In use by colleges and universities for over ten years, the College Success Factors Index (CSFI) is an instrument containing 80 self-scoring statements designed to determine the readiness of high school juniors/seniors and college students to successfully complete their early years in higher education. Unlike instruments developed for admissions personnel or academic placement, the CSFI is designed to be a useful tool for counselors, advisors, and first-year seminar instructors.

Many factors make for academic success in universities and colleges throughout the country. Most notably, grade point average in high school and aptitude scores, such as SAT or ACT scores, seem to be the best predictors of success in colleges and universities. However, additional factors which are often unmeasured, have a very important place in the retention of students and their continuing success in higher education. For example, how a student uses his/her time, or approaches the tasks assigned, may be more critical to success than aptitude and previous academic records.

Take the example of a freshman taking mathematics and English as part of his/her freshman experience. It is expected that previous high school GPA in mathematics and English, along with verbal and quantitative test scores, would adequately predict success. But typically, affective factors are operating. Mathematics assignments are usually turned in every week or every other day, which demand a precise organization of time and task. Failing to turn in assignments on time, papers are "graded down," indicating a lack of knowledge of the subject. Yet, it may not be math ability but an inability to deal with time and task that actually lowered the grade. One could conceivably fail or drop mathematics without regard to ability within the subject.

Moreover, factors such as involvement in activities at the college and family interest may, in fact, be greater success indices than previously known.

With this in mind, Hallberg Systems^TM has developed the College Success Factors Index which we feel will measure many of the "undiscovered" factors. Hidden factors of the affective curriculum may be as important in success as traditional factors. These additional factors are coupled with a major concern of educators, students, and parents - student persistence, or the ability to remain in attendance.

The index is designed to show not only overall scores, but it also designed to demonstrate a breakdown of these eight important criteria and the individual's potential for college and university success. These personality constructs are considered conditions related to success. These personality constructs are considered conditions related to success. They are...

The CSFI is intended to have practical predictive value for anyone working with college bound and first-year students. As a diagnostic instrument, the College Success Factors Index allows us to look at scores in reference to a criterion success line, which we call the "watchline." For example, during the freshman year in college, low scores may be examined and students given learning opportunities to improve their score through a first-year seminar or through one on one advising. This will allow students to increase their competencies necessary for success and to become aware of attitudinal problems that might stand in their way. A student may have an overall CSFI score high enough for university work, but we may find that the score for individual factors are below the watchline. Customized interventions may be employed during the first year of college so he is able to better persist as he progresses with his other courses in college.