The focus of this article's study was to evaluate the impact of the school counselor-led Student Success Skills program on the academic and social competence of students. A randomized comparison group design was used to measure treatment outcomes for students in grades 5, 6, 8, and 9 from six schools using state-mandated achievement tests in math and reading and a measure of social competence. Achievement outcomes were measured for comparison group students in schools matched for key demographics. An analysis of covariance was used for the analysis. Students who received the intervention scored significantly higher in math achievement and showed substantial improvement in behavior.

No abstract

This meta-analysis investigates the practical significance of the Student Success Skills (SSS) program on student achievement. Each study involved the SSS intervention, math and reading scores, at least one treatment and comparison group, and a certified school counselor. The sample involved students (n ¼ 1,279) in Grades 4, 5, 6, 8, and 9. Overall effect sizes for math (.41), reading (.17), and the SSS program (.29) were determined. New guidelines for interpreting the results are introduced.

No abstract

This article addresses the achievement gap of Latina/Latino students and evaluates the impact of a Spanish culturally translated classroom program, delivered by bilingual/bicultural school counselors in five 45-min lessons and three booster lessons. Latina/o limited English proficient (LEP) students in Grades 4 and 5 from three schools were assigned to treatment (n ¼ 62) and comparison (n ¼ 94) groups. A quasi-experimental, nonequivalent control group design was used. Significant improvement in reading and math, as measured by standardized tests, were found for students who received the treatment as compared to those who did not. This resulted in a reading and math effect size (ES) of .37.