\":\"How was the research conducted and with how many students?\",\"answer\":\"An instrument designed and validated to predict impoverished minority students’ college success was administered to over 200 students at an urban Midwest high school.\"},{\"question\":\"How do the findings relate to curriculum enhancement?\",\"answer\":\"The paper connects the instrument’s findings to specific curricular plans developed by high school and district staff, supported by researchers, to prioritize school resources aligned with non-cognitive variables that support successful transition to college.\"}]","Improving Urban Students’ College Readiness as a Driver of High School Curriculum Enhancement | PDF",1792079430,38,{"code":4,"msg":83,"data":84},"ok",{"site_id":76,"language":75,"slug":85,"title":65,"keywords":86,"description":66,"schema_data":87,"social_meta":140,"head_meta":142,"extra_data":144,"updated_unix":145},"improving-urban-students-college-readiness-as-a-driver-of-high-school-curriculum-enhancement","",{"@graph":88,"@context":139},[89,102,122],{"@type":90,"itemListElement":91},"BreadcrumbList",[92,96,98,100],{"item":93,"name":94,"@type":95,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":97,"name":9,"@type":95,"position":14},"https://docshare.wps.com/document/",{"item":99,"name":40,"@type":95,"position":72},"https://docshare.wps.com/document/research-report/",{"item":101,"name":65,"@type":95,"position":19},"https://docshare.wps.com/document/improving-urban-students-college-readiness-as-a-driver-of-high-school-curriculum-enhancement/594580/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":75,"description":66,"dateModified":115,"datePublished":116,"encodingFormat":114,"isAccessibleForFree":117,"interactionStatistic":118},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/improving-urban-students-college-readiness-as-a-driver-of-high-school-curriculum-enhancement/594580.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":93,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":119,"interactionType":120,"userInteractionCount":72},"InteractionCounter",{"@type":121},"ViewAction",{"@type":123,"mainEntity":124},"FAQPage",[125,131,135],{"name":126,"@type":127,"acceptedAnswer":128},"What non-cognitive factors does the study examine?","Question",{"text":129,"@type":130},"The study focuses on non-cognitive variables that influence college completion for African-American students from low socio-economic backgrounds, alongside the broader context of cognitive and non-cognitive factors.","Answer",{"name":132,"@type":127,"acceptedAnswer":133},"How was the research conducted and with how many students?",{"text":134,"@type":130},"An instrument designed and validated to predict impoverished minority students’ college success was administered to over 200 students at an urban Midwest high school.",{"name":136,"@type":127,"acceptedAnswer":137},"How do the findings relate to curriculum enhancement?",{"text":138,"@type":130},"The paper connects the instrument’s findings to specific curricular plans developed by high school and district staff, supported by researchers, to prioritize school resources aligned with non-cognitive variables that support successful transition to college.","https://schema.org",{"og:url":101,"og:type":141,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":143,"canonical":101},"index,follow",{"doc_id":61,"site_id":76},1792190806]