ASCA Conference 2010

Carolyn Berger, Ph.D.Nova Southeastern University

Reduce Underachievement, Raise Graduation

What does an underachieving student look like?

Three examples:KalebCandaceDana

Topics to be Covered1) Why is underachievement an important issue school

counselors need to look into?2) Identifying underachieving students3) Determining individual student’s underlying cause(s)

for underachievement4) Proposed intervention plan for underachieving

students5) Barriers to working with underachieving students6) If time, we’ll do an activity so you can practice your

skills

Percentage of high school dropouts among persons 16 to 24 years old, by race/ethnicity: Selected years, 2000-06

Year Year TotalTotal White White Black Black HispanicHispanic20002000 10.910.9 6.96.9 13.113.1 27.827.820012001 10.710.7 7.37.3 10.910.9 272720022002 10.510.5 6.56.5 11.311.3 25.725.720032003 9.99.9 6.36.3 10.910.9 23.523.520042004 10.310.3 6.86.8 11.811.8 23.823.820052005 9.49.4 66 10.410.4 22.422.420062006 9.39.3 5.85.8 10.710.7 22.122.1

(U.S. Department of Education, 2008)

Other dropout data…Among public high school students in the class of

2004–05, the average freshman 4-year graduation rate was 74.7 percent (U.S. Department of Education, 2008).

The 4-year graduation rate among public high school students in the 50 largest cities in the U.S. was 51.8% for the class of 2004 (Editorial Projects in Education Research Center, 2008).

Do you think there is a link?

Looking at these graduation rates, do you think underachievement plays a role in some of the low graduation rates?

Identifying Underachieving StudentsDebated topic in the literatureFor the purpose of my past research, I chose

to utilize the following definition:

“Underachievers are students who exhibit a severe discrepancy between expected achievement (as measured by standardized achievement test scores or cognitive or intellectual ability assessments) and actual achievement (as measured by class grades and teacher evaluations)” (Reis & McCoach, 2000, p. 157).

Important Points to Note when Identifying Underachievers…

Care must be taken to account for the impact of learning disabilities or other disorders when identifying underachieving students

It may also be difficult to identify English as a Second Language learners as underachievers

What do your underachieving students “look” like?

How do you know when a student is underachieving? Are there common phrases or words that teachers

and parents use to describe these students?

They all look different!Underachieving students may have certain

characteristics in common but overall they tend to be very different from each other

Several different groups of researchers recognized that typologies of UA students need to be identifiedMandel & Marcus (1988, 1995)Spevak & Karinch (2000)Rimm (2008)Peters (2000)

Typologies of UA StudentsWhen combining these four typology theories, 6

themes resulted:Students who avoid workStudents who worry about schoolStudents who are trying to find their identityManipulative studentsDistressed studentsStudents who defy authority

There are MANY other different possibilities of UA types, and some may be combinations of types

Avoiding studentsWait until last minute to do workMotivated to avoid work and have funEasy-going, usually get along with others

Worrying StudentsPut pressure on themselves to do betterParents may pressure themFear imperfectionTry to please othersUsually tense and anxious

Identity Searching StudentsIdentity connected to area of interestSeek independenceOpinionatedTrying to find their own identity

Manipulating StudentsPersuasiveTry to “beat the system”May cheat, lie, or skip schoolSense adults’ weaknesses

Distressing StudentsNoticeably sadHave trouble sleeping and concentratingDetached Irritable

Defying StudentsArgue frequently with authoritiesRebelliousRisk-takersViewed as having an “attitude problem”Lose temper easily

So how does this knowledge help us as school counselors, parents, and educators?We need to determine WHY a student is underachieving

before we can most effectively help him/herMany great intervention plans out there…

Student Success SkillsOrganizational skills trainingTime management trainingGoal-setting interventionsEtc.

These will be a waste of time if you don’t carefully evaluate student’s primary needs 1st

How can we efficiently determine reasons behind a student’s UA?

Development of SAMS (Skinner, 2008)School Achievement Motivation Scales

Sample questions handoutDevelop your own questions to look at

important areas

School Achievement Motivation ScalesPreliminary study presented 5 factors:

(I) Dedication to Schoolwork(II) Personal Well-Being(III) Interpersonal Diplomacy(IV) Desire to Learn and Succeed(V) Academic Self-Concept

See handout for SAMS sample items

Sample Questions Handout

These are questions that can be asked in addition to SAMS items

Notice that there are questions for students, parents, and teachers to get whole picture

The next section will show you how to best utilize these questions

Intervention Plan for UA StudentsStep 1: AssessmentStep 2: Intervention PlanningStep 3: ImplementationStep 4: Monitoring and Feedback

See Handout…

Step 1: AssessmentThree parts to this step:1) Identify the students’ motives/reasons

a) Do this by asking questions (see samples)b) Can use an instrument that is already developed*c) Make sure to include multiple perspectives

2) Determine the nature of the interventions that have already been tried

3) Invite suggestions from the student, teacher and parent (and other relevant stakeholders) regarding interventions that might work

*Examples can be found in recent literature (Amatea & Skinner, 2006; Friedlander, Marcus & Mandel, 1996; Rimm, 2008).

Step 2: Intervention Planning In this step you will use the information you gathered in

Step 1Always keep the student’s reasons for underachievement

at the forefront of your mindTalk with the student about what his immediate goal

might be (e.g. being promoted to 10th grade) and how he plans to get there

Consider strategies that will help him meet his goal (e.g. confidence building, time management, empowerment, coping with stress, anxiety, etc.)

Conduct a joint problem-solving meeting with the teacher(s), parent(s), and student to propose the plan

Decide on short term and long term goals, and decide on each person’s role in implementing it

Step 3: ImplementationEach person involved in this plan may require some

assistance in implementing their responsibilitiesCounselor as “point person”

It is our responsibility to make sure that each person has the resources they need

Step 4: Monitoring & FeedbackGather data, both quantitative (e.g. grades, attendance,

discipline) and qualitative (e.g. feedback from teachers, parent, student)

Is intervention plan effective?Certain parts of the plan may be working, while others are notAlways celebrate student’s accomplishments, no matter how

smallDetermine how plan can be modified

Even if plan is effective, some strategies may need tweakingIf it is not effective, you will need to make some changes to plan

Gather feedback from the student, parent, and teachers to come up with the modifications to the plan

Cycle back to step three to make sure that the intervention plan is being carried out

Case IllustrationKaleb- 11th grader

Fs in 3 classes, never turned in homeworkVery intelligent according to standardized tests

STEP ONE: Assessment Kaleb: loved video games, no goals, does want to be

promoted to grade 11, likes to socialize, easy-goingMother: always helped him in middle school, has tried

not to nagTeachers: tried incentives to get him to turn in

homework, haven’t found anything that works

Case Illustration (cont.)STEP TWO: Intervention planning

Counselor meets individually for 4 sessions to discuss goals, and potential career path Focused on empowering Kaleb to show that he has control over

his futureUsed interesting activities like guided imagery, art therapy Confront excuses, introduce reality

Kaleb agreed to join environmental club since he likes animals and socializingEnv. Club was full of students who were positive peer

connections for KalebLook for areas of student strengths and interests

Never learned organizational skills- put in a small group

Case Illustration (cont.)STEP TWO: Intervention planning (Cont.)

Counselor met individually with parentTeachers’ role- update grade system online, email

parent if they notice significant changes (positive or negative)

Case Illustration (cont.)STEP THREE: Implement Plan

Counselor as “Point Person”Contact parent, set up meetingSet up regular sessions with KalebMake sure Kaleb is placed in organizational groupCheck in to see if he is attending Environmental ClubCheck to make sure grades are getting posted onlineEtc.

Case Illustration (cont.)STEP FOUR: Monitoring & Feedback

Counselor reviews Kaleb’s grades and feedback from teachers, parent, and Kaleb himself after 4 weeksKaleb seemed happier in schoolOrganizational skills still needed a lot of workKaleb likes club, met peer who is positive influenceGrade in social studies improved, but science and math grades

were still FsGo over progress with parent and KalebPraise accomplishmentsModify plan as needed

Change organizational strategy he was usingStart to share what he’s doing organizationally with his mom

Barriers to Working with UA StudentsComplicating factors

PovertyCommunity violenceFamilial conflictGender role expectationsLack of cultural supportHigh mobility

Consider school climateTeacher/faculty training Work with administration to foster awareness

Activity

1) Get in small group of 2-3 people. 2) You will be given a profile of an underachieving

student3) Determine his/her underlying causes of UA4) Come up with an intervention plan for him/her

Books to Help you Come Up with Intervention Plans:

Mandel, H.P. & Marcus, S.I. (1995). “Could Do Better”. New York, NY: John Wiley & Sons.

Rimm, S. (2008). Why bright kids get poor grades. Scottsdale, AZ: Great Potential Press, Inc.

Spevak, P.A. & Karinch (2000). Empowering Underachievers. Far Hills, NJ: New Horizon Press.

Other ResourcesAmatea, E. & Skinner, C. (2006), Preliminary test manual for the school achievement

motivation scales. Gainesville, FL: University of Florida.Editorial Projects in Education Research Center (2008). Cities in crisis: A special

analytic report on high school graduation. Retrieved from http://www.edweek.org/media/citiesincrisis040108.pdf

Friedlander, J, Marcus, S. & Mandel, H. (l996). Achievement motivation profile. Los Angeles,CA: Western Psychological Services.

Peters, R. (2000). Overcoming Underachieving. New York, NY: Broadway Books. Skinner, C.A. (2008). Development of the School Achievement and Motivation Scales:

An assessment tool used to differentiate reasons for student underachievement (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3334504)

U.S. Department of Education (2006). Student Effort and Educational Progress Tables. Retrieved March 3, 2009, from http://nces.ed.gov/programs/coe/2008/section3/table.asp?tableID=896