Raising achievement test scores of early elementary school students through comprehensive school counseling programs

Professional School Counseling, June, 2003 by Christopher A. Sink, Heather R. Stroh

Research and comparison groups. The total student sample was divided into research (CSCP, n = 9,816) and comparison (non-CSCP, n = 10,315) groups. Overall, the research sample (European American, 68%; Hispanic, 11%; African American, 7%; Asian American, 8%; Native American, 3%; other, 2%) was slightly more ethnically diverse than the comparison group (European American, 76%; Hispanic, 12%; Asian American, 5%; African American, 3%; Native American, 2%; other, 2%). The former group comprised 4,999 (51%) males, 4,805 (49%) females, and another 12 (0.1%) students who did not indicate a particular gender. A similar gender breakdown was reported for the comparison group: 5,308 (52%) males, 4,975 (48%) females, and 35 (0.3%) non-identified students.

In regards to total building enrollment, 46% of the research group's students were enrolled in large elementary schools (enrollment of 500 or more students, n = 4,464), 40% in medium-sized schools (enrollment of 366 to 499 students, n = 3,941), and 14% in small schools (enrollment of i to 365 students, n = 1,411). Thirty-eight percent of the comparison group's students attended large schools, 42% were enrolled in medium-sized schools, and 20% attended small schools. The research sample's schools represented a more even distribution of urban (31%), suburban (42%), and rural (26%) buildings than the comparison group's schools (urban, 16%; suburban, 38%; rural, 44%). Schools in the research group reported an average of 39% of their students eligible for a U.S. government program for low income families that involves receiving a free or reduced cost lunch as compared to an average of 37% for the non-CSCP group.

Research subgroup. The CSCP sample was further broken down into a group of "high" CSCP implementation (5 or more years, n = 3,027). In general, the students in these buildings reflected the ethnic diversity of the larger research group from which it was comprised (European American, 68%; Asian American, 12%; African American, 10%; Hispanic, 8%; Native American, 2%; other, 1%); males (51%) slightly outnumbered females (49%). Students in these well-established CSCP schools represented large schools (500 or more students, n = 1,391 or 46%), medium schools (366 to 499 students; n = 1,295, 43%) and small schools (1 to 365 students, n = 341, 11%). Students in these high-implementation schools represented rural (n = 743, 25%), suburban (n = 1,487, 49%), and urban (n = 797, 26%) areas of the state and reported an average of 37% of their students eligible for a federal lunch assistance program for economically disadvantaged pupils.

Instrumentation

The Comprehensive Guidance and Counseling Programs and Student Success in Washington State Elementary Schools Telephone Survey was constructed by the researchers for this study. The questionnaire, administered to the respondents over the telephone, consists of items that solicit various background (e.g., current educational position, full time equivalent, age, gender, ethnicity, academic degree, years as a school counselor, years in current position) and school data (e.g., location [urban, suburban, or rural], grade levels served, total caseload). If the school or district had a CSCP in place that was aligned largely with the "standard" Gysberian-type model (Gysbers, 2001; Gysbers & Henderson, 2000), school personnel answered additional questions about program specifics.