President Barack Obama’s signing of Every Student Succeed Act mandates states to address at least one non-academic measure in their district’s accountability systems. Gabrielli, Ansel, & Krachman, 2015, suggest non-cognitive skills support cognitive skills. However, non-cognitive and cognitive skills can be measured independently but yet they are interdependent. It is true to say students with stronger non-cognitive stills also demonstrate high academic achievement throughout a student’s educational years which includes college. Not only great college performance, but strong non-cognitive skills are needed to effectively navigate adulthood’s many challenges which demand grit and perseverance (Chetty, 2011; Heckman & Robinstein, 2001; & Plug, 2006). Scholars, universities, and society at large more than not view educated people solely through the cognitive lens. Although, it is clear cognition along has a basic to mildly moderate track record. However, when cognitive skills are supported with non-cognitive skills, the positive results and possibilities can be infinite.
