Going all in on college counseling: Successes and trade-offs

2019 ◽  
Vol 101 (2) ◽  
pp. 42-45
Author(s):  
Gorana Ilic ◽  
James E. Rosenbaum
Keyword(s):  
High School ◽  
High Schools ◽  
College Access ◽  
College Enrollment ◽  
Social Inequalities ◽  
College Counseling ◽  
Urban High School ◽  
Organizational Conditions ◽  
Trade Offs ◽  
Enrollment Rates

While many high schools reproduce social inequalities in college access, little is known about the schools that successfully reduce them. To this end, Gorana Ilic and James E. Rosenbaum studied an urban high school that expressed a strong commitment to supporting all students’ college applications. In this article, they describe the organizational conditions and supports that enabled the school’s counselors to achieve ambitious college-enrollment rates, and they consider what sacrifices and challenges might have emerged in the process and ways to address these challenges.

Reconceptualizing College Knowledge: Class, Race, and Black Students in a College-Counseling Field

2021 ◽  
pp. 003804072110460
Author(s):  
Melanie Jones Gast
Keyword(s):  
High School ◽  
Middle Class ◽  
Working Class ◽  
College Access ◽  
Help Seeking ◽  
College Counseling ◽  
College Knowledge ◽  
High School Counseling ◽  
College Going ◽  
Knowledge Class

Past work and college–access programs often treat college knowledge as discrete pieces of information and focus on the amount of available college information. I use ethnographic and multiwave interview data to compare college–aspiring working- and middle–class black 9th and 11th graders across almost two years in high school along with their post–high school updates. Respondents were exposed to college–going messages but faced racial constraints and unclear expectations for college preparation and help seeking. Working-class respondents drew on hopeful uncertainty—a repertoire of hope for college admissions but uncertainty in the specifics—and they waited for assistance. Twelfth-grade working–class respondents experienced the effects of counseling problems and frustrations near application time. Middle-class and some working–class respondents used a repertoire of competitive groundwork to improve their competitiveness for four–year admissions, targeting their help seeking to navigate impending deadlines and late–stage counseling problems. My findings point to the timing and process of activating repertoires of college knowledge within a high school counseling field, suggesting the need to reconceptualize college knowledge in research on racial and class inequality in college access.

The School Counselor Caseload and the High School-to-College Pipeline

2014 ◽  
Vol 116 (10) ◽  
pp. 1-30 ◽  
Author(s):  
Chenoa S. Woods ◽  
Thurston Domina
Keyword(s):  
High School ◽  
School Counselors ◽  
School Counselor ◽  
College Enrollment ◽  
Multinomial Logistic Regression ◽  
School Level ◽  
Enrollment Rates ◽  
High School To College ◽  
Transition From High School ◽  
The Relationship

Background Advising students on the transition from high school to college is a central part of school counselors’ professional responsibility. The American School Counselor Association recommends a school counselor caseload of 250 students; however, prior work yields inconclusive evidence on the relationship between school counseling and school-level counseling resources and students’ college trajectories. Focus of Study This study evaluates the relationship between access to school counselors and several critical indicators of student transitions between high school and college. Research Design The study utilizes the Education Longitudinal Study of 2002 to explore the relationships between the school counselor caseload and students’ progress throughout the high school-to-college pipeline. The key indicator is the counselor caseload for students at a given high school, measured as the number of 10th graders per counselor at the high school at which each student is enrolled. The outcome variables are students’ college expectations, whether students spoke with a counselor about college, taking the SAT, and college enrollment. Logistic and multinomial logistic regression analyses are applied to examine the relationships between these variables. Findings Students in schools with small counselor caseloads enjoy greater success at navigating the high school-to-college pipeline. Controlling for student- and school-level characteristics, students in schools where counselors are responsible for advising a large number of students are less likely to speak with a counselor about college, plan to attend college, take the SAT, and enroll in a four-year college. Conclusions The findings support the claim that a smaller school counselor caseload may increase students’ access to key college preparation resources and raise four-year college enrollment rates.

scholarly journals Take Two! SAT Retaking and College Enrollment Gaps

2020 ◽  
Vol 12 (2) ◽  
pp. 115-158 ◽  
Author(s):  
Joshua Goodman ◽  
Oded Gurantz ◽  
Jonathan Smith
Keyword(s):  
High School ◽  
Low Income ◽  
College Enrollment ◽  
High School Graduates ◽  
Causal Effects ◽  
Underrepresented Minority ◽  
Low Income Students ◽  
Sat Scores ◽  
Enrollment Rates ◽  
Enrollment Gaps

Only half of SAT-takers retake the exam, with even lower retake rates among low-income students and underrepresented minority (URM) students. We exploit discontinuous jumps in retake probabilities at multiples of 100, driven by left-digit bias, to estimate retaking’s causal effects. Retaking substantially improves SAT scores and increases four-year college enrollment rates, particularly for low-income and URM students. Eliminating disparities in retake rates could close up to 10 percent of the income-based gap and up to 7 percent of the race-based gap in four-year college enrollment rates of high school graduates. (JEL I21, I23, I24, J15)

Gifted Black Males in an Urban High School: Factors That Influence Achievement and Underachievement

1998 ◽  
Vol 21 (4) ◽  
pp. 385-414 ◽  
Author(s):  
Thomas P. Hébert
Keyword(s):  
High School ◽  
African American ◽  
High Schools ◽  
African American Males ◽  
Young Men ◽  
Urban High School ◽  
Urban High Schools ◽  
School Life ◽  
School Factors ◽  
Black Young Men

Many gifted African American males educated in large, urban high schools do not achieve at a level commensurate with their ability. The case studies reported in this article describe the experiences of two gifted African American males in an urban high school. Through a qualitative approach, the stories of Wallace, an achiever, and John, an under achiever, are told; and the factors that distinguished the school-life experiences of the two gifted Black young men are identified. The implications for fostering academic achievement in urban high schools are discussed, and recommendations are offered for educators and parents to encourage success in the lives of gifted African American young men.

scholarly journals Differences in Lifestyle Behaviours of Students between Inner Urban and Peri-urban High Schools: A Cross-Sectional Study in Chongqing, China

2020 ◽  
Vol 17 (7) ◽  
pp. 2282
Author(s):  
Zhengjie Cai ◽  
Ziwei Zhang ◽  
Mao Zeng ◽  
Jinli Xian ◽  
Xun Lei ◽  
...  
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Screen Time ◽  
Sleep Time ◽  
Urban High School ◽  
Urban High Schools ◽  
School Students ◽  
Lifestyle Behaviours

Background: Lifestyle behaviours of students from schools in different socioeconomic areas may be different. Few studies have investigated such topics in China. This study aimed to explore the differences in lifestyle behaviours between inner urban high school students (IUHSSs) and peri-urban high school students (PUHSSs). Methods: A cross-sectional survey based on a self-report questionnaire was administered among 1560 high school students (726 from inner urban high schools and 834 from peri-urban high schools) in Chongqing, China. Physical activity, sleep time, screen time and dietary behaviours were assessed according to a series of recommendations of Chinese guidelines. Results: No significant difference was found in meeting the recommendation for daily physical activity between IUHSSs and PUHSSs (7.6% vs. 6.8%, p > 0.05). PUHSSs were more likely to meet the recommendations of weekdays’ sleep time (14.9% vs. 5.4%, p < 0.001), weekdays’ and weekends’ screen time (85.4% vs. 76.7%, p < 0.001; 21.1% vs. 14.3%, p < 0.001), and had higher proportion of high-score group of dietary behaviours (58.6% vs. 36.4%, p < 0.001) than those of IUHSSs. IUHSSs were more likely to meet the recommendation of weekends’ sleep time (75.6% vs. 67.9%, p < 0.001) than that of PUHSSs. Conclusions: A low proportion met the recommendations of physical activity, weekdays’ sleep time and weekends’ screen time among high school students in Chongqing, China. Lifestyle behaviours may differ between inner urban and peri-urban high school students. Additional support or targeted health education should be provided by high schools to improve the lifestyle behaviours of students, especially in inner urban districts.

Families and Counselors Taking Action to Transform Culture: An Action–Inquiry Case Study of an Urban High School

2017 ◽  
Vol 51 (4) ◽  
pp. 501-525
Author(s):  
Jacalyn Griffen
Keyword(s):  
High School ◽  
School Counselors ◽  
School Counselor ◽  
School Community ◽  
Urban High School ◽  
School Site ◽  
Action Inquiry ◽  
Enrollment Rates ◽  
Federal Initiatives

Federal initiatives place school counselors at the forefront of increasing college access for students in underserved communities. Although college enrollment rates have increased, low attainment rates persist in low socioeconomic communities and communities of color. Families in these communities aspire for their children to go to college but rely on the school counselor to help their child navigate the complex path to college. Although the high school counselor is ideally positioned to reduce barriers and engage families in the postsecondary process, they often lack the capacity and resources to do so. Thus, this action-oriented qualitative case study was conducted over 8 months, and explored how urban high school counselors engaged families as collaborative partners to address the metanarrative of low postsecondary attainment rates. Findings suggested that building trust within the school community as foundational to engaging families, taking simple actions were catalysts to transforming school culture, and leveraging family engagement increased school site capacity and affected the broader school community.

School Strategies and the “College-Linking” Process: Reconsidering the Effects of High Schools on College Enrollment

2008 ◽  
Vol 81 (1) ◽  
pp. 53-76 ◽  
Author(s):  
Lori Diane Hill
Keyword(s):  
High School ◽  
High Schools ◽  
School Effectiveness ◽  
College Enrollment ◽  
School Effects ◽  
Effectiveness Study ◽  
Ethnic Variation ◽  
College Transitions ◽  
Using Data ◽  
Racial Ethnic

This study reconsidered school effects on college enrollment by focusing on strategies that schools use to facilitate college transitions. It also examined whether school strategies influence different outcomes for students from different racial/ethnic and socioeconomic backgrounds. Using data from the High School Effectiveness Study, the analysis identified three distinctive “college-linking” strategies: traditional, clearinghouse, and brokering. The results revealed that the strategies that schools use to help students navigate the college-linking process are associated with variation in college enrollment. They suggest that schools that operate primarily as a resource clearinghouse, in which organizational norms limit their role as agents in the college-linking process, foster significant racial/ethnic variation in students' outcomes.

"They're in My Culture, They Speak the Same Way": African American Language in Multiethnic High Schools

2009 ◽  
Vol 79 (3) ◽  
pp. 428-448 ◽  
Author(s):  
Django Paris
Keyword(s):  
High School ◽  
African American ◽  
High Schools ◽  
Urban Schools ◽  
Literacy Education ◽  
Urban High School ◽  
Language And Literacy ◽  
Linguistic Features ◽  
African American Language

In this article, Paris explores the deep linguistic and cultural ways in which youth in a multiethnic urban high school employ linguistic features of African American Language (AAL) across ethnic lines. The author also discusses how knowledge about the use of AAL in multiethnic contexts might be applied to language and literacy education and how such linguistic and cultural sharing can help us forge interethnic understanding in our changing urban schools. The article not only fosters an understanding of how AAL works in such multiethnic urban schools, but also sheds light on opportunities for a pedagogy of pluralism—a stance toward teaching both within and across differences.

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