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 = 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.
BrigmanG.WebbL. (2009). Habiliadades para alcanzar el éxito: Manual del orintador. [Student success skills: Classroom manual]. In LeónA. M.UrbinaI., trans. Boca Raton, FL: Atlantic Education Consultants (2004).
7.
BrigmanG.WebbL.CampbellC. (2007). Building skills for school success: Improving the academic and social competence of students. Professional School Counseling, 10, 279–288.
8.
BrottP. (2006). Counselor education accountability: Training the effective professional school counselor. Professional School Counseling, 10, 179–188.
9.
BrownJ.TrustyJ. (2005). School counselors, comprehensive school counseling programs, and academic achievement: Are school counselors promising more than they can deliver?Professional School Counseling, 9, 1–8.
10.
CampbellC.BrigmanG. (2005). Closing the achievement gap: A structured approach to group counseling. Journal for Specialists in Group Work, 30, 67–82.
11.
CareyJ. C.DimmittC.HatchT. A.LapanR. T.WhistonS. C. (2008). Report of the national panel for evidence-based school counseling: Outcome research coding protocol and evaluation of student success skills and second step. Professional School Counseling, 11, 197–206.
12.
CarnsA. W.CarnsM. R. (1991). Teaching study skills, cognitive strategies, and metacognitive skills through self-diagnosed learning styles. ASCA School Counselor, 38, 341–346.
13.
CohenJ. (1988). Statistical power analysis for behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbuam.
14.
DimmittC.CareyJ. C.HatchT. (2007). Evidence-based school counseling: Making a difference with data-driven practices. Thousand Oaks, CA: Corwin Press.
15.
DimmittC.CareyJ. C.McGannonW.HenningsonI. (2005). Indentifying a school counseling research agenda: A delphi study. Counselor Education and Supervision, 44, 214–228.
16.
DollarhideC.LembergerM. (2006). “No child left behind”: Implications for school counselors. Professional School Counseling, 9, 295–304.
17.
Florida Department of Education. (2005). FCAT handbook–a resource for educators. Tallahassee, FL: Author. Retrieved January 14, 2011, fromhttp://fcat.fldoe.org/handbk/complete.pdf
18.
Florida Department of Education. (2007). FCAT reading and mathematics: Technical report for 2006 FCAT Test Administration. San Antonio, TX: Harcourt Assessment, Inc. Retrieved January 14, 2011, fromhttp://fcat.fldoe.org/pdf/fc06tech.pdf
19.
GalassiJ.AkosP. (2004). Developmental advocacy: Twenty-first century school counseling. Journal of Counseling & Development, 82, 146–157.
20.
GalassiJ.AkosP. (2007). Strengths-based school counseling. Mahwah, NJ: Lawrence Erlbaum.
21.
GoodwinC. J. (2010). Research in psychology: Methods and design (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
22.
GreenbergM. T.WeissbergR. P.O’BrienM. U.ZinsJ. E.FredericksL.ResnikH.EliasM. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474. doi: 10.1037/0003-066X.58.6-7.466
23.
GysbersN. C. (2004). Comprehensive guidance and counseling programs: The evolution of accountability. Professional School Counseling, 8, 1–14.
24.
HattieJ.BriggsJ.PurdieN. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 99–130.
25.
HedgesL.V.OlkinI. (1985). Statistical methods for meta-analysis. New York, NY: Academic Press.
26.
HillC.BloomH.BlackA.LipseyM. (2008). Empirical benchmarks for interpreting effect sizes in research. Child Development Perspectives, 2, 172–177. doi: 10.1111/j.1750-8606.2008.00061.x
27.
LapanR. (2005). Evaluating school counseling programs. In SinkC. A. (Ed.). Contemporary school counseling: Theory, research, and practice (pp. 257–293). Boston, MA: Houghton Mifflin.
28.
LeónA.VillaresE.BrigmanG.WebbL.PelusoP. (2011). Closing the achievement gap of Latina/o students: A school counseling response. Counseling Outcome Research and Evaluation, 2, 73–86. doi:10.1177/2150137811400731
MarzanoR.PickeringD.PollackJ. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
31.
MastenA. S.CoatsworthJ. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53, 205–220.
32.
McGannonW.CareyJ.DimmittC. (2005). The current status of school counseling outcome research(Research Monograph No. 2). Amherst, MA: University of Massachusetts, Center for School Counseling Outcome Research. Retrieved January 14, 2011, fromhttp://www.umass.edu/schoolcounseling/uploads/OutcomeStudyMonograph.pdf
33.
MyrickR. (2003). Accountability: Counselors count. Professional School Counseling, 6, 174–180.
34.
PaisleyP. O.HayesR. L. (2003). School counseling in the academic domain: Transformations in preparation and practice. Professional School Counseling, 6, 198–204.
35.
PaytonJ.WeissbergR.DurlakJ.DymnickiA.TaylorR.SchellingerK.PachanM. (2008). The positive impact of social and emotional learning for kindergarten to eighth grade student: Finding from three scientific reviews. Retrieved January 14, 2011, fromhttp://www.casel.org/downloads/PackardES.pdf
36.
SinkC. A. (2009). School counselors as accountability leaders: Another call for action. Professional School Counseling, 13, 68–74.
37.
SinkC. A.StrohH. R. (2003). Raising achievement test scores of early elementary school students through comprehensive school counseling programs. Professional School Counseling, 6, 350–364.
38.
SinkC. A.AkosP. A.TurnbullR. J.MvududuN. (2008). An investigation of comprehensive school counseling programs in Washington state middle schools. Professional School Counseling, 12, 43–53.
39.
SinkC. A.StrohH. R. (2006). Practical significance: The use of effect sizes in school counseling research. Professional School Counseling, 9, 401–411.
40.
ThompsonB. (1999). If statistical significance tests are broken/misused, what practices should supplement of replace them?Theory & Psychology, 9, 165–181.
41.
ThompsonB. (2002). “Statistical”, “practical”, and “clinical”: How many kinds of significance do counselors need to consider?Journal of Counseling & Development, 80, 64–71.
42.
United States Department of Education. (2001). No child left behind act of 2001. Washington, DC: Author.
43.
United States Department of Education. (2010). A blueprint for reform: The reauthorization of the elementary and secondary education act. Washington, DC: Author.
44.
Vacha-HaaseT.ThompsonB. (2004). How to estimate and interpret various effect sizes.
Journal of Counseling Psychology, 51, 473–481.
45.
ValentineJ. C.PigottT. D.RothsteinH. R. (2010). How many studies do you need? A primer on statistical power for meta-analysis. Journal of Educational and Behavioral Statistics, 35, 215–247. doi: 10.3102/1076998609346961
WampoldB. E. (2001). The great psychotherapy debate: Models, methods, and findings. Mahwah, NJ: Lawrence Erlbalum.
48.
WampoldB. E.MondinG. W.MoodyM.StichF.BensonK.AhnH. (1997). A meta-analysis of outcomes studies comparing bona fide psychotherapies: Empirically, “all must have prizes”. Psychological Bulletin, 122, 203–215.
49.
WangM. C.HaertelG. D.WalbergH. J. (1994). What helps students learn?Educational Leadership, 51, 74–79.
50.
WebbL.BrigmanG. (2006). Student success skills: Tools and strategies for improved academic and social outcomes. Professional School Counseling, 10, 112–120.
51.
WebbL.BrigmanG. (2007). Student success skills: A structured group intervention for school counselors. Journal for Specialists in Group Work, 32, 190–201.
52.
WebbL.BrigmanG.CampbellC. (2005). Linking school counselors and student success: A replication of the student success skills approach targeting the academic and social competence of students. Professional School Counseling, 10, 407–411.
53.
WhistonS. C. (2002). Response to the past present, and future of school counseling: Raising some issues. Professional School Counseling, 5, 148–155.
54.
WhistonS. C. (2003). Outcomes research on school counseling services. In ErfordB. T. (Ed.), Transforming the school counseling profession (pp. 435–447). Upper Saddle River, NJ: Merrill Prentice-Hall.
55.
WhistonS. C.LiP. (2011). Meta-analysis: A systematic method for synthesizing counseling research. Journal of Counseling & Development, 89, 273–281.
56.
WhistonS.QuinbyR. F. (2009). Review of school counseling outcome research. Psychology in the Schools, 46, 267–272.
57.
WhistonS. C.SextonT. L. (1998). A review of school counseling outcome research: Implications for practice. Journal of Counseling & Development, 76, 412–426.
58.
WhistonS. C.TaiW. L.RahardjaD.EderK. (2011). School counseling outcome: A meta-analytic examination of interventions. Journal of Counseling & Development, 89, 37–55.
59.
ZinsJ. E.WeissbergR. P.WangM. C.WalbergH. J. (2004). Building academic success on school social and emotional learning. New York, NY: Teachers College Press.
