Academic Counseling in Schools
In the confines of the classroom, students are enabled by educators and encouraged to reach their fullest potential. However, schools that are in low income communities do not have all the benefits, such as academic counseling, to help the struggling students that test below the schools standard testing. A solution to this rising issue was implemented through integrated programs for students who are not performing at the school standard (Domitrovich,C.E., Bradshawm C.P., Greenberg, M.T., Embry, D., Poduska, J.M., Ialongo, N.S., 2010). This task can be a difficult process for most children if they struggle with a need that can only be met by individual attention. Past program interventions that have been tailored to reach students that need additional help have demonstrated effectiveness within the classroom through optimistic youth development (Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., et al., 2003). This study is to determine if the program intervention used by Cornerstone counseling has been effective and beneficial to the students who are underperforming in the classroom. The study will also determine if the program is more useful to students who have participated in it for longer than one year.
CPS Title 1
This program intervention provides underperforming students an academic advantage based on living in a low income community. This opportunity was made through the Improving America’s Schools Act of 1994, Title 1 (Epstein, J. L., & Hollifield, J. H.,1996). The money offered for the title 1 program is exclusively used for students who come from a low-income community. Nevertheless, many schools do not take advantage of academic counseling because they are unaware of its availability. Schools that are eligible for this funding are provided a wide variety of options that the money can be used for. The title 1 schools can spend this funding on new computer equipment or software, books, educator training sessions, or specialized professors.
This federal education spending program specifically targets these students because they are more likely to be at risk of failing the academic requirements the school systems have set (Epstein et al., 1966). Because there are not as many resources available for the school to handle this issue alone, this guideline have been put in place to aid this struggling community of future leaders. The provision of academic counseling to schools challenges the school systems to consider a child’s individual development which will make a difference in the children’s academic career (Epstein et al., 1966). Based on the previous research that academic counseling improves a student’s academic career, the option of using academic counseling as part of the supplied funding should begin to rise.
In order to foster a child’s development throughout school, the teacher must create challenges that are unique...