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Do Teacher Advisement Programs Affect Student Achievement?

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Title: Do Teacher Advisement Programs Affect Student Achievement?
Language: English
Authors: Hendon, Kellie, Jenkins, Marvin C.
Source: Alabama Counseling Association Journal. Fall 2012 38(1):31-42.
Availability: Alabama Counseling Association. 217 Daryle Street, Livingston, AL 35470. Tel: 888-655-5460; Tel: 205-652-1712; Fax: 205-652-1576; e-mail: alca@alabamacounseling.org; Web site: http://www.alabamacounseling.org
Peer Reviewed: Y
Page Count: 12
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Descriptors: Academic Achievement, Graduation Rate, Student Surveys, Teacher Surveys, Exit Examinations, Program Effectiveness, Teacher Effectiveness, Program Evaluation, Faculty Advisers, Educational Counseling, School Counseling, Comprehensive Guidance, Data Analysis, Academic Records, Student Records, Developmental Studies Programs, Achievement Gains, High School Students
Geographic Terms: Alabama
ISSN: 1546-2781
Abstract: Although education has been a part of all cultures since the beginning of existence, it is constantly evolving. As educators seek to instill in their students the significance of lifelong learning, they also seek opportunities to learn and improve. Greater pressures and demands than ever before are being placed on educators. When Handley High School failed to meet state expectations, educators sought solutions. After much time and research, a Teacher Advisement Program (TAP) and a Get on Track (GOT) program were implemented. This study examines the effectiveness on academic achievement of these programs by reviewing Alabama High School Graduation Exam passage rates, reviewing graduation rates, and conducting student and faculty surveys. After reviewing data, a direct correlation between the programs implemented at Handley High School and student achievement cannot be established. The study does suggest some positive outcomes of the TAP/GOT efforts that merit future exploration. The research from this study will aid in future developments of the two programs. This study is a continuation of previous studies regarding implementation of teacher advisement programs in other school districts and will serve as a guide to schools seeking to implement such programs. As schools continue to seek opportunities to enhance academic achievement and student success, advisement programs might increase in popularity.
Abstractor: As Provided
Number of References: 9
Entry Date: 2013
Accession Number: EJ990746
Database: ERIC
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  Data: Do Teacher Advisement Programs Affect Student Achievement?
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  Data: <searchLink fieldCode="SO" term="%22Alabama+Counseling+Association+Journal%22"><i>Alabama Counseling Association Journal</i></searchLink>. Fall 2012 38(1):31-42.
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  Data: Alabama Counseling Association. 217 Daryle Street, Livingston, AL 35470. Tel: 888-655-5460; Tel: 205-652-1712; Fax: 205-652-1576; e-mail: alca@alabamacounseling.org; Web site: http://www.alabamacounseling.org
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Alabama%22">Alabama</searchLink>
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  Data: 1546-2781
– Name: Abstract
  Label: Abstract
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  Data: Although education has been a part of all cultures since the beginning of existence, it is constantly evolving. As educators seek to instill in their students the significance of lifelong learning, they also seek opportunities to learn and improve. Greater pressures and demands than ever before are being placed on educators. When Handley High School failed to meet state expectations, educators sought solutions. After much time and research, a Teacher Advisement Program (TAP) and a Get on Track (GOT) program were implemented. This study examines the effectiveness on academic achievement of these programs by reviewing Alabama High School Graduation Exam passage rates, reviewing graduation rates, and conducting student and faculty surveys. After reviewing data, a direct correlation between the programs implemented at Handley High School and student achievement cannot be established. The study does suggest some positive outcomes of the TAP/GOT efforts that merit future exploration. The research from this study will aid in future developments of the two programs. This study is a continuation of previous studies regarding implementation of teacher advisement programs in other school districts and will serve as a guide to schools seeking to implement such programs. As schools continue to seek opportunities to enhance academic achievement and student success, advisement programs might increase in popularity.
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  Data: 2013
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      – Text: English
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      Pagination:
        PageCount: 12
        StartPage: 31
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Graduation Rate
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Exit Examinations
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Faculty Advisers
        Type: general
      – SubjectFull: Educational Counseling
        Type: general
      – SubjectFull: School Counseling
        Type: general
      – SubjectFull: Comprehensive Guidance
        Type: general
      – SubjectFull: Data Analysis
        Type: general
      – SubjectFull: Academic Records
        Type: general
      – SubjectFull: Student Records
        Type: general
      – SubjectFull: Developmental Studies Programs
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Alabama
        Type: general
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      – TitleFull: Do Teacher Advisement Programs Affect Student Achievement?
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            NameFull: Jenkins, Marvin C.
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