Academic Achievement In Youth Research Articles

Self-efficacy, test anxiety and mathematics performance in Uruguayan adolescents exposed to community violence

Introduction. Community violence exposure (CVE) during adolescence relates negatively with academic performance, yet little is known about the mechanisms that underlie this association. Research on self-regulated learning identifies self-efficacy and test anxiety as key for explaining academic performance, while the stress process model of children's exposure to violence provides a framework for understanding how these aspects of the learning process may be debilitated by CVE. Method. This study aims to explore the mediating role of self-efficacy and test anxiety in the relation between CVE and academic performance. In a sample of 110 adolescents from low-income neighborhoods in Montevideo, Uruguay, structural equation modeling was used to test the hypothesis that adolescents with higher CVE have lower self-efficacy and higher test anxiety, which in turn compromises their mathematics achievement. We also hypothesize an indirect negative effect of CVE on self-efficacy through test anxiety. Results. Our data confirm that CVE is associated with test anxiety and mathematics score, yet not self-efficacy. While both self-efficacy and test anxiety relate to mathematics score, our sample does not support an indirect effect of CVE on mathematics performance through these variables. Furthermore, analysis reveal a surprising positive – yet small – indirect effect of CVE on self-efficacy through test-anxiety. Discussion and Conclusion. As self-efficacy – a malleable tool for promoting academic outcomes – appears not directly related to CVE in our sample, it holds important potential for enhancing academic achievement in youth exposed to community violence. Implications for psycho-educational interventions are set forth.

The Role of Parental Pressure and Warmth in the Relationship Between Parental Involvement, Parental Expectations, and Child Academic Success

The purpose of this study was to investigate both parent and child perceptions of parental involvement, parental expectations, parental pressure, and parental warmth, and the relationship of these variables with GPA. It was hypothesized that each of the independent variables would be positively correlated with GPA, excluding parental pressure, which would be negatively correlated with GPA. It was also hypothesized that the combination of high parental expectations and low parental involvement would have a positive relationship with parental pressure and a negative relationship with parental warmth. Parents (n = 158) of children in 6th–8th grade and 70 6th–8th grade children completed an online survey measuring these factors. Results from the parent survey demonstrated a positive correlation between parental expectations and child GPA (p = .047). Results from the child survey showed a negative correlation between parental pressure and GPA (p = .003), and that parental involvement can predict scores for the child’s sense of parental warmth. These findings provide a better understanding of various factors related to academic success, and they can lead to effective interventions for both parents and the educational system to increase academic achievement in youth.

Parent ratings on the MEMRY questionnaire predict children’s academic performance

ABSTRACT Given the high rates of learning challenges in children with medical conditions, efficient and reliable screening methods are crucial. This study examined whether parent report of daily learning and memory predicts academic achievement in youth. Parents of 213 youth (aged 6–18) with varied medical diagnoses completed the Multidimensional Everyday Memory Ratings for Youth (MEMRY), and youth completed subtests from the Wechsler Individual Achievement Test-Third Edition (WIAT-III) as part of a comprehensive assessment. All scales of the MEMRY (Learning, Daily Memory, Executive/Working Memory) correlated significantly with WIAT-III Spelling, Word Reading, and Numerical Operations, while only the MEMRY Learning subscale correlated significantly with WIAT-III Pseudoword Decoding. Regression analyses indicated that MEMRY Learning significantly predicted WIAT-III Word Reading and Spelling, while both the MEMRY Learning and MEMRY Daily Memory scales significantly predicted WIAT-III Numerical Operations. When Full Scale IQ was entered into the models first, the MEMRY Learning subscale accounted for an additional 4% of variance in WIAT-III Word Reading and 7% of variance in WIAT-III Spelling, but did not account for additional variance in WIAT-III Numerical Operations or Pseudoword Decoding. Analyses in a subset of children with broadly normal intellectual functioning demonstrated very similar results, with even higher variance in academic testing accounted for by the MEMRY. In sum, the MEMRY questionnaire may serve as an efficient screen to identify children at risk for reading, spelling, and math deficits.

Organizational social context and academic achievement of youth in residential care: The mediating role of youth-caregiver relationship quality

Existing research examining the academic performance of youth in residential care has often overlooked the contextual factors contributing to youth achievements. Guided by an ecological perspective, this study aimed to investigate the associations between various dimensions of residential care settings’ (RCS) organizational social context (i.e., organizational climate, structure, and work attitudes) and youth’s academic achievement, considering the mediating role of youth-caregiver relationship quality in those associations. The study was based on a sample of 699 young people aged 12–25 (M = 16.18; SD = 2.07), and their respective main residential caregivers (N = 242) and case managers (N = 168), from 55 RCS in Portugal. Given the hierarchical structure of the data, analyses were performed using multilevel modelling. Results showed that the association between caregivers’ reports of the residential care setting organizational social context, specifically regarding caregiver engagement and centralization (i.e., authority hierarchy), and youth’s academic achievement (i.e., higher scores in Math and Portuguese language) was mediated by lower levels of negative interactions with caregivers, reported by the youth. The findings demonstrate the need for an ecological, multilevel perspective, in addressing youth’s academic achievement in residential care. Awareness and appropriate resources should be directed at improving child-caregiver relationship quality and social climate of RCS, among other efforts, to improve poor academic performance of youth in residential care.

Examining the relationships among adolescent health behaviours, prefrontal function, and academic achievement using fNIRS

Several adolescent health behaviours have been hypothesized to improve academic performance via their beneficial impact on cognitive control and functional aspects of the prefrontal cortex (PFC). The primary objective of this study is to examine the association between lifestyle behaviours and academic performance in a sample of adolescents, and to examine the extent to which activity within the PFC and behavioural indices of inhibition may mediate this relationship. Sixty-seven adolescents underwent two study sessions five days apart. Sleep and physical activity were measured using wrist-mounted accelerometry; eating habits, substance use and academic achievement were measured by self-report. Prefrontal function was quantified by Multi-Source Interference Task (MSIT) performance, and task-related activity via functional near-infrared spectroscopy (fNIRS). Higher levels of physical activity predicted higher MSIT accuracy scores (β = .321, ρ = 0.019) as well as greater activation within the right dlPFC (b = .008, SE = .004, ρ = .0322). Frequency of fast-food consumption and substance use were negatively associated with MSIT accuracy scores (β = −0.307, ρ = .023) and Math grades (b = −3.702, SE = 1.563, ρ = .022), respectively. Overall, the results of this study highlight the importance of lifestyle behaviours as predictors of prefrontal function and academic achievement in youth.

An examination of the prospective association between physical activity and academic achievement in youth at the population level.

Exercise has significant benefits for brain health and this may have downstream learning benefits for youth. However existing studies looking at links between physical activity and academic achievement are limited by relatively small sample sizes and/or cross-sectional designs. The objective of this study is to determine the direction and magnitude of the association between physical activity and academic achievement in a large prospective sample of adolescents. Linear mixed models with random intercepts and multinomial ordinal generalized estimating equations were employed to analyze the prospective relationship between measures of physical activity and academic achievement from the COMPASS study (N = 9,898 linked participant data cases from year 2 (2013–2014) to year 4 (2015–2016)). The linear relationships between minutes of moderate to vigorous physical activity and academic achievement (English: r = -.047, p < .000; Math: r = -.026, p = .008) as well as meeting the national physical activity guidelines and academic achievement (English: est = -.052, p = .004; Math: est = -.052, p = .028) were negative and trivial in magnitude. Organized sport participation showed slight positive associations with academic achievement indices, but these were also of trivial magnitude. In conclusion, the relationship between physical activity and academic achievement was effectively null in this population sample. Advocacy for physical activity programming for adolescent populations may best be undertaken with reference to lack of net academic achievement cost, rather than presence of benefit, or simply with reference to the many other physical and mental health benefits for youth.

Evaluating the implementation of the SWITCH\xae school wellness intervention and capacity-building process through multiple methods

BackgroundSchool wellness programming is important for promoting healthy lifestyles and academic achievement in youth; however, research is needed on methods that can help schools implement and sustain such programs on their own. The purpose of this study was to investigate factors within and outside the school environment that influenced school capacity for implementation and potential sustainability of wellness programming.MethodsAs part of the School Wellness Integration Targeting Child Health (SWITCH®) intervention, elementary school wellness teams (N = 30) were guided through a capacity-building process focused on promoting the adoption of healthy lifestyle behaviors in students. Data on implementation were collected through three standardized surveys and interviews (pre-mid-post) and a post-implementation interview. Indicators of organizational capacity were assessed using the School Wellness Readiness Assessment (SWRA). Paired t-tests were run to assess changes in implementation (classroom, physical education, and lunchroom settings), capacity, and stakeholder engagement over time. One-way analysis of variance (ANOVA) tests were run to examine how implementation of best practices (low, moderate, high) explained differences in capacity gains. Qualitative data were analyzed through inductive and deductive analysis, following the Consolidated Framework for Implementation Research (CFIR).ResultsPaired t-tests showed non-significant increases in school and setting-specific capacity and implementation of SWITCH best practices over time, in addition to a consistent level of engagement from key stakeholders. ANOVA results revealed non-significant associations between implementation group and gains in school capacity (F [2, 24] = 1.63; p = .21), class capacity (F [2, 24]=0.20 p = .82), lunchroom capacity (F [2, 24]=0.29; p = .78), and physical education (F [2, 24]=1.45; p = .25). Qualitative data demonstrated that factors within the outer setting (i.e., engaging community partners) facilitated programming. Inner-setting factors (i.e., relationships with administration and staff) influenced implementation. Implementation process themes (e.g., planning, adaptation of resources to meet school capacity/needs, and engaging students as leaders) were cited as key facilitators. Schools discussed factors affecting sustainability, such as school culture and knowledge of school wellness policy.ConclusionsThe results from this implementation study document the importance of allowing schools to adapt programming to meet their local needs, and highlight the strengths of measuring multiple implementation outcomes. Increased support is needed for schools regarding the formation and improvement of wellness policies as a means to enhance sustainability over time.

Academic achievement and schizophrenia: a systematic meta-analysis.

Cognitive impairments in childhood are associated with increased risk of schizophrenia in later life, but the extent to which poor academic achievement is associated with the disorder is unclear. Major databases were searched for articles published in English up to 31 December 2019. We conducted random-effects meta-analyses to: (1) compare general academic and mathematics achievement in youth who later developed schizophrenia and those who did not; (2) to examine the association between education level achieved and adult-onset schizophrenia; and, (3) compare general academic achievement in youth at-risk for schizophrenia and typically developing peers. Meta-regression models examined the effects of type of academic assessment, educational system, age at assessment, measurement of educational level attained, school leaving age, and study quality on academic achievement and education level among individuals with schizophrenia. Meta-analyses, comprising data of over four million individuals, found that: (1) by age 16 years, those who later developed schizophrenia had poorer general academic (Cohen's d = -0.29, p ⩽ 0.0001) and mathematics achievement (d = -0.23, p = 0.01) than those who did not; (2) individuals with schizophrenia were less likely to enter higher education (odds ratio = 0.49, p ⩽ 0.0001); and, (3) youth reporting psychotic-like experiences and youth with a family history of schizophrenia had lower general academic achievement (d = -0.54, p ⩽ 0.0001; d = -0.39, p ⩽ 0.0001, respectively). Meta-regression analyses determined no effect modifiers. Despite significant heterogeneity across studies, various routinely collected indices of academic achievement can identify premorbid cognitive dysfunction among individuals who are vulnerable for schizophrenia, potentially aiding the early identification of risk in the population.

Cardiorespiratory Fitness in Youth: An Important Marker of Health: A Scientific Statement From the American Heart Association.

Cardiorespiratory fitness (CRF) refers to the capacity of the circulatory and respiratory systems to supply oxygen to skeletal muscle mitochondria for energy production needed during physical activity. CRF is an important marker of physical and mental health and academic achievement in youth. However, only 40% of US youth are currently believed to have healthy CRF. In this statement, we review the physiological principles that determine CRF, the tools that are available to assess CRF, the modifiable and nonmodifiable factors influencing CRF, the association of CRF with markers of health in otherwise healthy youth, and the temporal trends in CRF both in the United States and internationally. Development of a cost-effective CRF measurement process that could readily be incorporated into office visits and in field settings to screen all youth periodically could help identify those at increased risk.

Poverty Status Moderates the Relationship between Cardiorespiratory Fitness and Academic Achievement.

The purpose of the study was to examine the associations among cardiorespiratory fitness (CRF), weight status and academic achievement in youth, and to determine if these relationships are moderated by poverty status. The sample included 5th (N=27,791) and 8th grade (N=16,047) South Carolina students. Academic achievement was assessed using a state-wide assessment and classified into 2 categories (ie, does not meet/approaches standards vs meets/exceeds standards). CRF was assessed and expressed as Healthy Fitness Zone (HFZ) or Needs Improvement/Needs-Improvement-Health Risk. Students' demographics and poverty status were reported. Multilevel logistic regression analyses were used to examine the association between CRF, weight status and academic achievement. Interaction terms were introduced into the final models. Analyses were performed separately by grade level and academic subject. The CRF was significantly associated with the odds of meeting/exceeding academic standards after controlling for covariates and adjusting for weight status. The relationship between CRF and academic achievement varied significantly by poverty status. After adjustment for CRF, weight status was not significantly associated with academic achievement. The odds of achieving academic standards were significantly higher among students achieving CRF HFZ regardless of poverty status. CRF may partially mitigate the adverse effect of poverty on academic achievement.

청소년의 학업성취에 영향을 미치는 요인들의 구조적 관계: 이주배경여부에 따른 차이를 중심으로

청소년의 학업성취에 영향을 미치는 요인들의 구조적 관계: 이주배경여부에 따른 차이를 중심으로

Neural oscillatory dynamics serving abstract reasoning reveal robust sex differences in typically-developing children and adolescents

Fluid intelligence, the ability to problem-solve in novel situations, is linked to higher-order cognitive abilities, and to academic achievement in youth. Previous research has demonstrated that fluid intelligence and the underlying neural circuitry continues to develop throughout adolescence. Neuroimaging studies have predominantly focused on identifying the spatial distribution of brain regions associated with fluid intelligence, with only a few studies examining the temporally-sensitive cortical oscillatory dynamics underlying reasoning abilities. The present study collected magnetoencephalography (MEG) during an abstract reasoning task to examine these spatiotemporal dynamics in a sample of 10-to-16 year-old youth. We found increased cortical activity across a distributed frontoparietal network. Specifically, our key results showed: (1) age was associated with increased theta activity in occipital and cerebellar regions, (2) robust sex differences were distributed across frontoparietal regions, and (3) that specific frontoparietal regions differentially predicted abstract reasoning performance among males versus females despite similar mean performance. Among males, increased theta activity mediated the relationship between age and faster reaction times; conversely, among females, decreased theta mediated the relationship between age and improved accuracy. These findings may suggest that males and females engage in distinct neurocognitive strategies across development to achieve similar behavioral outcomes during fluid reasoning tasks.

Longitudinal Associations between Physical Fitness and Academic Achievement in Youth.

Data from clinical trials have justified the promotion of fitness as a means to enhance facets of cognitive control and academic achievement in youth. However, such associations, when tested under real-world conditions, are equivocal. The purpose of this study, therefore, was to evaluate longitudinal associations between aerobic capacity (AC), weight status, and academic achievement within a large urban county. Longitudinal data were obtained from a sample of third, fifth, and seventh grade students in schools within an urban county in Georgia. Data on body mass index (BMI) were available from 11,639 students; AC data from 5735 students. Data on both indicators were obtained through the established FitnessGram assessment battery with 2-yr changes calculated using standardized Z scores. Academic achievement data were available from three subjects (math, science, and reading) for third, fifth, and seventh grade students, and 2-yr changes were computed using changes in Z scores for each test. Data were analyzed using generalized logistic models to test associations between change in BMI and AC in relation to changes in academic achievement. Positive associations were observed between improvements in weight status and academic achievement for the fifth grade boys and girls ([reading] odds ratio [OR], 1.47; 95% confidence interval [CI], 1.25-1.72; [science] OR, 1.22; 95% CI, 1.04-1.42). Maintaining weight status was associated with improved scores in the third grade ([math] OR, 1.16; 95% CI, 1.012-1.327; [reading] OR, 1.47; 95% CI, 1.25-1.72) and fifth grade cohorts (math OR, 1.20; 95% CI, 1.00.1.43). For AC, no significant associations were found for any age cohort. Modest associations between improvements in weight status, AC, and academic achievement are noteworthy, despite the lack of statistical significance for AC. The results provide a robust evaluation of associations between fitness and academic achievement.

Metabolic health and academic achievement in youth at risk for high school dropout in rural Mississippi: The role of classroom management

Disparities in health and academic achievement affect large cross-sections of the same population subgroups. This study examined the relationship metabolic health and academic achievement in youth “at risk” for school dropout in rural Mississippi. Fifteen adolescents participated in a studio based learning educational summer camp and subsequent follow-up sessions during the regular school year that were aimed at developing knowledge of core curriculum subjects by developing design projects based on the camp STEM-related theme. These projects are characteristic of a pedagogical technique known as Studio Based Learning (SBL) and involve more movement than a traditional classroom setting. Participants' metabolic health was assessed via measurements of blood lipids and glucose, blood pressure, BMI and waist circumference, and examined individually and as a combined risk score. Academic achievement measurements were obtained from district standardized testing. Mean BMI for this sample was classified as overweight; however, other metabolic parameters (blood lipids and glucose, and resting blood pressure) were in normal ranges for this age group. Little association was found between metabolic health and academic achievement and in this sample for math of language (r = −0.56 and 0.20, respectively). Participants took part in notable amounts of moderate-to-vigorous physical activity during the SBL camp and very little in the traditional classroom setting (approximately 30 vs. 7 min/day, respectively). Actively engaging teaching strategies, such as SBL, may impart a meaningful impact on physical activity levels of school-aged children, which may have long term, positive health outcomes.

Acute Exercise and Academic Achievement in Middle School Youth

Research has established that when students are more physically active, their academic performance improves relative to their more sedentary peers. Aerobic exercise (AE) has consistently demonstrated positive effects on academic achievement (AA) in middle-school-aged students. Research in adult and elderly populations has shown that resistance exercise (RE) can positively influence cognition. However, there is a paucity of research examining the effects of RE on measures of academic achievement in youth. PURPOSE: The purpose of this study was to compare the acute effects of AE, RE, and a non-exercise (NE) control on measures of AA and cognition in 8th grade boys and girls. METHODS: This study utilized a randomized crossover design. Eighth grade boys and girls performed three separate exercise trials (AE, RE, NE) separated by seven days each. Immediately following exercise, participants completed a 10-question mathematics test, followed by the Stroop Test (Victoria version). RESULTS: Repeated measures ANOVA revealed a significant difference in mean math test performance between RE and NE (F1,62 = 4.50, p = .038, η2 = .068). AE also resulted in a mean math score increase of 0.44 points (out of 10), which may be considered practically significant (η2 = .04). Results of separate repeated measures ANOVAs revealed significant differences between RE and NE in the Stroop Dot test (F1,62 = 8.14, p = .006, η2 = .116), Stroop Word test (F1,62 = 9.90, p = .003, η2 = .138), and Stroop Color test (F1,62 = 7.57, p = .008, η2 = .109). Significant differences were also found between AE and NE in the Stroop Word test (F1,62 = 91.63, p < .001, η2 = .596) and Stroop Color test (F1,62 = 14.53, p < .001, η2 = .19). Finally, significant differences were found between RE and AE in the Stroop Dot test (F1,61 = 9.18, p = .004, η2 = .129), Stroop Word test (F1,62 = 14.73, p < .001, η2 = .192), and Stroop Color test (F1,62 = 20.14, p < .001, η2 = .245). CONCLUSION: RE and AE demonstrated improvement in mean math test performance as compared to NE. Additionally, RE significantly improved performance over AE and NE in the Stroop Dot, Word and Color tests. To the author’s knowledge, this is the first example of acute RE being utilized to enhance AA and cognitive functions in a middle-school-aged sample.

How do student and school characteristics influence youth academic achievement in Ghana? A hierarchical linear modeling of Ghana YouthSave baseline data

Few attempts have been made to examine the influence of student and school factors on academic achievement of youth in West Africa. We examined student- and school-level predictors of academic achievement of Ghanaian junior high school students. Age, gender, academic self-efficacy, and commitment to school are significantly associated with math and English scores. Class size and the presence of toilet facility are significant predictors of English scores. Given the long-standing debate of whether student characteristics or school resources have larger effects on academic achievement, this study presents evidence on the importance of student characteristics on Ghanaian youth's academic achievement.

Nationally Representative Associations between Health-Related Physical Fitness and Standardized Academic Test Scores in Chilean Adolescents

Physical fitness has been positively related to academic performance in youth, yet this association has not been examined at a national level for cardiorespiratory fitness (CRF) and musculoskeletal fitness (MSF). PURPOSE: To examine the independent and combined associations of CRF and MSF with academic performance in Chilean 8th graders. METHODS: This cross-sectional study was based on a population-based, representative sample of 18,696 8th graders (median age=14 years) who were sampled in both the 2011 National Physical Education Survey and the 2011 National Academic Achievement Survey in Chile. Academic performance was assessed via four standardized tests: reading, math, natural science, and social sciences (max average score of all tests=404.0; min=132.8; mean=257.3). CRF was assessed with the 20-meter shuttle run test and MSF with standing broad jump. The independent associations of CRF and MSF with the mean of the four academic test scores were determined through multivariate linear regression. The combined influence of CRF and MSF on academic achievement was determined using ANCOVA with a three-level dependent variable: 1) unhealthy CRF and unhealthy MSF; 2) either unhealthy MSF or unhealthy CRF; 3) healthy MSF and healthy CRF. Both models controlled for body mass index, waist circumference, socioeconomic status, age, sex, and geographical location. Analyses were weighted and accounted for complex sampling design. RESULTS: MSF was positively associated with academic performance scores (beta=0.09, p<0.001), independent of CRF and other covariates, whereas CRF was not significantly associated with academic scores, after controlling for MSF and other covariates. Students with both unhealthy CRF and unhealthy MSF had poorer academic scores (adjusted mean score=253.2) than students with either unhealthy CRF or MSF (adjusted mean=256.9), who had yet poorer academic performance than students with healthy CRF and healthy MSF (adjusted mean=258.9; p for trend <0.001). CONCLUSIONS: Unhealthy MSF was associated with poorer academic scores in Chilean adolescents. When combined with unhealthy CRF, this effect intensified. Results are in line with previous studies finding a link between physical fitness and academic achievement in youth, this time at a nationally representative level. The findings may have implications for education policy in Chile.

Is active commuting to school associated to academic achievement in youth?

Is active commuting to school associated to academic achievement in youth?

The Effects of Private Education Patterns and Study Habits on Academic Achievement

The purpose of this study was to explore the patterns of private education, investigate the characteristics of private education patterns, and analyze the differences in study habits and academic achievement of youth on the basis of private education patterns. In this study, we used the data from the 2012 Panel of the Korea Children and Youth Panel Study by the National Youth Policy Institute. The subjects of this study were ninth-grade students and their parents. The statistical methods used for the analysis were two-step clustering, Chi-squared test, analysis of variance, and multiple regression. The major findings were as follows: first, private education was classified into three patterns, namely financial investment, time investment, and reduction of investment; and four categories, namely; private education methodology, private education time, private education expenses, and number of youth with access to private education. Second, the statistically significant socio-demographic characteristics of private education patterns were parents` education, parents` job type, father`s working hours, sex of children, housing form, and income. Third, the study found that financial investment and a reduce of investment led to better study habits and academic achievement than time investment and no investment. Fourth, private education and study habits showed statistically meaningful effects on academic achievement; in particular, study habits had strong effects on academic achievement. Based on the results, a variety of educational programs for the improvement of the study habits of the youth were suggested.

Are We Going in the Right Direction? Concerns about School Counseling

School counseling is at a crossroads. External pressures, such as education reform, the development of a single counselor identity, and serving the needs of all stakeholders, are exerted on school counseling. In 2009, the Journal of and Development published a special edition specifically asking, Where lies the future? for school counselors (Dahir, 2009). School counseling, as a specialization of the counseling profession, appears to be experiencing a crisis of identity. Historically, school counselors viewed their role as mediating the physical, personal, social, and behavior obstacles impeding students' academic success (Erford, 2011; Schellenberg, 2008). Currently, there is an attempt to shift school counselors to become education reform leaders focused on academic achievement of youth (Erford, 2011; Schellenberg, 2008). The departure from the traditional role of the school counselor seems to be redesigning the school counselor as an academic interventionist (Baker, 2001). Essentially, the crisis appears to be centered on whether school counselors are educators (with knowledge of counseling theories and techniques), or counselors (working within an educational environment), and whether academic achievement or holistic student development is the primary focus of school counselors. The future of school counseling may depend on which road is selected during this crisis of identity. While it has been acknowledged that there is more than one possible pathway in the future development of school counseling (Dahir, 2009), we believe that the American School Counselor Association (ASCA) has selected an avenue of identifying school counselors as educators primarily focused on academic achievement that could be potentially devastating to school counseling. Background School counselors clearly have responsibilities to the counseling profession and to the students of the schools in which they work. This past decade, school counselors were pressured by leadership to change their role within schools. This intentional role change seems to be influenced by education reform efforts, and how leadership has interpreted the call for change. Role and Identity Historically, over the past century, role ambiguity has been a central issue for school counselors, yet the leadership has suggested, identity is not a central concern to ASCA (Kraus, Kleist, & Cashwell, 2009). Perhaps it is in the opinion of leaders that they have sufficiently met their goal to one vision, one voice for school counseling programs (ASCA, 2005; ASCA, 2012). The question remains, whose vision and voice? The vision and voice does not seem to be aligned with the other counseling organizations, including the American Association (ACA), which is the largest organization that represents counselors, and a parent organization of ASCA. ACA has been working to establish a professional identity that can be shared by all counselors, no matter their specialty (ACA, 2010; Kraus et al., 2009, p.60), including school counselors. The 20/20 representatives, which included such groups as CACREP, NBCC, Chi Sigma Iota, and the divisions of ACA (including the leadership), identified seven principles critical to the mission of continuing to move the counseling profession forward (ACA, 2010). The Principles were endorsed by 29 of the organizations that represent the specialty areas, in addition to the certifying and accrediting bodies, within the counseling profession. ASCA, however, declined to support the seven principles, but indicated that if the statements were to be operationalized, and believed that the statements represented the views of ASCA, that they would sign on at that time (R. S. Wong, personal communication, July 30, 2009). After the seven principles were adopted by the other counseling organizations, the 20/20 representatives used the Delphi Method to create a visioning statement, Counseling is a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals (ACA, 2010, para. …