School Counselors’ Impact on School-Level Academic Outcomes: Caseload and Use of Time

2020 ◽  
Vol 23 (1_part_3) ◽  
pp. 2156759X2090448
Author(s):  
Qi Shi ◽  
Margaux H. Brown
Keyword(s):  
Advanced Placement ◽  
School Counselors ◽  
Academic Outcomes ◽  
Grade Retention ◽  
Academic Career ◽  
Ninth Grade ◽  
Retention Rates ◽  
School Level ◽  
Use Of Time ◽  
The Impact

Using the High School Longitudinal Study of 2009, we investigated school counselors’ caseloads, how they spent their time, and the impact of those factors on schools’ academic outcomes. Results showed that approximately 85% of the school counselors had a caseload of 455 or fewer students, with roughly one quarter reporting caseloads equal to or less than 250, and that school counselors spent more of their time on college, scheduling, and personal/social/academic/career development. We also found that how school counselors spent their time was predictive of ninth-grade retention rates, the percentage of students who enrolled in Advanced Placement (AP) courses, and the percentage of students who enrolled in 4-year universities. We provide discussion and implications for school counselors.

scholarly journals Looking Beyond the Household: The Importance of School Factors in Understanding Elementary Grade Retention in Rural Khyber Pakhtunkhwa, Pakistan

2017 ◽  
Vol 46 (1) ◽  
Author(s):  
Bushra Rahim
Keyword(s):  
Student Performance ◽  
Grade Retention ◽  
Retention Rate ◽  
Retention Rates ◽  
School Level ◽  
School Factors ◽  
Data Set ◽  
Continuous Increase ◽  
Khyber Pakhtunkhwa ◽  
The Impact

This paper contributes to the limited literature on the educational outcomes of children in rural Khyber Pakhtunkhwa (KP), Pakistan. It explores the impact of school-level factors such as physical resources, teachers and school characteristics on retention to the last grade of primary in the KP province for the time period 2007-12. Two sources of data were used to measure the retention rates. One of which is an official compilation of institutional data on education known as Education Management Information System (EMIS). The second data source, Annual Status of Education Reports (ASER), is a household data set with a rich set of household covariates, teachers’ characteristics and student performance data on reading and mathematics. The results from regression analyses indicate that children are more likely to complete primary education cycle when they receive instructions in local language and when the pupil-teacher ratio is below a certain threshold. Results also reveal that a continuous increase in school size beyond a certain threshold (> 400 enrollment) is related to a decrease in retention rate. Further, mixed schools (all-boys’ schools having girls enrolled in them) were found to have better retention rates than boys’ schools.

scholarly journals Academic Outcomes Following a School-Based RCT for ADHD: 6-Year Follow-Up

2015 ◽  
Vol 24 (1) ◽  
pp. 66-72 ◽  
Author(s):  
Kapil Sayal ◽  
Christine Merrell ◽  
Peter Tymms ◽  
Adetayo Kasim
Keyword(s):  
Academic Outcomes ◽  
Positive Impact ◽  
Controlled Trial ◽  
School Level ◽  
Evidence Based ◽  
Adhd Symptoms ◽  
Academic Benefits ◽  
School Based ◽  
The Impact

Objective: For children with high levels of ADHD symptoms, to investigate the impact of early school-based interventions on academic outcomes in mid-childhood. Method: A 6-year follow-up of 4- to 5-year-olds ( N = 52,075) whose schools participated in a cluster randomized controlled trial for children at risk of ADHD. School-level interventions involved the provision of a booklet with evidence-based information (book) and/or feedback of names (identification) of children with high levels of ADHD symptoms. At ages 10 to 11 years, outcome measures were scores in English and mathematics tests. Results: For children with high levels of ADHD symptoms, the interventions had no impact on academic outcomes. When all children were analyzed, the book intervention had a positive impact on mathematics. Baseline inattention was associated with poorer academic outcomes, whereas impulsiveness was associated with better academic outcomes. Conclusion: The provision of evidence-based information about helping children with ADHD at school may have wider academic benefits.

Efficiency for Whom? Varying Impact of Performance-Based Funding on Community Colleges in Louisiana

2019 ◽  
Vol 47 (4) ◽  
pp. 323-359 ◽  
Author(s):  
Xiaodan Hu
Keyword(s):  
Community Colleges ◽  
Graduation Rates ◽  
Low Income ◽  
Academic Outcomes ◽  
Underrepresented Students ◽  
Average Treatment Effect ◽  
Retention Rates ◽  
Difference In Differences ◽  
Performance Based Funding ◽  
The Impact

Objective: This study examines whether Louisiana’s performance-based funding (PBF) implementation in 2011 impacts various academic outcomes at community colleges, and whether the impact varies for institutions with higher proportions of underrepresented students. Method: Using institutional-level panel data between 2006 and 2016, I employ difference-in-differences to estimate the average treatment effect of the Granting Resources and Autonomies for Diplomas (GRAD) Act on credential production, retention, and graduation rates of Louisiana’s community colleges. I also examine how this effect differs between minority-serving-institutions (MSI) and non-MSIs, as well as between low-income-student-serving institutions (LSI) and non-LSI by calculating difference-in-difference-in-differences (DDD) estimates. Results: The findings indicate that PBF implementation is positively related to community colleges’ certificate production and graduation rates in Louisiana, but it has no impact on associate degree production or retention rates. Due to PBF implementation, LSIs grant fewer associate degrees than comparable non-LSI institutions. No disparate impact is found between MSIs and comparable non-MSIs. Contributions: Given the prevalence of PBF in the nation, this study examines the overall impact of PBF implementation on academic outcomes of community colleges in Louisiana, and it further disaggregates the community colleges by institutional characteristics, providing evidence for researchers and policymakers to support broad access and student success at MSIs and LSIs under PBF.

scholarly journals School Counselor and School Psychologist Perceptions of Accountability Policy: Lessons from Virginia

2014 ◽  
Author(s):  
Ryan Ruff
Keyword(s):  
School Counselors ◽  
School Psychologists ◽  
School Counselor ◽  
School Psychologist ◽  
Positive Culture ◽  
School Level ◽  
Classroom Context ◽  
Job Roles ◽  
Teacher Student ◽  
The Impact

This paper is concerned with the professional efficacy of school counselors and school psychologists that operate under the umbrella of accountability reforms. Research questions addressed counselor and psychologist job roles and responsibilities, as well as their personal perspectives on the impact of accountability reforms on both the classroom context and student socio-emotional development. Interviews were conducted with counselors and psychologists of varying professional experience and school level, with analysis following analytic induction. Results indicate that the efficacy of student support personnel has been negatively impacted by accountability reforms, but schools that maintain a positive culture dedicated to excellence minimize that effect. Additionally, results highlight the unanticipated consequences of accountability on the teacher, student, and counselor/psychologist relationship and emphasize the need to cultivate a nurturing socio-emotional environment for students.

The Impact of using 3D Interactive Animation Tool in Teaching Computer Programming at the Senior High School Level

2018 ◽  
Vol 3 (2) ◽  
pp. 18-28
Author(s):  
Najim Ussiph ◽  
Hamidu Kwame Seidu
Keyword(s):  
High School ◽  
Research Work ◽  
Instructional Method ◽  
Senior High School ◽  
School Level ◽  
Eastern Region ◽  
3D Animation ◽  
High School Level ◽  
Significant Difference ◽  
The Impact

A quasi experiment with interview was adopted to study the aptness of using 3D animations as an instructional method to introduce programming concepts to students at the Senior High School level. This research work was conducted with 100 students of Akroso Senior High School in the Birim central municipality of the eastern region of Ghana who were generally programming novice. Programming concepts considered included programming environments, loops, functions sequential and conditional execution of programs. A paired t-test carried out on the results of the performance test presents a p-value of 0.008 indicative of a numerically significant difference between the mean marks of participants during the experiments that used 3D animation method as against the experiments that used the text base method. Results from the interview showed that the instructional method used had impact on the performance of the learners. The use of 3D animation method presented programming concepts in a form that the learners can understand, motivates them to pursue programming related courses at a higher level and also impacts positively on their performance.

Self-Reflective Insights on What I Have Learned in an Evolving Academic Career Model: Accounting Scholarship, Administration, and Diversity

2018 ◽  
Vol 33 (3) ◽  
pp. 5-16 ◽  
Author(s):  
Carolyn M. Callahan
Keyword(s):  
African American Woman ◽  
Academic Career ◽  
American Woman ◽  
Vantage Point ◽  
Business College ◽  
Personal Experiences ◽  
Career Model ◽  
Accounting Model ◽  
The Impact

ABSTRACT In this paper, I offer personal insights based on my experiences (thus far) in an evolving academic accounting career model. While I value all aspects of an academic career responsibilities (teaching, research, and service), this narrative focuses primarily on the role of accounting scholarship and, broadly, the impact of diversity on the same. I offer these perspectives and personal experiences from the unique vantage point as an African American woman, focused first on contributing to top-tired accounting scholarship, and more recently on roles as an administrator of an accounting department and business college. While my academic journey is unique by objective measures (often dubbed “trailblazing” by others), I offer suggestions that may be useful to any academic who is dedicated to success in our field. Given the evolving accounting model and challenges ahead, my overriding goal remains to encourage junior accounting colleagues to persevere, as an accounting academic career is richly rewarding.

A Systematic Review of Multi-Component Comprehensive School Physical Activity Program (CSPAP) Interventions

2021 ◽  
pp. 089011712110132
Author(s):  
Ann Pulling Kuhn ◽  
Peter Stoepker ◽  
Brian Dauenhauer ◽  
Russell L. Carson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Health Outcomes ◽  
Academic Outcomes ◽  
English Language ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
School Level ◽  
Future Research ◽  
Activity Program

Objective: To identify, review, and describe multicomponent physical activity (PA) interventions in terms of: (a) number and combination of Comprehensive School Physical Activity Program (CSPAP) components, (b) study characteristics, and (c) primary outcomes. Data Source: Five electronic databases (i.e., PubMed, PsychInfo, Physical Education Index, Sport Discus, and ERIC). Study Inclusion and Exclusion Criteria: Included articles were peer-reviewed, written in English language, published since 1987, and included multicomponent school-based interventions. Data Extraction: Data items extracted were: school level, setting, CSPAP component description, health outcomes, academic outcomes, main conclusion, and reference. Data Synthesis: Included articles were synthesized by: (1) CSPAP components utilized, and (2) research outcome measured (i.e., health or academic). Results: Across 32 studies, 11 included physical education plus 1 additional CSPAP component (PE + 1); 10 included PE + 2 additional CSPAP components; 8 included PE + 3 additional CSPAP components; and 1 included all 5 CSPAP components. Two other studies included 2 or 3 CSPAP components without PE. Most interventions targeted health outcomes (94%) rather than academic outcomes (6%). Conclusions: Multicomponent approaches aligned with CSPAPs are effective in promoting PA and other positive outcomes for youth in schools. Future research should seek to understand effects of CSPAP components on a variety of outcomes and settings.

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