Literature Review Feedback
The following sources are fairly recent and may be useful in updating the benchmark
information.
Social Emotional Benchmarks
Stable Relationship with Involved Parent or Caregiver:
Gregory, A., & Rimm-Kaufman, S. (2008). Positive Mother-child Interactions in
kindergarten: Predictors of School Success in High School. School Psychology
Review 47(4), 499-515.
Abstract: This longitudinal study followed 142 children to determine whether the
quality of mother-child interactions, as measured in kindergarten, predicted high
school academic achievement and attainment. Findings showed that, regardless of
race/ethnicity, socioeconomic status, gender, and IQ, positive mother-child
interactions in kindergarten were associated with an increased likelihood of high
school graduation and, for some students, a higher grade-point average by 12th
grade. However, mother-child interactions in kindergarten were not related to
reading or math achievement test scores. The findings suggest that school
psychologists should attend to children's interactions with their caregivers during
their earliest years of school to forecast and deflect future problems given the
long-lasting importance of early mother-child interactions for children's
educational attainment and the protective function of such interactions for
children facing risk. [ABSTRACT FROM AUTHOR]
Lane, K., Stanton-Chapman, T., Jamison, K., & Phillips, A. (2007). Teacher and Parent
Expectations of Preschoolers' Behavior: Social Skills Necessary for Success.
Topics in Early Childhood Special Education, 27(2), 86-97.
(Also fits next section, "Learning-related skills")
Abstract: This longitudinal study followed 142 children to determine whether the
quality of mother-child interactions, as measured in kindergarten, predicted high
school academic achievement and attainment. Findings showed that, regardless of
race/ethnicity, socioeconomic status, gender, and IQ, positive mother-child
interactions in kindergarten were associated with an increased likelihood of high
school graduation and, for some students, a higher grade-point average by 12th
grade. However, mother-child interactions in kindergarten were not related to
reading or math achievement test scores. The findings suggest that school
psychologists should attend to children's interactions with their caregivers during
their earliest years of school to forecast and deflect future problems given the
long-lasting importance of early mother-child interactions for children's
educational attainment and the protective function of such interactions for
children facing risk. [ABSTRACT FROM AUTHOR]
Woolley, M. E., Kol, K. L., Bowen, G. L. (2009). The Social Context of School Success
for Latino Middle School Students: Direct and Indirect Influences of Teachers,
Family, and Friends. Journal of Early Adolescence, 29 (1) 43-70.
Abstract: Youth's social relationships at school and at home have been shown to
predict a wide variety of school outcomes, such as behavior at school and
academic performance. Specifically, relationships with teachers, parents, and
peers have all been shown to affect student performance. The current study
utilized data collected from 848 Latino middle school students to examine direct
and indirect linkages of students' relationships with teachers, parents, and friends
with student outcomes. Structural equation models revealed that teacher support
was associated with both student behavior and satisfaction with school and was
indirectly associated with time spent on homework and grades. Parental support,
friend support, friends' school behavior, and parental monitoring of educational
issues were directly associated with student reports of teacher support and were
indirectly linked to school behavior and satisfaction. Friend behavior at school
also showed a significant direct association with student behavior, and parental
education monitoring directly predicted student satisfaction with school.
Directions for future research and implications for school policy and
programming are discussed. [ABSTRACT FROM AUTHOR]
Murray, C. (2009). Parent and Teacher Relationships as Predictors of School Engagement
and Functioning Among Low-Income Urban Youth. Journal of Early
Adolescence, 29(3), 376-404
abstract: This investigation examined associations between early adolescents'
relationships with parents and teachers and indicators of school-adjustment.
Participants were primarily students of color (91% Latino) in a low-income urban
environment, and analyses were conducted to examine the relative contributions
of parent-child and teacher-student relationships to school adjustment among
these youth. Findings indicated that parent-child relationship quality accounted
for a significant portion of the variance in student-rated school engagement,
school competence, and standardized achievement in reading. Teacher-student
relationship quality accounted for a significant amount of variance in studentreported engagement, grades in language arts, grades in mathematics, and
mathematical achievement. Unclear expectations in relationships with parents,
and closeness-trust with teachers made particularly strong contributions to school
adjustment. Interaction analyses between parent and teacher relationship factors
were significant for only one of the six school adjustment variables (i.e., studentrated school competence). The implications of these findings for teachers and
other school personnel are discussed. [ABSTRACT FROM AUTHOR]
Report from the National Center for Education Statistics "The Condition of Education"
(2005)
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005094
http://nces.ed.gov/pubs2005/2005094_6.pdf (*this is section 6 of the report
entitled "Societal Support for Learning", see page 89)
Exhibits Learning-Related Skills Such as Self-Regulation, Social Competence, SelfEsteem & Motivation
Brigman, G. & Webb, L. (2004). Student Success Skills: Helping students develop the
academic, social and self-management skills they need to succeed. Classroom
guidance manual. Boca Raton, FL: Atlantic Education Consultants.
Uszyńska-Jarmoc, J. (2007). Self-esteem and different forms of thinking in seven and
nine year olds. Early Child Development & Care, 177(4), 337-348.
Abstract: This paper reports a longitudinal study that explored the relationship
between children's thinking and self-esteem. The level of self-esteem can serve as
a powerful motivational force. Because positive self-evaluations are emotionally
pleasurable, we are generally motivated to act in ways that enable us to feel good
about ourselves. Self-esteem takes the form of a need to enhance, protect, repair
or defend the self, and has a significant influence on children behavior and school
success. The theoretical basis of the research of thinking is the conception of
triarchic theory of human intelligence of R. J. Sternberg. (Abstract from author)
Consortium on the School-Based Promotion of Social Competence. (1996).The schoolbased promotion of social competence. In R. J. Haggerty & L. R. Sherrod (Eds.), Stress,
risk, and resilience in children and adolescents: Processes, mechanisms, and interventions
(pp. 268-316). New York: Cambridge University Press.
Abstract: In spite of the most adverse circumstances, some children manage to
survive and even thrive, academically and socially, into adulthood. A complex
array of individual, family, and community factors has been identified that best
explains resilience and lays the foundation for programs and interventions
targeted at fostering the development and maintenance of resilience in at-risk
youth. The literature is reviewed to identify and explain those factors, discuss
their mutual interaction, and explain their implications for the creation of
programs designed to support resilience in school-aged children
Strong Adult Figure Attachment other than Parent by 7th grade
Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology
Review, 21(2), 141-170.
Attachment influences students' school success. This is true of students'
attachment to their parents, as well as to their teachers. Secure attachment is
associated with higher grades and standardized test scores compared to insecure
attachment. Secure attachment is also associated with greater emotional
regulation, social competence, and willingness to take on challenges, and with
lower levels of ADHD and delinquency, each of which in turn is associated with
higher achievement. These effects tend to be stronger for high-risk students. In
this era of accountability, enhancing teacher-student relationships is not merely an
add-on, but rather is fundamental to raising achievement. Understanding the role
of attachment in the classroom will help educators be more effective, particularly
with challenging students. Twelve suggestions to improve teacher-student
relationships and school bonding are provided.
Develops Career Plan and Establishes Goal by Tenth Grade
Specific to Oregon:
http://www.ode.state.or.us/teachlearn/certificates/cam/pdfs/orframe/ncdgode.pdf
National Career Development Guidelines (NCDG)
http://www.ode.state.or.us/teachlearn/certificates/cam/pdfs/orframe/oregonframe
work-cgcp.pdf
This is the Oregon Comprehensive Guidance & Counseling Framework.
National Standards for School Counseling Programs:
Included as an appendix in the Oregon framework (see Appendix B)
Each contain significant information about the career planning process (includes all
grade with primary focus on career planning in 9-12th grades)
Has Sufficient Financial Aid
Destin, M., & Oyserman, D. (2009). From Assets to School Outcomes: How Finances
Shape Children's Perceived Possibilities and Intentions. Psychological Science,
20(4), 414-418.
People do not always take action to attain their desired possible selves—after
all, whether consciously or nonconsciously, taking current action makes sense if
there is an open path toward attaining the desired self, but not if paths are
closed. Following this logic, children from families with fewer assets may lower
their expectations for school success and plan to engage in less effort in school.
To test this hypothesis, we examined the impact of experimentally manipulating
mind-set about college as either “closed” (expensive) or “open” (can be paid for
with need-based financial aid) among low-income early adolescents.
Adolescents assigned to an open-path condition expected higher grades than
those assigned to a closed-path condition (Study 1, n= 48, predominantly
Hispanic and Latino seventh graders) and planned to spend more time on
homework than those assigned to a no-prime control condition (Study 2, n= 48,
predominantly African American seventh graders). [ABSTRACT FROM
AUTHOR]
Engages in Community and School Organizations
Peck, S., Roeser, R., Zarrett, N., & Eccles, J. (2008). Exploring the Roles of
Extracurricular Activity Quantity and Quality in the Educational Resilience of
Vulnerable Adolescents: Variable- and Pattern-Centered Approaches. Journal of
Social Issues, 64(1), 135-156.
Abstract: This longitudinal study examines how extracurricular activity
involvement contributes to “educational resilience”—the unexpected educational
attainments of adolescents who are otherwise vulnerable to curtailed school
success due to personal- and social-level risks. Educationally vulnerable youth
characterized by significant risks and an absence of assets were identified during
early adolescence (approximately age 14) using measures of academic
motivation, achievement, and mental health as well as family, school, and peer
contexts. Using a mixture of variable- and pattern-centered analytic techniques,
we investigate how both the total amount time that vulnerable youth spent in
positive extracurricular activities and the specific pattern of their extracurricular
activity involvement during late adolescence (approximately age 17) predict their
subsequent enrollment in college during early adulthood (up through
approximately age 21). Educational resilience was predicted uniquely by some,
but not all, activity patterns. These results suggest that positive extracurricular
activity settings afford vulnerable youth developmentally appropriate experiences
that promote educational persistence and healthy development. [ABSTRACT
FROM AUTHOR]
Obtains Time & Stress Management Skills
Janeslätt, G., Granlund, M., Alderman, I., & Kottorp, A. (2008). Development of a new
assessment of time processing ability in children, using Rasch analysis. Child:
Care, Health & Development, 34(6), 771-780.
abstract: Background: Children with disabilities like ADHD, Autism or
Intellectual Disabilities may have problems with everyday functioning related to
time management and hence there is a need to develop systematic methods for
evaluation of the ability to understand and use time information. The purpose of
this study was to examine aspects of construct validity of a new instrument,
KaTid, for assessing time processing ability (TPA) in children. Methods Data
from 144 typically developing, 5-10-years-old typically developing children, were
analysed with Rasch analysis. Instruments used were the KaTid, a self-rating
scale measuring autonomy in daily routines and a parent scale measuring daily
time management. Results Fifty-one items in KaTid, initially defined in three
subcategories: time perception, time orientation and time management, all
demonstrated acceptable goodness-of-fit to a Rasch model, indicating evidence of
internal scale validity. Performance of the children on the KaTid also provided
evidence for validity in response processes and that it may discriminate among
children with different levels of TPA. Relationships between the KaTid measures
and the parents' ratings of the child's daily time management indicated further
evidence of construct validity. Conclusions The results of this study supports
evidence of construct validity in the KaTid when used with typically developing
5-10 years-old children. Further research is needed to evaluate the validity of
KaTid in children with known time processing difficulties. [ABSTRACT FROM
AUTHOR]
Key Transition Years
Elementary to Middle
Akos, P., Shoffner, M., & Ellis, M. (2007). Mathematics Placement and the
Transition to Middle School. Professional School Counseling, 10(3), 238244.
Abstract: The transition to middle school has been a frequent research
topic in recent years. The findings have highlighted both the significant
risk and opportunity for school counselor intervention in the transition.
One particularly important component of the multifaceted transition is
course placement. The importance and influence of mathematics and
mathematics placement and the role of the school counselor in this process
are outlined. Specifically, pilot data that underscore the importance of
school counselor collaboration with parents and mathematics faculty are
presented. [ABSTRACT FROM AUTHOR]
Middle to High School
Holcomb-McCoy, C. (2007). Transitioning to High School: Issues and Challenges
for African American Students. Professional School Counseling, 10(3),
253-260.
Abstract: Although there is a growing body of literature on students'
transition from middle school to high school, much of the literature fails to
take into consideration the distinctive racial and environmental
circumstances of African American students. This article reviews
literature related to the transitioning of African American students and
discusses the unique challenges that African American students experience
during adolescence. Counseling interventions are delineated and
implications for school counseling professionals also are discussed.
[ABSTRACT FROM AUTHOR]
Pat,
The only benchmark I would consider adding relates to moral or character
development. The following citations relate to this concept.
Haynes, C. (2009). Schools of Conscience. Educational Leadership, 66(8), 6-13.
Brimi, H. (2009). Academic Instructors or Moral Guides? Moral Education in
America and the Teacher's Dilemma. Clearing House, 82(3), 125-130
Al-Hooli, A., & Al-Shammari, Z. (2009). Teaching and learning moral values
through kindergarten curriculum. Education, 129(3), 382-399
Revell, L., & Arthur, J. (2007). Character education in schools and the education
of teachers. Journal of Moral Education, 36(1), 79-92
Britzman, M. (2005). Improving Our Moral Landscape via Character Education:
An Opportunity for School Counselor Leadership. Professional School
Counseling, 8(3), 293-295.
Potentially useful data sources or measures:
Many school counseling programs in the schools are now required to collect data
and/or conduct action research to demonstrate the effectiveness of their
programs. It may be possible to collect some of that data, although I
believe that Portland Public is not as on board with this as other districts
outside of Multnomah County (Beaverton is known for their strong school
counseling data and Hillsboro has been known to collect strong data
regarding their career programs).
Here is a link to the cohort grid so that you know which schools are implementing
the Oregon Comprehensive Guidance and Counseling programs:
http://www.ode.state.or.us/search/page/?id=2421
They have likely been collecting data since the point of implementation
In school counseling terms, the data is often collected utilizing a
MEASURE technique. (samples of such data may be found on this site:
http://www.ode.state.or.us/search/page/?id=2422)