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How the SuccessNavigator® Assessment Works

This online tool is geared toward the complete span of students entering two- and four-year public and private postsecondary institutions, which includes full- and part-time students, students entering upon high school graduation, residential and commuter students, older students returning to campus, military veterans, first-generation college-goers and workers in transition.

Using the SuccessNavigator® assessment is an easy three-step process:

  • Step 1. Incoming students complete the online assessment (which usually takes 25–30 minutes)
  • Step 2. Student information is tabulated
  • Step 3. A comprehensive score report and tailored action plan is instantly generated, providing the advisor with easy-to-understand feedback for each student, including:
    • Academic Success Index — Student's projected GPA range in their first year
    • Retention Success Index — Student's probability of returning the following year
    • Course Acceleration Recommendation — Recommendations for Math and English acceleration for students at the upper end of cut score bands
    • General Skill and Subskill Scores — individual scores for general skills as well as their related subskills
    • Recommended Next Steps — Customized to each student's needs with specific actions the student should take to ensure they persist to graduation

Student reports are also generated and include General Skill and Subskill Scores with tailored recommendations and next steps. Aggregate reports can be created by advisor, date or cohort to aid in institutional planning and resource allocation.

The SuccessNavigator assessment measures four major psychosocial general skills and 10 related subskills that are directly related to success and persistence in college:

General SkillSubskillDefinitionExample Item

Academic Skills

Tools and strategies for academic success


Strategies for organizing work and time

I write a daily to-do list.
I use a calendar to plan my school day.

Meeting Class Expectations

Doing what’s expected to meet the requirements of courses including assignments and in-class behaviors

I am on time for class.
I complete my assignments on time.


Active pursuit toward an academic goal

Commitment to College Goals

Perceived value and determination to succeed in and complete college

One of my life goals is to graduate college.
The benefit of a college education outweighs the cost.

Institutional Commitment

Attachment to and positive evaluations of the school

This is the right school for me.
I’m proud to say I attend this school.


Reactions to academic and daily stress

Sensitivity to Stress

Tendency to feel frustrated, discouraged or upset when under pressure or burdened by demands

I get stressed out easily when things don't go my way.
I am easily frustrated.

Academic Self-Efficacy

Belief in one’s ability to perform and achieve in an academic setting

I'm confident that I will succeed in my courses this semester.
I can do well on tests if I apply myself.

Test Anxiety

General reactions to test-taking experiences, including negative thoughts and feelings (e.g., worry, dread)

When I take a test, I think about what happens if I don't do well.
The night before a test, I feel troubled.

Social Support

Connecting with people and student resources for success


A general sense of belonging and engagement

I feel connected to my peers.
People understand me.

Institutional Support

Attitudes about and tendency to seek help from established resources

If I don't understand something in class, I ask the instructor for help.
I know how to find out what's expected of me in classes.

Barriers to Success

Financial pressures, family responsibilities, conflicting work schedules, and limited institutional knowledge

Family pressures make it hard for me to commit to school.
People support me going to college.

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