Analysis

Originally developed in 1993, the research has undergone five revisions (in 1993, 1997, 2001, 2005, and 2008) to enhance coverage of the social environment and to ensure manageable administration time. This questionnaire has been used to provide needs assessment information in schools and districts for decision-making purposes.

Purpose

The main objectives of the School Success Profile (SSP) are:
Assessment of Success Factors: To evaluate various factors contributing to student success and identify areas of strength and areas needing improvement.
Needs Identification: To detect specific needs or challenges that may impact academic performance or overall student success.
Improvement Strategies: To provide data that can be used to develop and implement strategies aimed at improving student outcomes and enhancing educational results.

Scoring

Academic Engagement: Measures students’ participation in school activities and commitment to learning.
Social Support: Assesses support received from family, friends, teachers, and the broader social environment.
School Environment: Records the atmosphere and climate of the school, such as safety and support.
Personal Competencies: Evaluates students’ personal skills and capabilities, such as self-confidence and stress management skills.
The SSP-22 scoring system provides a structured and reliable method for assessing factors influencing student success, allowing educators and policymakers to make informed decisions to improve the educational environment and student support systems.

References

Bowen, G. L., & Richman, J. M. (2005). School Success Profile. Chapel Hill, NC: University of North Carolina at Chapel Hill, Jordan Institute for Families, School of Social Work. Retrieved October 8, 2009, from http://www.uncssp.org/documents/SSp_Survey.pdf.
Bowen, G. L., Rose, R. A., & Bowen, N. K. (2005). The reliability and validity of the School Success Profile. Bloomington, IN: Xlibris Corporation.
Bowen, G. L., Rose, R. A., Powers, J. D., & Glennie, E. J. (2008). The joint effects of neighborhoods, schools, peers, and families on changes in the school success of middle school students. Family Relations, 57, 504–516.
Bowen, G. L., Woolley, M. E., Richman, J. M., & Bowen, N. K. (2001). Brief intervention in schools: The School Success Profile. Brief Treatment and Crisis Intervention, 1, 43–54.
Bowen, N. K., & Bowen, G. L. (1999). Effects of crime and violence in neighborhoods and schools on the school behavior and performance of adolescents. Journal of Adolescent Research, 14, 319–342.
Bowen, N. K., Bowen, G. L., & Ware, W. B. (2002). Neighborhood social disorganization, families, and the educational behavior of students. Journal of Adolescent Research, 17, 468–490.
Garcia-Reid, P. (2007). Examining social capital as a mechanism for improving school engagement among low-income Hispanic girls. Youth & Society, 39, 164–181.
Garcia-Reid, P., Reid, R. J., & Peterson, N. A. (2005). School engagement among Latino youth in an urban middle school context: Valuing the role of social support. Education and Urban Society, 37, 257–275.
Powers, J. D., Bowen, G. L., & Rose, R. A. (2005). Using social environment assets to identify intervention strategies for promoting school success. Children and Schools, 27, 177–187.
Richman, J. M., Rosenfeld, L. B., & Bowen, G. L. (1998). Social support for adolescents at risk of school failure. Social Work, 43, 309–323.
Woolley, M. E., & Bowen, G. L. (2007). In the context of risk: Supportive adults and the school engagement of middle school students. Family Relations, 56, 92–104.