School Counselors: Closing Achievement Gaps and Writing Results Reports

Julie Hartline; Debra Cobia

doi:10.5330/psc.n.2012-16.71

Closing Achievement Gaps: Roles and Tasks of Elementary School Counselors

The Elementary School Journal ◽

10.1086/589470 ◽

2008 ◽

Vol 108 (5) ◽

pp. 407-421 ◽

Cited By ~ 16

Author(s):

Jerry Trusty, ◽

Elizabeth A. Mellin, ◽

James T. Herbert

Keyword(s):

Elementary School ◽

School Counselors ◽

Achievement Gaps ◽

Elementary School Counselors ◽

Closing Achievement Gaps

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School Counselors: Closing Achievement GAPS and Writing Results Reports

Professional School Counseling ◽

10.1177/2156759x1201600109 ◽

2012 ◽

Vol 16 (1) ◽

pp. 2156759X1201600 ◽

Cited By ~ 3

Author(s):

Julie Hartline ◽

Debra C. Cobia

Keyword(s):

Achievement Gap ◽

School Counselors ◽

Achievement Gaps ◽

Marginalized Students ◽

Asca National Model ◽

Closing The Achievement Gap ◽

Additional Training ◽

National Model ◽

Closing Achievement Gaps

Charged with closing the achievement gap for marginalized students, school counselors need to be able to identify gaps, develop interventions, evaluate effectiveness, and share results. This study examined100 summary results reports submitted by school counselors after having received four days of training on the ASCA National Model. Findings indicate that school counselors were able to identify gaps and develop interventions but needed additional training to evaluate outcomes and report findings.

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Closing Achievement Gaps: Examining the Roles of School Background and Process

Education and Urban Society ◽

10.1177/0013124521989447 ◽

2021 ◽

pp. 001312452198944

Author(s):

Huang Wu ◽

Jianping Shen ◽

Jessaca Spybrook ◽

Xingyuan Gao

Keyword(s):

Achievement Gap ◽

Teacher Collaboration ◽

White Students ◽

Science Achievement ◽

Linear Models ◽

Achievement Gaps ◽

School Level ◽

Academic Learning ◽

Closing Achievement Gaps

The purpose of this study was to examine the role of school background and school process in closing achievement gaps between White and non-White students in science. To answer the research questions, a series of two-level hierarchical linear models (HLM) was performed on the fourth-grade U.S. portion of the 2015 Trends in International Mathematics and Science Study (TIMSS) data. Results indicate that (a) the science achievement gap between White and non-White students is 0.21 standard deviation, holding student and school background constant; (b) the science achievement gap varies across schools; (c) none of the school background variables are associated with the achievement gap in a school; and (d) school emphasis on student academic learning is not only associated with higher school-level science achievement, but also with a narrower science achievement gap between White and non-White students. However, teacher collaboration is not associated with school-level science achievement but is associated with a larger achievement gap. Implications, limitations, and recommendations for further research are discussed.

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Cultural Humility as a Path to Equity in Higher Education

10.4018/978-1-7998-8463-7.ch013 ◽

2022 ◽

pp. 262-280

Author(s):

Veronica A. Keiffer-Lewis

Keyword(s):

Higher Education ◽

Professional Development ◽

Identity Negotiation ◽

Conflict Transformation ◽

Achievement Gaps ◽

Cultural Humility ◽

Self Reflection ◽

The Impact ◽

Closing Achievement Gaps

Achieving equity in higher education involves more than just closing achievement gaps and mitigating the impact of historic oppression and underrepresentation. In this chapter, the author presents a framework for cultural humility as a pathway to equity for institutions of education, as well as an approach for the professional development of cultural humility practitioners. The cultural humility framework comprises four core principles as well as five transformational skills (i.e., dialogue, inquiry, self-reflection, conflict transformation, and identity negotiation). The chapter concludes with a discussion about how to implement this framework at both the classroom and institutional levels, as well as the implications of such training for achieving greater equity in higher education.

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