Research–practice partnerships (RPPs) are ripe contexts for school counselors to employ data-driven practices to improve student outcomes. We leveraged an RPP between two universities and a high school to assist the latter’s school counseling department in examining students’ satisfaction with their counselor interactions. The RPP created the capacity for the counselors to gather and use data to implement targeted interventions for improving students’ awareness and perceptions of their school counselors.
AstramovichR. L. (2016). Program evaluation interest and skills of school counselors. Professional School Counseling, 20, 54–64. doi:10.5330/1096-2409-20.1.54
4.
BarbieriC.BoothJ. L. (2016). Support for struggling students in algebra: Contributions of incorrect worked examples. Learning and Individual Differences, 48, 36–44. doi:10.1016/j.lindif.2016.04.001
5.
BennerA. D.GrahamS. (2009). The transition to high school as a developmental process among multiethnic urban youth. Child Development, 80, 356–376. doi:10.1111/j.1467-8624.2009.01265.x
6.
BourkeA.JaymanA. J. (2011). Between vulnerability and risk: Promoting access and equity in a school-university partnership program. Urban Education, 46, 76–98. doi:10.1177/0042085910390654
7.
BrooksM.SteenS.WilliamsF. (2009). Professional development schools: A model for preparing school counselor trainees. Journal of School Counseling, 7. Retrieved fromhttp://www.jsc.montana.edu/articles/v7n16.pdf
8.
BruceA.GetchY.Ziomek-DaigleJ. (2009). Closing the gap: A group counseling approach to improve test performance of African-American students. Professional School Counseling, 12, 450–457. doi:10.1177/2156759X0901200603
9.
BryanJ.Farmer-HintonR.RawlsA.WoodsC. S. (2017). Social capital and college-going culture in high schools: The effects of college expectations and college talk on students’ postsecondary attendance. Professional School Counseling, 21, 95–107. doi:10.5330/1096-2409-21.1.95
10.
BryanJ.Moore-ThomasC.Day-VinesN. L.Holcomb-McCoyC. (2011). School counselors as social capital: The effects of high school college counseling on college application rates. Journal of Counseling & Development, 89, 190–199. doi:10.1002/j.1556-6678.2011.tb00077.x
11.
CamizziE.ClarkM. A.YaccoS.GoodmanW. (2009). Becoming “difference makers”: school-university collaboration to create, implement, and evaluate data-driven counseling interventions. Professional School Counseling, 12, 471–479. doi:10.1177/2156759X0901200604
12.
CareyJ.HarringtonK.MartinI.StevensonD. (2012). A statewide evaluation of the outcomes of the implementation of ASCA National Model school counseling programs in Utah high schools. Professional School Counseling, 16, 89–99. doi:10.1177/2156759X0001600203
13.
CareyJ.MartinI. (2015). A review of the major school counseling policy studies in the United States: 2000–2014. Amherst, MA: The Ronald H. Frederickson Center for School Counseling Outcome Research and Evaluation.
14.
CholewaB.BurkhardtC.HullM. (2016). Are school counselors impacting underrepresented students’ thinking about postsecondary education? A nationally representative study. Professional School Counseling, 19, 144–154. doi:10.5330/1096-2409-19.1.144
15.
Civic Enterprises. (2011). School counselors: Literature and landscape review: The state of school counseling in America. New York, NY: College Board.
16.
ClarkM. A.Horton-ParkerR. (2002). Professional development schools: New opportunities for training school counselors. Counselor Education & Supervision, 42, 58–75.
17.
CoburnC.PenuelW. (2016). Research–practice partnerships in education: Outcomes, dynamics, and open questions. Educational Researcher, 45, 48–54. doi:10.3102/0013189X16631750
18.
CoburnC.PenuelW. R.GeilK. E. (2013). Research-practice partnerships: A strategy for leveraging research for educational improvement in school districts. New York, NY: William T. Grant Foundation.
19.
CohenE.LotanR.Darling-HammondL. (2014). Designing groupwork: Strategies for the heterogeneous classroom. New York, NY: Teachers College Press.
DimmitC.CareyJ. C.HatchT. (2007). Evidence-based school counseling: Making a difference with data-driven practices. Thousand Oaks, CA: Corwin Press.
22.
DimmitC.WilkersonB. (2012). Comprehensive school counseling in Rhode Island: Access to services and student outcomes. Professional School Counseling, 16, 125–135. doi:10.1177/2156759X0001600205
23.
EricksonA.AbelN. R. (2013). A high school counselor’s leadership in providing school-wide screenings for depression and enhancing suicide awareness. Professional School Counseling, 16, 283–289. doi:10.1177/2156759X1201600501
24.
FancourtN.EdwardsA.MenterI. (2015). Reimagining a school–university partnership: The development of the Oxford education deanery narrative. Education Inquiry, 6, 353–373. doi:10.3402/edui.v6.27724
25.
FarrellC. C.DavidsonK. L.Repko-ErwinM. E.PenuelW. R.HerlihyC.PotvinA. S.HillH. C. (2017). A descriptive study of the IES researcher–practitioner partnerships in education research program: Interim report (Technical Report No. 2). Boulder, CO: National Center for Research in Policy and Practice.
26.
FoustG. E.GosleeP. A. (2014). Expanding the professional development model: Developing collaborative partnerships with school counselors. School—University Partnerships, 7, 101–109.
27.
FreudenbergN. (1998). Community-based health education for urban populations: An overview. Health Education & Behavior, 25, 11–23.
28.
FullerE.HollingworthL.PendolaA. (2017). The every student succeeds act, state efforts to improve access to effective educators, and the importance of school leadership. Educational Administration Quarterly, 53, 727–756. doi:10.1177/0013161X17711481
29.
GallantD. J.ZhaoJ. (2011). High school students’ perceptions of school counseling services: Awareness, use, and satisfaction. Counseling Outcome Research and Evaluation, 2, 87–100. doi:10.1177/2150137811402671
30.
HalversonR.GriggJ.PrichettR.ThomasC. (2007). The new instructional leadership: Creating data-driven instructional systems in schools. Journal of School Leadership, 17, 159–194.
31.
HatchT. (2014). The use of data in school counseling: Hatching results for students, programs, and the profession. Thousand Oaks, CA: Corwin.
HurwitzM.HowellJ. (2014). Estimating causal impacts of school counselors with regression discontinuity designs. Journal of Counseling & Development, 92, 316–327. doi:10.1002/j.1556-6676.2014.00159.x
34.
IsraelB. A.SchulzA. J.ParkerE. A.BeckerA. B. (1998). Review of community-based research: Assessing partnership approaches to improve public health. Annual Review of Public Health, 19, 173–202.
35.
JohnstonA. D.MidgettA.DoumasD. M.MoodyS. (2018). A mixed methods evaluation of the “aged-up” STAC bullying bystander intervention for high school students. The Professional Counselor, 8, 73–87. doi:10.15241/adj.8.1.73
36.
LapanR. T.GysbersN. C.BraggS.PierceM. E. (2012). Missouri professional school counselors: Ratios matter, especially in high-poverty schools. Professional School Counseling, 16, 108–116. doi:10.1177/2156759X0001600207
37.
LiangB.SpencerR.BroganD.CorralM. (2008). Mentoring relationships from early adolescence through emerging adulthood: A qualitative analysis. Journal of Vocational Behavior, 72, 168–182.
38.
López TurleyR.StevensC. (2015). Lessons from a school district–university research partnership: The Houston Education Research Consortium. Educational Evaluation and Policy Analysis, 37, 6S–15 S. doi:10.3102/0162373715576074
39.
MalottK.PaoneT. R.HumphreysK.MartinezT. (2010). Use of group counseling to address ethnic identify development: Application with adolescents of Mexican descent. Professional School Counseling, 13, 257–267. doi:10.1177/2156759X1001300502
40.
MarasM. A.ColemanS. L.GysbersN. C.HermanK. C.StanleyB. (2013). Measuring evaluation competency among school counselors. Counseling Outcome Research & Evaluation, 4, 99–111. doi:10.1177/2150137813494765
41.
MichelR.LorelleS.AtkinsK. (2017). LEAD with data: A model for school counselors in training. Professional School Counseling, 21, 1–11. doi:10.1177/2156759X18773276
NicolasG.ArntzD. L.HirschB.SchmiedigenA. (2009). Cultural adaptation of a group treatment for Haitian American adolescents. Professional Psychology: Research and Practice, 40, 378–384. doi:10.1037/a0016307
44.
OwenL.WestlundE. (2016). Increasing college opportunity: School counselors and FAFSA completion. Journal of College Access, 2, 6–26.
45.
PoyntonT. A. (2009). Evaluating the effectiveness of a professional development workshop to increase school counselors’ use of data: The role of technology. Journal of Counselor Preparation & Supervision, 1, 30–49. doi:10.7729/11.0107
46.
PoyntonT.LapanR. (2017). Aspirations, achievement, and school counselors’ impact on the college transition. Journal of Counseling & Development, 95, 369–377. doi:10.1002/jcad.12152
SabensF. S.ZyromskiB. (2009). Aligning school counselors, comprehensive school counseling programs, and the No Child Left Behind Act of 2001. Journal of School Counseling, 7, 5–9. Retrieved fromhttp://jsc.montana.edu/articles/v7n31.pdf
49.
VelezE. D. (2016). How can high school counseling shape students’ postsecondary attendance? Exploring the relationship between the high school counseling context and subsequent postsecondary enrollment. Arlington, VA: National Association for College Admission Counseling. Retrieved fromhttps://www.nacacnet.org/globalassets/documents/publications/research/hsls-phase-iii.pdf
50.
WalshM. E.BackeS. (2013). School–university partnerships: Reflections and opportunities. Peabody Journal of Education, 88, 594–607. doi:10.1080/0161956X.2013.835158
51.
WangM. T.EcclesJ. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83, 877–895. doi:10.1111/j.1467-8624.2012.01745.x
52.
WaymanJ. C.SpringS. D.LemkeM. A.LehrM. D. (2012, April). Using data to inform practice: Effective principal leadership strategies. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, British Columbia, Canada.
53.
WhiteS. W.KellyF. D. (2010). The school counselor’s role in school dropout prevention. Journal of Counseling & Development, 88, 227–235. doi:10.1002/j.1556-6678.2010.tb00014.x
54.
YoungA.GonzalesK.OwenL.HeltzerJ. V. (2014). The journey from counselor-in-training to practitioner researcher. Professional School Counseling, 18, 217–226. doi:10.1177/2156759X0001800120
55.
YoungA.KaffenbergerC. (2015). School counseling professional development: Assessing the use of data to inform school counseling services. Professional School Counseling, 19, 47–56. doi:10.5330/1096-2409-19.1.46
56.
ZyromskiB.MarianiM.KimB.LeeS.CareyJ. (2017). The impact of student success skills on students’ metacognitive functioning in a naturalistic school setting. The Professional Counselor7, 33–44.
