Transcript D is for DATA- How Effective School Counseling Programs

D IS FOR DATAHOW EFFECTIVE SCHOOL
COUNSELING PROGRAMS CAN
IMPROVE SCHOOL PERFORMANCE
Presented by: Betty White, MEd., LPC
Past-President-Texas School Counselor
Association
WHERE ARE WE NOW?
Some major southern metropolitan regions that include suburban and
urban areas also have high numbers of students from low-income
families. In the greater Dallas area, the share is over 70 percent; in
Harris County, Texas, which includes most of metropolitan Houston,
the share is about 66 percent .
A CLOSER LOOK
WHERE ARE WE NOW?
The Texas high school attrition rate has declined from 25 % in 2012 to 24
% in 2013-14. At this rate, Texas will not reach universal high school
education for another quarter of a century in 2035.
 94,711 students were lost from our public high schools in 2013-14
 Black and Hispanic students are about 2X more likely to leave school
without graduating with a diploma than White students. The racial-ethnic
gaps are no better than 29 years ago.
 Students from ethnic minority groups account for nearly three-fourths
(73 percent) of the estimated 3.4 million students lost from public high
school enrollment.
 Schools are 1.2 times more likely to lose male students.
 See more at:
http://www.idra.org/research/attrition/#sthash.Rz6m7hbW.dpuf
We MUST do whatever we can to keep these students successful and in
school to produce career and college ready graduates. Comprehensive
School Counseling Programs can help!
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WHY IMPLEMENT CLASSROOM GUIDANCE?
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Authors investigated the effects of classroom guidance on
children's classroom behavior, attitudes toward school, and
achievement in language arts and mathematics. The study
involved 896 children (grades 4 and 5) from 18 different schools in
North Carolina. The children and represented varying economic,
social, and cultural environments. Results showed the treatment
group (n = 453) improving and the control group (n = 443)
declining on two measures of classroom behavior and on a single
measure of attitude toward school. The differences in score
changes between the groups on all these measures were
statistically significant (p<.001). Treatment group’s language
scores also improved.. GERLER, E. R. and ANDERSON, R. F.
(1986)
WHY ELEMENTARY CLASSROOM
GUIDANCE?
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Counselors conducted 10-lesson classroom guidance program for
236 fourth-, fifth-, and sixth-grade students. They compared
treatment and control groups of students on achievement in
language arts, achievement in mathematics, conduct grades,
ratings of student behavior, and students' attitudes toward
school. Findings suggests that classroom guidance lessons led by
counselors can positively influence students' academic
achievement in mathematics. Lee, Rita S. (1993)
A three-session, wellness-based classroom guidance unit was
developed based on the Indivisible Self wellness model and
presented to 55 students in 5th grade. Participants completed the
Five Factor Wellness Inventory, Elementary School Version,
before and after the unit. Wellness scores were significantly and
positively higher at post-testing for Total Wellness and three of
five wellness factors addressed in the guidance sessions. Followup studies revealed that students with low wellness scores at pretest improved the most. Villalba and Myers(Creative, Social, and
Physical Self).
WELL DEVELOPED SCHOOL COUNSELING PROGRAMS
BENEFIT ACADEMIC ACHIEVEMENT
CHRISTOPHER A. SINK AND HEATHER R. STROH-PROFESSIONAL SCHOOL COUNSELING
VOL. 6, NO. 5 (JUNE 2003),
ACADEMIC BENEFITS
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Elementary school students do better on both national tests of academic
knowledge and on state tests of academic achievement when there is a
comprehensive developmental school counseling program in their school
(sample of
5,618 students). Sink & Stroh (2003).
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High school students in schools with comprehensive school counseling
programs are more academically successful, as measured by GPA. Lapan,
Gysbers, & Sun (1997).
Elementary and middle school students who participate in school
counseling curriculum and group interventions that focus on cognitive,
social and self-management skills (Student Success Skills) have
consistently shown significantly stronger math and reading scores on state
tests. Brigman & Campbell (2003)
School counseling study skills interventions have been shown to improve
middle school students’ grades and to improve 4th graders’ academic
achievement as measured by CTBS. St. Clair (1989).
BEHAVIORAL BENEFITS
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A school counseling curriculum about positive social skills (Second
Step) has been found to diminish physically aggressive behavior
and to increase neutral/ prosocial behavior. Grossman et al. (1997)
Students in schools that provide counseling services indicated that
their classes were less likely to be interrupted by other students
and that their peers behaved better in school. Lapan, Gysbers, &
Sun. (1997).
School counseling classroom curriculum designed to educate HS
students about goal-setting, problem-solving, career exploration,
and school resources has been found to significantly improve
student behavior, attitude and knowledge in these areas.
Schlossberg, Morris, & Lieberman (2001)
School-based programs designed to decrease aggressive behavior
show considerable success in impacting behaviors, related feelings
of safety, and disciplinary events. Wilson, Lipsey, & Derzon
(2003). (mets-analysis)
A comprehensive drop-out prevention program involving
counseling and tutoring significantly helped at-risk students in
improving school achievement, self-esteem, and classroom
behavior. Edmondson & White (1998).
BENEFITS OF SCHOOL COUNSELING PROGRAMS
A meta-analysis of school counseling outcome research (117 studies,
153 school counseling interventions, and16,296 students) found an
overall effect size of .30. Students who participated in the
interventions improved almost a third of a standard deviation
more than their peers who did not receive the interventions.
In other words, school counseling interventions have a larger effect
size than aspirin for preventing heart attacks (ES of .06) and an
equivalent effect size to sertroline (“Zoloft”) compared to placebo, for
treating major depressive disorder (ES of .31).
Whiston & Quinby (2009). Review of school counseling outcome
research. Psychology in the Schools, 46(3),
267-272. Schatzberg & Nemeroff (2009). Textbook of
Psychopharmacology. Arlington, VA: The American
Psychiatric Publisher
WHAT CAN YOUR SCHOOL COUNSELOR
DO FOR YOUR SCHOOL?
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When allowed to develop and present a
comprehensive, data-driven program based on
the unique needs of your school population, your
counselor is an essential part of student success
at your school.