The Effects of a Counselor-Led, Faith-Based, School-Family-Community Partnership on Student Achievement in a High-Poverty Urban Elementary School

Bibliographic Data

ID5032883
AuthorsLynette M Henry (College of Education and Human Development George Mason University, corresponding author), Joe Bryan (0000-0002-1471-1677, Department of Educational Psychology, Counseling, and Special Education The Pennsylvania State University, corresponding author), Julia Bryan, Carlos P Zalaquett (0000-0003-3415-8722, Department of Educational Psychology, Counseling, and Special Education The Pennsylvania State University, corresponding author)
Year2017
Volume45
Issue3
Pages162-182
Publication date2017-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Multicultural Counseling and Development (JOURNAL)
Journal identifiersISSN: 0883-8534 • E-ISSN: 2161-1912
PublisherWiley (PUBLISHER • GB)
DOI10.1002/jmcd.12072
OpenAlexW2730513025
LanguageEN
Citations received4
References cited29

School counselors play critical roles in partnerships with faith-based organizations that provide valuable programs for students with economic challenges. This study evaluated the effects of a counselor-led, faith-based, school-family-community partnership on student reading achievement in a high-poverty elementary school. Results indicated significantly higher reading gains for 3rd- through 5th-grade students when compared with a control school without the partnership. Students in adopted classrooms experienced higher reading gains than did comparison samples. Gaps in reading achievement were closed between mentored and nonmentored students.Los consejeros escolares juegan un papel crítico en las colaboraciones con organizaciones de carácter religioso que proporcionan programas valiosos para estudiantes con dificultades económicas. Este estudio evaluó los efectos de una colaboración de carácter religioso, dirigida por un consejero, entre escuela-familia-comunidad, enfocada en el desarrollo de la lectura en una escuela primaria con niveles altos de pobreza. Los resultados indicaron unos logros en lectura significativamente más altos en estudiantes de 3° a 5° grado comparados con los de una escuela de control sin esta colaboración. Los estudiantes en las clases que adoptaron la colaboración experimentaron unos mayores logros en lectura que las muestras de comparación. Las brechas en los logros de lectura se cerraron entre estudiantes que recibieron mentorización y estudiantes sin mentorización

Art · Faith · General partnership · Humanities · Political science · Poverty · Reading (process · Theology · Diverse Education Studies and Reforms · Parental Involvement in Education · Philosophy · Psychology · Youth Development and Social Support

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