Current Search: Leon, Ana Maria. (x)
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Title
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The effects of a culturally translated school counselor-led intervention on Hispanic students' academic achievement.
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Creator
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Leon, Ana Maria., College of Education, Department of Counselor Education
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Abstract/Description
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The purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math...
Show moreThe purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math tests? Based on the fact that Hispanic students are at a very high risk of academic failure, there is an urgent need to address the lack of academic success. The cultural translation of the Student Success Skills (SSS) program focuses on student outcomes and helps to provide a link between school counselors and improved outcomes for Hispanic students.The sample for this study included 103 treatment and 98 comparison fourth and fifth grade students from three schools in South Florida. Participating students were selected from all Hispanic students at four schools in South Florida, by selecting the students who spoke mainly Spanish at home and came from Hispanic backgrounds. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Florida Comprehensive Assessment Test (FCAT). The procedure used to analyze the results for this study was a Multivariate analysis of covariance (MANCOVA). The statistical analysis showed that the treatment group scored significantly higher than the comparison group in reading. There was not a significant difference in math for the treatment group. When fidelity of treatment was investigated a post hoc analysis found that groups with full implementation of the program scored significantly higher in math and in reading than the comparison group., The results of this study show that a cultural translation of the Student Success Skills program is helpful for the fourth and fifth grade Hispanic students improving achievement in reading.
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Date Issued
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2009
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PURL
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http://purl.flvc.org/FAU/187214
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Subject Headings
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Educational leadership, Acculturation, Minorities, Education (Elementary), Hispanic American children, Education, Academic achievement, Educational equalization
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Format
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Document (PDF)
