The primary purpose of this study was to examine personal attributes, including differences among more and less diverse students and thir relationship of academic performance. Currently, it is not known if more diverse students differ from less diverse students in personal attributes that may be considered in holistic admissions. It is also not known which personal attributes may be predictive of academic performance in DPT students and if the same prediction approach holds true for students with more or fewer diversity characteristics. This study examined the number of diversity characteristics for each subject, their self-report ratings on six personal attributes, and their academic performance at two time points in the curriculum and on a standardized test. We explored the relationship between 2 catagories of non-academic factors: 1) number of diversity characteristics, and 2) personal attributes. Additionally, we examine if these non-academic factors predicted academic performance. The overarching goal of this project was to further understand the relationship of diversity, personal attributes, and academic performance with the goal of providing data-driven evidence to inform equitable admissions practices.
