The Effect of a Student Achievement Curriculum on Grade 9 Completion Rate and Student Engagement

Abstract

Data collected in a quasi-experimental, pre–posttest design study from Grade 9 students (N = 197) was used to evaluate the impact of the evidence-based student success skills classroom program on Grade 9 completion rate and student engagement. Results from analyses of covariance revealed there was a statistically significant difference at posttest on Grade 9 completion rate between students who participated in the intervention (n = 98) as compared to students who did not participant in the program (n = 99).

• school counselors
• evidence-based interventions
• outcome research
• Grade 9 student achievement
• Grade 9 completion rate
• student engagement

Notes

Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/orPUBLICation of this article.

Funding The author(s) received no financial support for the research, authorship, and/orPUBLICation of this article.

Additional information

Notes on contributors

Melissa R. Renda

Melissa R. Renda, PhD, is a certified school counselor at Seminole Ridge Community High School in Loxahatchee, Florida and has worked as a school counselor for seven years. She has experience as a Guidance Director and 9th Grade Academy Coordinator. She is an adjunct instructor for the Department of Counselor Education at Florida Atlantic University, serves on the executive board for the Palm Beach School Counselor Association, serves on the Florida School Counselor Association’s College and Career Readiness Committee, and is a consultant for College Coaching Services, Inc.

Elizabeth Villares

Elizabeth Villares, PhD, is an associate professor and doctoral program coordinator in the Department of Counselor Education at Florida Atlantic University. She has been a counselor educator and training school counselors for over a decade. Her areas of specialization include counseling children and adolescents, integrating technology in school counseling program to improve data driven practices, and collaborating with school counselors to develop action and outcome research and program evaluation projects. Her current research focus includes implementing school counselor-led evidence-based programs to improve the academic achievement and social-emotional development of students in grades K-12.