TPC-Journal-V4-Issue5

The Professional Counselor \Volume 4, Issue 5 544 Participants A total of 4,342 fifth-grade students in two large school districts completed the SESSS. The following is the demographic profile of the total participants: (a) gender = 2,150 (49.52%) female and 2,192 (50.48%) male; (b) ethnicity = 149 (3.43%) Asian, 1,502 (34.59%) Black, 865 (19.92%) Hispanic, 18 (.42%) Native American, 125 (2.88%) Multiracial, 1,682 (38.74%) White, and 1 (.02%) no response; (c) socioeconomic status = 1,999 (46.04%) noneconomically disadvantaged and 2,343 (53.96%) economically disadvantaged; (d) disability = 3,677 (84.68%) nondisabled and 665 (15.32%) disabled; (e) 504 status = 4,155 (95.70%) non-504 and 187 504 (4.3%); and (f) English language learners (ELL) = 3,999 (92.1%) non-ELL and 343 (7.9%) ELL students. Demographic information for fifth-grade students in each school district is reported in Table 1. Table 1 Fifth-Grade Student Participant Demographics by School District Demographic Characteristics District 1 ( n = 2,162) District 2 ( n = 2,180) Gender Female Male 1,080 (49.90%) 1,082 (50.10%) 1,070 (49.10%) 1,110 (50.90%) Ethnicity Asian Black Hispanic Native American Multiracial White No response 89 (04.12%) 899 (41.58%) 165 (07.63%) 7 (00.32%) 64 (02.95%) 938 (43.40%) ---- 60 (02.75%) 603 (27.66%) 700 (32.11%) 11 (00.50%) 61 (02.80%) 744 (34.13%) 1 (00.05%) SES Non-economically disadvantaged Economically disadvantaged 1,118 (51.71%) 1,044 (48.29%) 881 (40.41%) 1,299 (59.59%) Disability Nondisabled Disabled 1,847 (85.43%) 315 (14.57%) 1,830 (83.94%) 350 (16.06%) 504 Status Non-504 504 2,108 (97.50%) 54 (02.50%) 2,047 (93.90%) 133 (06.10%) English language learners Non-ELL ELL 1,968 (91.03%) 194 (08.97%) 2,031 (93.17%) 149 (06.83%) Note. n = number of students enrolled in the district; SES = socioeconomic status; ELL = English language learners. Instruments Student Engagement in School Success Skills. The SESSS (Carey et al., 2013) was developed to measure the extent to which students use the specific strategies that researchers have shown relate to enhanced academic achievement (Hattie et al., 1996; Masten & Coatsworth, 1998; Wang et al., 1994b). Survey items were written to assess students’ cognitive and metacognitive skills (e.g., goal setting, progress monitoring, memory skills), social skills (e.g., communication skills, social problem solving, listening, teamwork skills) and self- management skills (e.g., managing attention, motivation, anger). After the initial pool of items was developed, items were reviewed by an expert panel of elementary educators and school counselors and subjected to a readability analysis using the Lexile Framework for Reading system (MetaMetrics, 2012). At each stage of review, minor changes were made to improve clarity on several items.