D is for DATA- How 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!

Why Implement Classroom Guidance? 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? 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. Follow- up studies revealed that students with low wellness scores at pre- test 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 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). 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 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? 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.