COUN 6110 Digital Portfolio by Edon Willis by Edon Willis https://padlet.com/willisedon/dbtx21mg3panratz en-us 2023-04-30 04:25:31 UTC 2025-12-23 18:36:45 UTC hello@padlet.com willisedon https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572807498 2023-04-30 05:37:19 UTC https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572807498 EMPIRICAL RESEARCH STUDIES SUPPORTING THE VALUE OF SCHOOL COUNSELING • 2This document presents a number of recent journal articles that describe research examiningthe impact of school counselors and school counseling programs on K-12 studentoutcomes. The research articles support the value of school counseling for students inthe domains of academic development, college and career readiness, and social/emotionaldevelopment. All of the articles are data-based and drawn from national peer-reviewed journalsand research reports.Academic DevelopmentMeasuring the Impact of School Counselor Ratios onStudent OutcomesParzych, J., Donohue, P., Gaesser, A., Chiu, M. (2019).Measuring the impact of school counselor ratios on studentoutcomes. ASCA Research Report. Retrieved fromwww.schoolcounselor.org/asca/media/asca/Publications/Research-Release-Parzych.pdfAbstract: A series of studies in three states (Indiana,Connecticut and New York) funded by an ASCA researchgrant reveals the impact of school counselor ratios on studentoutcomes. Results from the Indiana study indicated schoolcounselor ratios of 1:250 have a significant correlation withlower student absenteeism and higher SAT math, verbal andwriting scores. Preliminary findings in Connecticut schooldistricts with lower student-to-school-counselor ratios producehigher graduation rates, higher college entrance and persistencerates, lower chronic absenteeism rates and fewer suspensions.Concurrently, socioeconomic status and community resourceshave an impact on school counselors’ ability to effectively delivercomprehensive school counseling programs.Take-away: Lowering ratios allows school counselors to effectivelydeliver a comprehensive school counseling program to better meetstudents’ academic, career and social/emotional needs. Schoolcounselor-to-student ratios may be optimal at 1:250, but grade leveland socioeconomic factors of a district require close consideration.An Ecological View of School Counselor Ratiosand Student Academic Outcomes: A NationalInvestigationGoodman-Scott, E., Sink, C., Cholewa, B., Burgess, M.(2018). An ecological view of school counselor ratios andstudent academic outcomes: A national investigation.Journal of Counseling and Development, 96(10), 388-398.doi: 10.1002/jcad.12221Abstract: Using the nationally representative High SchoolLongitudinal Study: 2009 dataset, the authors found ratioswere significantly associated with student GPA and graduation.Attending a Title I school also was associated with students’GPA, advanced placement/international baccalaureatecredits earned and postsecondary course taking. The authorscontextualized their findings within an ecological framework,positing that lower school counseling ratios must be consideredwhile tending to multiple cross-system dimensions that alsoinfluence academic performance, such as Title 1 status. Giventhe many factors influencing student academic performance,school counselors must discuss lowering ratios while alsoaddressing other variables related to student academicoutcomes, such as student and environmental factors.Take-away: While this research supports prior research on theinfluence of school counselor ratios on student achievement, to meetall student needs, school counselors should advocate for lower ratioswhile also using an ecological lens to support students.School Counseling and Student Outcomes:Summary Of Six Statewide StudiesCarey, J., & Dimmitt, C. (2012). School counseling andstudent outcomes: Summary of six statewide studies.Professional School Counseling, 16 (2), 146-153.doi: 10.1177/2156759X0001600204Abstract: This article presents a summary of the six studiesfeatured in a special issue of Professional School Counseling.The six statewide research studies presented in this specialissue use a variety of designs, instrumentation, and measures.Nevertheless, they can be integrated at the level of results toshed light on some important questions related to effectivepractice in the field of school counseling. These six studiesprovide valuable evidence of the relationship between positivestudent educational outcomes and school counseling programorganization, student-to-school-counselor ratios, counselortime use, and specific school counseling activities. Several ofthese research studies focused on whether student outcomesare influenced by how the school counseling program isorganized. These studies clearly indicate that certain schoolcounseling activities create specific and measurable results andthat all school counseling activities are not equally impactfulfor students and for critical school-wide outcomes such asattendance and discipline. With this knowledge comes both aprofessional imperative and an ethical obligation to increase willisedon https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572807519 2023-04-30 05:37:24 UTC https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572807519 EMPIRICAL RESEARCH STUDIES SUPPORTING THE VALUE OF SCHOOL COUNSELING • 3those activities that best support student success. The primarymethodological limitation shared by all six studies is theircommon correlational research design. The second majorlimitation of these studies stems from instrumentation issues.Take-away: A growing body of research indicates comprehensive,data-driven school counseling programs improve a range of studentlearning and behavioral outcomes.Comprehensive School Counseling Programs andStudent Achievement Outcomes: A ComparativeAnalysis of RAMP Versus Non-RAMP SchoolsWilkerson, K., Perusse, R., & Hughes, A. (2013).Comprehensive school counseling programs and studentachievement outcomes: A comparative analysis of RAMP versusnon-RAMP schools. Professional School Counseling, 16 (3),172-184. doi: 10.1177/2156759X1701600302Abstract: This study compares school-wide Annual YearlyProgress (AYP) results in Indiana schools earning the RecognizedASCA Model Program (RAMP) designation (n = 75) with asample of control schools stratified by level and locale (n = 226).K-12 schools earning the RAMP designation in 2007, 2008,and 2009 comprise the experimental group. Findings indicatethat school-wide proficiency rates in English/Language Arts andMath are significantly higher in RAMP-designated elementaryschools compared to elementary controls. Four-year longitudinalresults indicate a significant positive difference between RAMPdesignated elementary schools and their controls in Math.Findings provide support for the impact of comprehensive, datadriven, accountable school counseling programs at the elementarylevel and suggest further research is needed at the middle andsecondary levels. This article presents and discusses additionalresults and implications for practice.Take-away: There is strong evidence that elementary schools withcomprehensive data-driven school counseling programs display higheracademic outcomes compared to schools without such programs.Missouri Professional School Counselors: RatiosMatter, Especially in High-Poverty SchoolsLapan, R. T., Gysbers, N. C., Bragg, S., & Pierce, M. E.(2012). Missouri professional school counselors: Ratios matter,especially in high-poverty schools. Professional School Counseling,16 (2), 108-116. doi: 10.1177/2156759X0001600207Abstract: Results link lower student-to-school-counselor ratiosto better graduation rates and lower disciplinary incidents acrossMissouri high schools. An interaction favorable for promotingstudent success in school was found between increasingpercentages of students receiving free or reduced-price lunchand smaller student-to-school-counselor ratios. In high-povertyschools, those schools that met the ASCA criteria of having atleast one professional school counselor for every 250 studentshad better graduation and school attendance rates, and lowerdisciplinary incidents.Take-away: Students who have greater access to school counselorsand comprehensive school counseling programs are more likely tosucceed academically and behaviorally in school; this is particulartrue for students in high-poverty schools.The School Counselor’s Role in Addressing theAdvanced Placement Equity and Excellence Gapfor African American StudentsDavis, P., Davis, M. P., & Mobley, J. A. (2013). The schoolcounselor’s role in addressing the Advanced Placementequity and excellence gap for African American students.Professional School Counseling, 17 (1), 32-39.doi: 10.1177/2156759X0001700104Abstract: This study describes the collaboration among a schoolcounselor, a school counselor intern, an Advanced PlacementPsychology teacher, and a counselor educator to improve AfricanAmerican access to Advanced Placement (AP) coursework andincrease success on the AP Psychology national examination. Theteam initiated a process that recruited African American studentsinto AP Psychology and supported them through group andindividual counseling to create an achievement-minded cohortthat emphasized peer relationships and academic success.Take-away: Intentional efforts by school counselors can help reducethe racial disparities in proportions of students taking AdvancedPlacement courses.Closing the Achievement Gap of Latina/LatinoStudents: A School Counseling ResponseLeon, A., Villares, E., Brigman, G., Webb, L, & Peluso, P.(2011). Closing the achievement gap of Latina/Latino students:A school counseling response. Counseling Outcome Research andEvaluation, 2 (1), 73-86. doi: 10.1177/2150137811400731Abstract: This article addresses the achievement gap of Latina/Latino students and evaluates the impact of a Spanish culturallytranslated classroom program, delivered by bilingual/biculturalschool counselors in five 45-minute lessons and three boosterlessons. Latina/o limited English proficient (LEP) students inGrades 4 and 5 from three schools were assigned to treatment andcomparison groups. A quasi-experimental, nonequivalent controlgroup design was used. Significant improvement in reading andmath, as measured by standardized tests, were found for studentswho received the treatment as compared to those who did not.This resulted in a reading and math effect size of .37.Take-away: A school counseling intervention designed to beculturally- and language-appropriate can make a significantdifference in reducing the achievement gap with Latina/Latinostudents with limited English proficiency. willisedon https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572807529 2023-04-30 05:37:28 UTC https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572807529 willisedon https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572807540 2023-04-30 05:37:32 UTC https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572807540 willisedon https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572807800 2023-04-30 05:39:03 UTC https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572807800 willisedon https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572822714 2023-04-30 06:44:23 UTC https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572822714 willisedon https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572825742 2023-04-30 06:57:56 UTC https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572825742 willisedon https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572833902 2023-04-30 07:31:36 UTC https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572833902 willisedon https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572835903 2023-04-30 07:39:21 UTC https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572835903 willisedon https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572838922 2023-04-30 07:53:44 UTC https://padlet.com/willisedon/dbtx21mg3panratz/wish/2572838922 willisedon https://padlet.com/willisedon/dbtx21mg3panratz/wish/2573271568 2023-05-01 01:56:47 UTC https://padlet.com/willisedon/dbtx21mg3panratz/wish/2573271568