Category: College Readiness

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. 

Dr. Kevin Brown’s of Waukegan, IL. argument brings attention to the disparities boys face in educational systems and how their developmental needs may be overlooked. His focus on non-cognitive skills such as self-regulation is important because it emphasizes a deeper understanding of the developmental differences between boys and girls, particularly in how their brains mature. Mothers and fathers always have questions about their boys because boys are consistently compared to girls during boys very early years of life. More than not, boys are not broken. Males’ brain tends to develop later than females. This doesn’t make him broke. It’s simply what nature intended for the males and females.

Boys, on average, tend to have a slower development of the prefrontal cortex, the area of the brain responsible for decision-making, impulse control, and attention. This can result in behaviors that may be misinterpreted as defiance, immaturity, or lack of focus, when in fact, they may simply be a product of their developmental timeline. Brown’s suggestion to stop penalizing boys for behaviors they may not have full control over highlights the need for a more tailored, empathetic approach in how we educate and guide them.

His belief that schools, judicial organizations, and communities should invest in helping boys develop into productive young men points to the importance of providing support systems that focus on building those non-cognitive skills—like emotional regulation, empathy, and resilience—rather than simply disciplining them for perceived shortcomings. These changes could involve incorporating more interactive and movement-based learning, creating mentorship programs, and advocating for school policies that allow boys more flexibility in managing their behavior and learning styles.

It’s an important discussion that ties developmental neuroscience to real-world social outcomes, suggesting that we rethink educational strategies to foster all students’ potential, recognizing that their developmental paths may differ. What do you think could be the first step in addressing these concerns in schools?

Dr. Kevin W. Brown is a distinguished educator and sociologist dedicated to addressing the profound impacts of adverse childhood experiences (ACEs), toxic stress, and poverty on youth development. With over two decades of experience in education, Dr. Brown has become a leading voice in promoting equity and cultural proficiency within academic institutions.

Academic and Professional Background

Dr. Brown earned his Bachelor of Arts and Master of Arts in Teaching from Grambling State University. He furthered his education with a Ph.D. from Cardinal Stritch University and worked as assistant superintendent of Columbia Public Schools of Columbia, Missouri and Administrator in Racine, WI and Waukegan, IL. Dr Brown serves as a lecturer in the Sociology and Education Department at Oakton College in the Greater Chicagoland, where he teaches courses such as “Social Problems,” “Deviant Behavior,” and “Introduction to Education.” 

In addition to his role at Oakton College, Dr. Brown is an Administrator in the Greater Chicago Area. His career highlights include collaborations with esteemed scholars like Dr. Gloria Ladson-Billings, focusing on equity and cultural proficiency during his tenure as a principal in Madison and Racine, Wisconsin. 

insssc.com

Focus on Adverse Childhood Experiences and Non-Cognitive Skills

Dr. Brown’s research delves into the lasting effects of ACEs, toxic stress, and poverty on children’s development. He emphasizes the importance of non-cognitive skills and self-regulation, particularly in boys, advocating for educational strategies that foster resilience and emotional intelligence. Through his work, Dr. Brown aims to bridge the gap between scientific understanding and practical application in educational settings.

National Student Safety & Security Conference Contributions

A sought-after speaker, Dr. Brown has presented at various National Student Safety & Security Conferences across the United States. His sessions often explore the profound impact of ACEs on adulthood and life expectancy, providing educators and administrators with insights into creating supportive learning environments. Notably, he has been featured at conferences in locations such as:

• New York City, New York: Scheduled to speak at the conference from August 6-8, 2025, Dr. Brown will share his expertise on addressing childhood adversities within educational frameworks. insssc.com
• San Diego, California: Participated in the May 2024 conference, discussing emerging school security threats and the importance of understanding ACEs in developing preventive strategies. insssc.com
• Las Vegas, Nevada: Contributed to the November 2021 conference, focusing on the relationship between childhood abuses before the age of 18 and their long-term effects. insssc.com

Personal Interests

Beyond his professional endeavors, Dr. Brown is a passionate jazz saxophonist, often performing in various jazz venues during his spare time. This artistic pursuit reflects his belief in the therapeutic power of music and its role in personal expression and community building. Dr. Brown’s Jazz Quartet has performed in Kansas City, MO, Columbia, MO, Milwaukee, WI, Waukegan, IL, Baton Rouge, LA, Chicago, IL and many more cities.

Dr. Kevin W. Brown’s multifaceted career as an educator, administrator, and musician underscores his commitment to addressing the complex challenges faced by today’s youth. Through his research, teaching, and community engagement, he continues to inspire positive change in educational practices and student support systems nationwide.

How are Executive Functioning Skills & Non-cognitive Skills Similar and/or Different? Why it Matters to have Clarity around these Extremely Necessary Skills?

I have been an educator for over 25 years and for the last 10-15 years, I continue to hear educators mentioned or describe how they are going to fix students executive functioning skills as well as describe the actions to take in order to greatly improve students poor executive functioning skills. Educators believe by improving EFS, students will have significantly better academic outcomes. However, not only will there be an improvement academically, but these students will be accepted more socially and teachers will be more approving and welcoming.  (4 years old in the picture with my mother and Educator in the other picture)

As a social scientist, I also believe if we can significantly improve people’s executive functioning skills, we can help those individuals live a more organized and fulfilling life. But sometimes we educators start to describe the concerns in question as it relates to certain students who more than not turn out to be boys. The concerns often described, seem more like “Non-Cognitive Skills.” However, girls and boys can suffer from poor non-cognitive skills. It is true that Executive Functioning Skills and Non-cognitive skills share many of the same skills or behaviors, but for extremely different reasons. For the sake of clarity, I find it necessary to define the two kinds of skillsets in question. By doing so, helps provide the reader with additional clarity around which skills are biological and found to be part of the brain. The others more around social exposures. However, with the appropriate treatments and help from the right professionals, there is great news supporting success.

Executive Functioning Skills

Definition: Executive functions refer to a set of cognitive processes that are essential for goal-directed behavior, problem-solving, and self-regulation. These skills are primarily associated with the prefrontal cortex of the brain, which governs higher-order thinking and decision-making.

Key Executive Functioning Skills:

• Working Memory: The ability to hold and manipulate information in your mind over short periods.
• Inhibition (Self-Control): The ability to control impulses, resist distractions, and stay focused on tasks.
• Cognitive Flexibility: The ability to adapt thinking when faced with new, unexpected, or conflicting information.
• Planning and Organization: The ability to set goals, make plans, and organize steps to achieve those goals.
• Task Initiation: The ability to begin tasks without procrastination.
• Emotional Regulation: The ability to manage emotional responses in various situations.

Biological Basis: Executive functioning skills are deeply connected to the frontal lobes, particularly the prefrontal cortex, which is the brain’s “command center” for decision-making, impulse control, and planning. These skills typically develop over time, with maturation occurring into early adulthood.

Noncognitive Skills

Definition: Non-cognitive skills (often called soft skills or life skills) are personal attributes, attitudes, and behaviors that help people navigate the world, work effectively, and cultivate relationships. Although these skills are less about raw cognitive processing, they impact how we interact with the world and manage difficult moments.

Key Noncognitive Skills:

• Social Skills: The ability to communicate effectively, cooperate with others, and navigate social situations.
• Motivation: The drive to pursue goals and persist in the face of challenges.
• Resilience: The ability to bounce back from setbacks or difficulties.
• Self-Esteem: A person’s perception of their own worth, which can influence behavior and interactions.
• Mindfulness: The ability to remain present and aware in the moment, managing stress and emotions.
• Time Management: Effective allocation of time for various activities.

Biological Basis: Noncognitive skills are less about specific brain regions and more about a combination of personality traits, emotional intelligence, and environmental influences. Some research suggests they are influenced by early life experiences, family arrangements, and socio-economic factors. In addition, non-cognitive skills are shaped by interaction with social and cultural contexts, which makes them more flexible and context-dependent compared to the more biologically grounded executive functions.

Now that there is clarity regarding “Non-cognitive Skills” and “Executive Functioning Skills,” we can see that some of the skills slightly overlap. However, it is important to acknowledge that they may overlap at some point, but for different reasons. As a result of Executive Functioning Skills having more to do with the brain or brain development, trying to correct a student suffering from poor EFSs require tremendously different strategies, plenty of more time, and maybe medication. In addition, to appropriately work with people as it relates to improving EFSs, usually require a certified therapist, psychologist, or psychiatrist. When I hear school counselors, principals, or teachers claiming to be working on students executive functioning skills, I am not so sure if this is really the case due to our educational training which does not focus on techniques for improving EFSs. Despite best our intentions, many school district’s personnel usually fall far short of what it takes to help students develop strong executive functioning skills which would help them navigate life’s many joys and difficulties. On the other hand, there are more promising opportunities for schools, counselors, parents, and educators to significantly improve students suffering from poor non-cognitive skills by intentionally focusing on these skills throughout students’ K-12 academic career. When we do this, we call this Social Emotional Learning and Supports. Tons of school district’s across the country are already focusing on these very important skills and with great success.

Executive Functioning Strategies for Improvement:

Treatment is often focused on cognitive-based strategies, neurodevelopmental training, and, in some cases, medication. There’s a biological foundation, but neuroplasticity allows for improvement through structured, cognitive training and interventions.

Non-cognitive Skills Strategies for Improvement:

Treatment is typically focused on behavioral strategies, emotional learning, and social engagement. Improvement comes through practice, social interactions, and strengthening of emotional intelligence, and while not as biologically constrained as executive functions, there is still room for improvement through experience and reflection.

References

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750

Heckman, J. J., & Kautz, T. (2013). The economics of human development and social mobility. National Bureau of Economic Research. https://doi.org/10.3386/w19656

Gordon, R., & Kaufman, J. (2020). The development of noncognitive skills: Implications for early childhood education. Early Childhood Education Journal, 48(6), 785-798. https://doi.org/10.1007/s10643-020-01014-1

Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science, 21(1), 8-14. https://doi.org/10.1177/0963721411429458

What’s Behind the Significant Advances Women are Experiencing?

There is really nothing negative about admitting that you have earned a college degree. Even if one is not working in a career in which they majored while attending college. In addition, there are also non-pecuniary benefits of college which has nothing to do with earnings or higher earnings. In other words, just being educated diminishes human risky behaviors such as excessive drinking, smoking, using illicit drugs, having a criminal record, or poor and unhealthy eating habits. Not doing these things are all examples of non-pecuniary benefits. Furthermore, one’s lifetime earnings tend to be higher for people who graduate from any post-secondary institution. Men are more likely to drop out of college or avoid enrollment entirely. As a matter of fact, 71% of college dropouts are men. This has been constant for at least the last 5 years. “Of the more than 2 million bachelor’s degrees conferred by post-secondary institutions during the 2019-2020 academic year, 58% awarded to women” (Bryant, 2022, Best Colleges). This steady decline will more than not have a negative effect when considering male military officers, the stability of families, as well as an unstable labor market due to males’ lack of post-secondary training, which negatively impact their opportunities in the labor market. Too many males cannot even apply for certain middle to upper status career jobs due to outdated skillsets and a lack of post-secondary training. Sadly, many men just avoid working and walk away or walk away from their family and children altogether. Absent fathers have a profoundly negative impact on children. Which may ultimately expose children to Adverse Childhood Experiences or (ACEs). 

Figure 1

Figure: Percentage of Bachelor’s Degrees Conferred by Sex, 1980-2020

Figure 2

In 2013, Inside Higher Ed, reported women were more likely to go to college, perform better academically, and major in an unlimited number of careers. The Pew Research Center (2021), findings are glaringly clear and positive for women. Stanford Graduate School of Education found significant differences regarding how boys and girls in grades 3^rd-8^th performed in the areas of mathematics and English Language Arts. The research study used data from 10,000 school district. 

Figure 3: Males and Female Gender Gaps in Math and English Language Arts Scores

Reardon 2018, stated they expected to measure consistent stereotype driven patterns. However, that was not the case. In affluent districts, the researchers were able to find a pattern. For example, in highly educated and predominantly white districts, boys fair better than girls in mathematics. In less affluent or poverty-stricken school districts with more racial diversity, girls scored higher than boys in math (Stanford School of Education, 2018). Stanford Professor Sean Reardon and his team also realized that in almost every public school district, females performed better in reading. In some of the United States more affluent districts, boys on average scored higher in mathematics by two-fifths of a grade level, but are half a grade level behind on reading and writing (Stanford School of Education, 2018). “In many of the poorest districts, however, the gap favors girls by one-fifth of a grade level in math and four-fifths of a grade levin in English” (Stanford School of Education, 2018). Stanford School of Education, 2018 findings show “Girls surpass boys in reading and writing in almost every U.S. school district regardless of local wealth or racial makeup. In 3^rd grade, females out performed boys by roughly half a grade level. By the end of 8^th grade, girls were almost a full grade ahead”. In addition, Stanford discovered that females and males’ gaps in grades 3^rd through 8^th have closed significantly over the last 10 years. Math gaps were surprisingly different. Girls had closed the math gap according to the 2015 students’ performance test scores.

            Pew Research Center, 2021 findings also show young women are more likely than men to be enrolled in some post-secondary system. Believe it or not, when considering ages 25 to 34, the college completion gap is even wider. 

Figure 4

There have been tons of moments when I have walked into men barbershops in Louisiana, Wisconsin, Missouri, or Illinois and I have heard guys say “women have changed and they are trying to control everything, take over, and tell them what to do.” Men often say, “women are trying to wear the pants.” However, they all say that it would never happen in their house. Many of the men admit their woman must submit to them and that they get the last word when it matters most. Though, I have heard these things from men over the last 20 plus years, I more than not push back or their 1600-1700’s Puritan thought patterns. I often hear men in the barbershop as well as at sports bars say “women are too weak to lead. GOD chose men to lead the family and the world.” Their rationale is, women are too emotional. As result of these out-of-control emotions, women are believed to be too weak to lead anything. Of course this is not true. Women have and continue to make tremendous contributions in the many areas of leadership. Now we have a more than qualified female Vice President Kamala Harris running for president and most political polls have her leading against a former president who is a male. 

What Methods are women using to take Over the World?

“At this unprecedented moment, women are no longer merely gaining on men; they have pulled ahead by almost every measure.”

–Hanna Rosin, 2021

The silliest statement that stands out the most, is when I hear men say with confidence and conviction that “women are trying to take over the world.” I often push back and say, no women are not trying to take over the world. Women are going to college and men are not. As a result, women are consuming jobs once held by men. This is especially true for Science, Technology, Engineering, & Math (STEM) jobs. The guys, without hesitation say 100% of the time. Everybody doesn’t have to go to college. I reply, “you are correct,” but there are negatives to deciding not to go to some postsecondary institution to learn relevant 21^st century skills needed in the labor market. After all, women are doing it. There is definitely a correlation between completing higher education and ones living conditions. Women are having a profound impact on the global economy because they are enrolled in 6 to 9 months training programs, earning associate degrees, bachelor, and graduate degrees. Postsecondary completions lead to better careers, health, dental and vision insurance, and higher lifetime earnings. In 2023, “almost 18.1 million students were enrolled in degree-granting colleges and universities in the U.S.” (Berg, Cohen, Randolph, & Shapiro, 2023). During fall 2023, roughly 55% of undergraduate students were women (Berg, Cohen, Randolph, & Shapiro, 2023). “Over 10.1 million women were enrolled in college, compared to 7.2 million men” (Berg, Cohen, Randolph, & Shapiro, 2023). In addition, graduate school students in fall 2023 were 60% females and 37% were men (2023). Men’s mindsets are still centered around strength and muscles like building railways, highways, and high rise building such as men did from the 1800s through the 1960s. Albeit, with each passing year, “traditional male virtues such as physical strength become less valuable economically and less relevant socially, while many traditionally male personality traits, such as aggressiveness and social assertiveness, are genuine liabilities in the new corporate culture” (New York Post, 2021).

“Of the more than 2 million bachelor’s degrees conferred by U.S. postsecondary institutions during the 2019-2020 academic year, 58% were awarded to women. Women have accounted for over 50% of degree holders for more than 20 years now” (bestcolleges.com). Women outpacing men in college enrollment and college graduation continues to increase. For example, in 2023, the University of Vermont class of 2027 freshman class consisted of 62% females. “A gender gap that has earned Burlington, Vt., a nickname “Girlington” due to very few males on campus (CBS Sunday Morning News, 2023). 

Why are men deciding against college when the vast amount of evidence is clear? Those who attend college or receive training beyond 12th grade tend to have higher lifetime earnings. Men are in need of our attention and now. No, not all boys or men have poor academic outcomes. However, far too many men are in this situation and it’s a national chronic social problem. When one sex suffers, both sexes suffer.  We cannot take the stance that we can only help one sex at a time. No! Women have not arrived to reach the social status of most men, but they have and continue to make substantial gains. These great leaps and bounds women are embracing have not stopped since the signing of Title 9 in 1972, by President Richard Nixon. Women are capable and desire the same opportunities. The same for males. Men too, are in need of drastic help in the areas of preventing suicide, fatherhood, mental health, self-regulation, non-cognitive skills, and education.

“Over the coming years, two women will earn a college degree for every man who does. Among white men, those who come from low-income households attend college at lower rates than do Latino and African-American men from similar backgrounds. The problem has become so extreme some colleges have started discriminating against female entrants and admitting less qualified men, to maintain a more balanced female-male ratio on campus” (New York Post, 2021).

University of Michigan Professor Justin Wolfers stated in the New York Times, “The simple mathematics of more women than men earning college degrees means that many highly educated women will either have to partner with less educated men, or forgo partnership” (Yee, 2022).

References

https://nypost.com/2021/09/11/why-women-being-more-college-educated-than-men-is-troubling-for-society

CBS Sunday Morning Show (November, 2023)

https://nscresearchcenter.org/wp-content/uploads/StayInformed_DataMethodologyFall2023.pdf

https://ed.stanford.edu/news/new-stanford-education-study-shows-where-boys-and-girls-do-better-math-english