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ERIC Number: EJ898797
Record Type: Journal
Publication Date: 2010-Sep
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0164-775X
Demonstrating How School Psychologists Improve Student Outcomes
Skalski, Anastasia; Cowan, Katherine C.
Communique, v39 n1 p1, 18 Sep 2010
Everything in educational policy reform today in some way connects to student outcomes. In an effort to help school psychologists advocate more effectively for their services, NASP created "School Psychologists: Improving Student and School Outcomes" that links NASP policy, practice, and research with student outcomes. This document is organized around the role of the school psychologist and how his/her work is led by the five guiding principles delineated in NASP's policy document, "Ready to Learn, Empowered to Teach" (2008), and some of priorities for educational reform promoted in the U.S. Department of Education's "A Blueprint for Reform of the Reauthorization of the ESEA." Through the alignment of the Department of Education's priorities and NASP policy documents regarding roles, services, and student outcomes, the authors hope to demonstrate that as a professional association NASP expects school psychologists to perform a broad-based role that is linked to improved student outcomes. Furthermore, they hope to emphasize that when school psychologists' role is reinforced with appropriate resources, supports, and student-to-practitioner ratios, positive student outcomes can be anticipated.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; No Child Left Behind Act 2001