The School Dropout Assistance Program (1991-1996) funded a number of projects to test and evaluate the effect of promising strategies for dropout prevention and re-entry. The results found that counseling services were one of the key elements of promising dropout prevention initiatives.

• Kaufman, P., Klein, S., & Frase, M. (1999). Dropout Rates in the United States, 1997. Statistical Analysis Report. U.S. Department of Education.

Studies on high school attrition indicate that preventive counseling, occurring before students are in crisis, reduces the risk of these students dropping out later.

• Bearden, L.J., Spencer, W.A., & Moracco, J.C. (1989). A study of high school dropouts. The School Counselor, 27, 113-120.
• Morey, R.E., Miller, C.D., Fulton, R., & Rosen, L.A. (1993). High school peer counseling: The relationship between student satisfaction and peer counselors' style of helping., The School Counselor, 40, 293-300.
• Praport, H. (1993). Reducing high school attrition: Group counseling can help. School Counselor, 40(4), 309-311.
• Wirth-Bond, S., Coyne, A., & Adams, M. (1991). A school counseling program that reduces dropout rates. The School Counselor, 39, 131-137.

Counseling decreases classroom disturbances. Counseling services support teachers in the classroom and enable teachers to provide quality instruction designed to assist students in achieving high standards. Students in schools that provide counseling services indicated that their classes were less likely to be interrupted by other students, and that their peers behaved better in school.

• Lapan, R.T., Gysbers, N.C., & Sun, Y. (1997). The impact of more fully implemented guidance programs on the school experiences of high school students: A statewide evaluation study. Journal of Counseling & Development, 75, 292-302.

Students who have access to counseling programs reported being more positive, and having greater feelings of belonging and safety in their schools.

• Lapan, R.T., Gysbers, N.C., & Sun, Y. (1997). The impact of more fully implemented guidance programs on the school experiences of high school students: A statewide evaluation study. Journal of Counseling & Development, 75, 292-302.

One study found that high school counselors influenced their students' future plans by encouraging them to have high expectations. A high proportion of 10th and 12th grade students who were surveyed perceived that their counselor expected them to attend college, regardless of their racial background. High school students' own educational expectations for themselves increased over time.

• Mau, W.C., Hitchcock, R., & Calvert, C. (1998). High school students' career plans: The influence of others' expectations. Professional School Counseling, 2:2, 161-166.

Students trained by counselors to be peer facilitators are effective in helping sixth grade problem-behavior students adjust to middle school. In one study, counselors worked with eighth grade peer facilitators once a week for six weeks, focusing on how to (a) establish a helping relationship, (b) use high facilitative responses, (c) lead a small group discussion, and (d) use a four-step problem-solving model. The facilitators demonstrated that they could help students who are having problems adjusting to school, especially in terms of their school attendance, school grades, and attitude towards school. Discipline referrals were also reduced.

• Tobias, A.K. & Myrick, R.D. (1999). A peer facilitator-led intervention with middle school problem-behavior students. Professional School Counseling, 3:1, 27-33. Myrick, R.D. & Sorensen, D.L. (1992). Helping skills for middle school students. Minneapolis, MN: Educational Media Corporation.

Counselor-led career interventions influenced the educational choices of eighth grade students as they prepared for high school.

• Peterson, G.W., Long, K.L., & Billups, A. (1999). The effect of three career interventions on educational choices of eighth grade students. Professional School Counseling, 3:1, 34-42.

(source: Paul Meyers and the California Department of Education)