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effects of the Ready for Success program in the reading achievement of second- and third-grade students
Title
The effects of the Ready for Success program in the reading achievement of second- and third-grade students.
Creator
Goldberg, Michelle L., College of Education, Department of Counselor Education
Abstract/Description
The focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of second- and third grade students. The research question investigated in this study was: How do students in grades 2 and 3 who receive the RFS classroom intervention perform on the Scholastic Reading Inventory (SRI) when compared to students in grades 2 and 3 who do not receive the RFS classroom intervention. This study is significant because it...
Show moreThe focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of second- and third grade students. The research question investigated in this study was: How do students in grades 2 and 3 who receive the RFS classroom intervention perform on the Scholastic Reading Inventory (SRI) when compared to students in grades 2 and 3 who do not receive the RFS classroom intervention. This study is significant because it addresses the need for more outcome research tying school counselor led interventions to student achievement. Research based interventions for school counselors that improve academic achievement directly address the current focus on student achievement outcomes as well as the need for accountability of school counselors. The sample for this study included 240 participants, 107 in the treatment group and 133 in the comparison group. Students were selected from all second- and third-grade classes at four schools in South Florida. There were 66 participants in the second grade; 37 were male and 29 were female. There were 174 participants in the third grade; 92 were male and 82 were female. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Scholastic Reading Inventory (SRI). The analysis used for this study was an analysis of covariance (ANCOVA). Pretest scores on the SRI were used in the study as covariates on the dependent variable to account for group differences at pretest. The statistical analysis shows that there was no significant difference between the comparison and treatment group reading achievement levels on the SRI. Upon further review of the research a significant, confounding variable was discovered. High concentration of non-ESOL students were in the comparison group as compared to the treatment group., Further data exploration led to a discovery of variance in the fidelity of treatment, which may have also accounted for the given results. The lack of a significant finding may suggest the need for elements of the program to be adjusted particularly when considering that the two programs upon which RFS was based have been consistently shown to be effective.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/359924
Subject Headings
School improvement programs, Academic achievement, Educational tests and measurements, Reading (Elementary), Study and teaching
Format
Document (PDF)
effects of student participation in the cultural Spanish translation of the Student Success Skills program on high school student achievement
Title
The effects of student participation in the cultural Spanish translation of the Student Success Skills program on high school student achievement.
Creator
Urbina, Ivett., College of Education, Department of Counselor Education
Abstract/Description
The purpose of this quantitative study was to evaluate the effectiveness of the Spanish cultural translation of the Student Success Skills (SCT-SSS) classroom program as a school counselor intervention for increasing Hispanic student academic achievement scores as measured by standardized mathematics and reading tests. The research question evaluated in this study was: "What is the effect of student participation in the SCT-SSS on student achievement of high school Hispanic students in...
Show moreThe purpose of this quantitative study was to evaluate the effectiveness of the Spanish cultural translation of the Student Success Skills (SCT-SSS) classroom program as a school counselor intervention for increasing Hispanic student academic achievement scores as measured by standardized mathematics and reading tests. The research question evaluated in this study was: "What is the effect of student participation in the SCT-SSS on student achievement of high school Hispanic students in reading and mathematics as measured by Florida Comprehensive Assessment Test (FCAT)"? The sample for this study included 352 Hispanic students in Grades 9 and 10 from two public high schools in south Florida. The treatment group included 166 students and the comparison group included 186 students. In order to be eligible for participation in this study, students had to meet three different criteria: (a) they identified themselves as Hispanic on their school registration form; (b) they were enrolled in a Spanish for Native Speakers foreign language elective course: and (c) they had Florida Comprehensive Achievement Test (FCAT) pretest scores on the reading and math tests. A series of preliminary univariate analysis of variance (ANOVA) were conducted to determine if differences existed between participants on the FCAT reading and mathematics pretests Developmental Scale Scores (DSS). To control for grade level and English language learner (ELL) differences between study participants on pretest reading scores, a univariate analysis of covariance (ANCOVA) was conducted using the FCAT reading pretest DSS as the covariate. An overall effect size of the current study was +0.50 with a variance of 0.0060 (95% CI [0.35, 0.65])., The results for the overall math effect size was +0.32 with a variance of 0.0115 (95% CI [0.10, .53]), and the results for the overall reading effect sizewas +0.70 with a variance of 0.0127 (95% CI [.48, .93]). These effect sizes were statistically significificant at the.05 level. The results from this study demonstrated that the SCT-SSS classroom program is an effective intervention for increasing student achievement for high school Hispanic students. Students who received the SCT-SSS classroom program achieved greater gains when compared to students who did not receive the intervention.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3334099
Subject Headings
Achievement in education, School improvement programs, Children of immigrants, Education, Hispanic American children, Education
Format
Document (PDF)
effects of a culturally translated school counselor-led intervention on the academic achievement of fourth and fifth grade Haitian students
Title
The effects of a culturally translated school counselor-led intervention on the academic achievement of fourth and fifth grade Haitian students.
Creator
Jean-Jacques, Velouse Jean-Pierre., College of Education, Department of Counselor Education
Abstract/Description
The purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in...
Show moreThe purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in grades 4 and 5 after receiving training from the study researcher. A series of ANOVA and ANCOVA analyses then were conducted to determine whether there were significant differences between the treatment group, the comparison group 1, and the comparison group 2 in reading and math using the Florida Comprehensive Assessment Test (FCAT) as a benchmark. Statistically significant differences were found between: (a) the treatment group and comparison group 1 in reading, (b) the treatment group and vii comparison group 2 in reading, and (c) between both comparison group 1 and comparison group 2 in reading. This study provides empirical support showing that students who are taught key cognitive and self management skills in their native language can begin to close the academic gap regardless of their language background. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3332255
Subject Headings
Florida Comprehensive Assessment Test, Achievement in education, Motivation in education, Children of immigrants, Education, School improvement programs, Educational counseling
Format
Document (PDF)
effects of a culturally translated school counselor-led intervention on Hispanic students' academic achievement
Title
The effects of a culturally translated school counselor-led intervention on Hispanic students' academic achievement.
Creator
Leon, Ana Maria., College of Education, Department of Counselor Education
Abstract/Description
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
2009
PURL
http://purl.flvc.org/FAU/187214
Subject Headings
Educational leadership, Acculturation, Minorities, Education (Elementary), Hispanic American children, Education, Academic achievement, Educational equalization
Format
Document (PDF)