Closing the Gap: A Group Counseling Approach to Improve Test Performance of African-American Students

Autor/inn/en	Bruce, Angelia M.; Getch, Yvette Q.; Ziomek-Daigle, Jolie
Titel	Closing the Gap: A Group Counseling Approach to Improve Test Performance of African-American Students
Quelle	In: Professional School Counseling, 12 (2009) 6, S.450-457 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2409
Schlagwörter	Intervention; Eligibility; Testing; Graduation; Academic Achievement; High Stakes Tests; Exit Examinations; Group Counseling; School Counselors; African American Students; Rural Schools; High School Students; Program Effectiveness; Scores; Language Arts; Mathematics Achievement; Achievement Gap; Georgia; Georgia High School Graduation Tests + Suchen Sie Ihr Suchwort? Eignung; Testdurchführung; Testen; Abschluss; Graduierung; Schulleistung; Final examination; Abschlussprüfung; Gruppenberatung; School counselor; Beratungslehrer; Pädagogischer Berater; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; High schools; Oberschule; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	This article evaluated the impact of a group counseling intervention on African-American students' achievement rates during the spring administration of high-stakes testing at a rural high school in Georgia. Eighty percent of eligible students who participated in the intervention received passing scores on the four sections tested during the spring administration of the Georgia High School Graduation Tests (GHSGT), and all participating students received passing scores on the English Language Arts and Math sections of the GHSGT. Additionally, the achievement gap between African-American students and White students on the Enhanced Math narrowed during the 2007-2008 testing period, with 63.2% of African-American students achieving pass rates as compared to 70.5% of White students. The pass rate increased from the 38.7% pass rate among African-American students from the previous school year, indicating that the intervention was successful in improving pass rates on high-stakes testing. Implications for professional school counselors include utilizing the practice of group counseling and disaggregating data to promote achievement among underachieving student subsets. (Contains 2 tables.) (As Provided).
Anmerkungen	American School Counselor Association. 1101 King Street Suite 625, Alexandria, VA 22314. Tel: 703-683-2722; Fax: 703-683-1619; Web site: http://www.schoolcounselor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10