“With a fresh and integrated approach, Sedlacek’s book seeks to improve the evaluation process for all students, especially non-traditional students in higher education”
—Norbert S. Hill, Jr., executive director, American Indian Graduate Center, Oneida

“William E. Sedlacek has devoted his career to assessment of diverse populations using cognitive and noncognitive variables. He again provides the profession with important information based on his programmatic research and that of others. I recommend the book for assessment professionals.”
—Patricia B. Elmore, associate dean for administrative services and professor, College of Education and Human Services and professor, Department of Educational Psychology and Special Education, College of Education and Human Services, Southern Illinois University, and editor, Measurement and Evaluation in Counseling and Development

“This book should be required reading for all college personnel involved with admissions, recruitment, retention, and assessment.”
—John V. Fraire, dean, admission, Western Michigan Univer isty

“This must-read book emphasizes the use of noncognitive variables in admissions, teaching, advisement, and program evaluation, shifting the paradigm from an overdependency on the SAT and other big tests in higher education.”
—Shirley Hune, professor and associate dean, Graduate Programs, Graduate Division, University of California, Los Angeles

“Sedlacek has made a very significant contribution to scholarship on ‘non-cognitive predictors’ of the admissibility and performance of students of color in postsecondary education and to higher education policy. Readers should pay special attention to the chapter on the conceptual and research foundations for these critical noncognitive measures.”
—William T. Trent, Professor of Educational Policy Studies and Sociology, University of Illinois

“In this thought provoking book William Sedlacek not only accentuates the point that noncognitive variables can and should be used by college admissions offices, as they are better predictors of success among nontraditional college students, but he suggests ways that they can be used in advising, counseling, designing and evaluating programs and teaching. In my judgment, this book is a must-read for colleges and universities interested in diversifying their student bodies and improving the overall quality of campus life.”
—Donald Brown, director, AHANA Program, Boston College