Determining the effectiveness of elementary school counseling programs: A comparative analysis

Includes bibliographical references (leaves 37-42)The purpose of this study was to determine whether or not elementary school counselors are associated with academic success and with the reduction of negative social behaviors. Relevant literature demonstrates that school counselors are specially trained to make positive changes in academic and social/personal domains as prescribed by the ASCA National Model for School Counseling. Data from a total of 72 elementary schools were collected which included schools that employed school counselors and schools that did not. Schools with counselors were matched to schools without counselors using California Department of Education's "100 Similar School List." A comparative analysis from secondary data was conducted to observe any differences in student academic performance and behavior associated with school counselors. An independent samples t-test suggests that elementary school counselors are associated with lower suspension rates, p < .1. Ordinary Least Squares regressions demonstrate greater significance in differences, where schools that employed the services of counselors longer perform better in API scores and AYP percentages. Overall, it is likely that school counselors positively impact schools both academically and behaviorally