the impact of comprehensive school counseling programs on student performance greg brigman, ph.d....
TRANSCRIPT
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The Impact of Comprehensive School Counseling Programs on Student Performance
Greg Brigman, Ph.D.Linda Webb, Ph.D.Elizabeth Villares, Ph.D.Florida Atlantic University
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Whiston, et al meta-analysis (2010)
116 pre-post comparison group studies were included in Whiston’s meta-analysis.
This is the latest of a series of research reviews that have found school counseling to be very beneficial to students (Lapan, Gysbers & Sun, 1997; Sink, et al. 2008; Sink & Stroh, 2003)
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Three types of measures used in the 116 studies reviewed by Whiston
Cognitive:
Behavior:
Affective:
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Cognitive Measures
GPA
Achievement tests
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Behavior Measures
Attendance Physical altercations Disciplinary referrals Peer counseling skills Problem solving Behavior rating scales Assess of social skills
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Affective Measures
Self-esteem Personal or social development Anxiety Depression
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Results
Average study = 139 participants
59 (50%) = Elementary 21 (18%) = Middle School 29 (25%) = High School 7 (6%) = combined ages
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Average Effect Sizes Found
Meta-analysis results from116 studies-
Average Effect Size = .45
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Type of Measures and Effect Sizes
Cognitive Measures: GPA =.15 Achievement = .16
Behavioral Measures: Discipline referrals = .83 Student problem solving = .96 Peer Counseling Skills = 1.14
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Affective Measures Effect Sizes
Self-Esteem = .19
Anxiety = .40
Depression = .37
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Delivery of interventions
Classroom Curriculum (51 studies) and Small Group Counseling ( 47 studies) had similar ES = .36
Individual Counseling (6 studies) ES = .07
Parent Workshops (5 studies) ES = .94
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School Counselor interventions with largest Effect Sizes
Decreasing discipline problems (.83)
Increasing student problem solving (.96)
Peer helping skills (1.14)
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Other Effect Sizes for school counselor interventions
Social skills: (.33)
Attendance: (.30)
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School counselor interventions are effective across all three levels
Elementary Average Effect Size Guidance Curriculum = .31 Responsive services = .40
Middle Average Effect Size Guidance Curriculum = .46 Responsive services = .22
High Average Effect Size Guidance Curriculum = .39 Responsive services = .35
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Whiston’s findings support a balanced school counseling program approach
The effectiveness of guidance curriculum and responsive services were consistent with both components having and average ES of .35
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Center for School Counseling Outcome Research (CSORE)
University of Massachusetts, Amherst
Statewide Evaluations in Utah and Nebraska (Carey & Harrington, 2010)
CSORE partnered with State Departments of Education
After controlling for differences in school-level demographics, clear and consistent evidence of four important sets of results were found
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Four important sets of results were found
School counseling contributes to important student outcomes
Student to counselor ratios matter
How the school counseling program is organized matters
What counselors do matters
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School counseling contributes to important student outcomes
Increase math and reading proficiency
Lower suspension rates
Lower discipline rates
Increase attendance
Higher graduation rates
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Student to counselor ratios matter
In both states, the ratio of students to counselors was strongly related to its student outcomes.
More favorable ratios were associated with improved attendance, completion rates, and decreased discipline rates.
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How the school counseling program is organized matters
The longer a school has been implementing a comprehensive developmental model (ASCA) the better the educational outcomes.
The more strongly organized programs are better able to produce positive outcomes for students.
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What counselors do matters
Both Nebraska and Utah results indicate that career development-focused interventions seem to be particularly important in producing positive academic outcomes.
CSORE has reviewed other evidenced-based school counseling programs shown to have strong positive impact on student performance, i.e. Student Success Skills
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Student Success Skills:A Foundational Learning Skills Approach
SSS helps students in grades 4-10 improve math and reading through:
Cognitive Skills
Social Skills
Self-Management Skills
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Student Success Skills: Key Skill Areas
Goal setting and progress monitoring
Creating a caring, supportive and encouraging classrooms
Cognitive/Memory skills
Performing under pressure: Managing test anxiety
Building Healthy Optimism
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Student Success Skills Meta-Analysis
Five studies: Brigman and Campbell (2003) Brigman, Webb, and Campbell (2007) Campbell and Brigman (2005) Webb, Brigman and Campbell (2005 ) León, Villares, Brigman, Webb, and
Peluso (2010)
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Effect Size of SSS on Math Scores
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ES of SSS on Reading Scores
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What kind of gains can we expect in math and reading?
Hill, Bloom, Black, and Lipsey (2008) reviewed 192 meta-analyses of educational interventions to evaluate there impact on reading and math standardized test scores.
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What kind of gains can we expect in math and reading?
Hill, et al (2007) found that for students in grades K-12, the overall average effect sizes of:
0.23 Elementary
0.27 Middle
0.24 High
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Annual achievement test score gains in reading and math
Grades 4-5 Read= .40 Math= .56
Grades 6-7 Read= .32 Math= .41
Grades 9-10 Read= .19 Math=.25
Hill, C., Bloom, H., Black, A. & Lipsey, M. (2007)
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Practical Impact of Interventions
If a study of an intervention, say a new math curriculum or method of teaching math, found an effect size of .10
Then using Hill’s benchmark of Average Yearly Gains, the impact of this intervention:
In reading would be comparable to one-quarter of an additional year of learning for 4th graders.
For math the .10 effect size would be comparable to one-fifth of an additional year for 4th graders
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Practical significance of a Student Success Skills .41 ES in math
Grades 4-5 An additional 4/5 of a year’s growth
Grades 6-7 An additional 1 year’s growth
Grades 9-10 An additional 1 2/3 year’s growth
Hill, C., Bloom, H., Black, A. & Lipsey, M. (2007)
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Practical significance of Student Success Skills .17 ES in Reading
Grades 4-5 An additional 1/3 of a year’s growth
Grades 6-7 An additional 1/2 year’s growth
Grades 9-10 An additional 1 year’s growth
Hill, C., Bloom, H., Black, A. & Lipsey, M. (2007)
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So What?
So if the best interventions known average an effect size of .25
And school counselors can delivery interventions that focus on foundational learning skills which have as large or larger impact as these best known interventions,
Then school counselors have an important seat at the school improvement table.
We cannot afford to throw away such an important resource to improving math and reading proficiency as well as discipline, attendance and graduation rates.
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Data Driven Decision Making
If one looks at recent reviews of rigorous educational research
Then it is clear that comprehensive school counseling programs
And specific school counselor led classroom interventions such as SSS
Can have a large positive effect on student learning.
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Contact information
Greg Brigman, Ph.D. [email protected]
Linda Webb, Ph.D. [email protected]
Elizabeth Villares, Ph.D. [email protected]
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References Brigman, G. & Campbell, C. (2003). Helping student
improve academic achievement and school success behavior. Professional School Counseling, 7.
Brigman, G., Webb, L. & Campbell, C. (2007). Building skills for school success: Improving the academic and social competence of students. Professional School Counseling, 10, 279-288.
Campbell, C., & Brigman, G. (2005). Closing the achievement gap: A structured approach to group counseling. Journal for Specialists in Group Work, 30, 67-82
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References
Carey, J. & Harrington, K. (2010). Nebraska school counseling evaluation report. Amherst, MA: Center for School Counseling Outcome Research and Evaluation.
Carey, J. & Harrington, K. (2010). Utah school counseling evaluation report. Amherst, MA: Center for School Counseling Outcome Research and Evaluation.
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References
Hill, C., Bloom, H., Black, A. & Lipsey, M. (2007). Empirical benchmarks for interpreting effect sizes in research, MDRC Working Papers Research Methodology, New York, NY:MDRC. Available at: www.mdrc.org/publications/459/full.pdf
Leon, A., Villares, E., Brigman, G., Webb, L., & Peluso, P.(accepted). Closing the Achievement Gap of Hispanic Students: A School Counseling Response. Counseling Outcome Research and Evaluation.
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References
Webb. L., Brigman, G. & Campbell, C. (2005). Linking school counselors and student success: A replication of the Student Success Skills approach targeting the academic & social competence of students. Professional School Counseling, 8, 407-411.
Whiston, S., Tai, W. ,Rahardja, D. & Eder, K. (2011). School counseling outcome: A Meta-analytic examination of interventions. Journal of Counseling and Development, 89, 37-55.