Promoting Latino Student Achievement and Development through the ASCA National Model®

2007 ◽  
Vol 10 (5) ◽  
pp. 2156759X0701000
Author(s):  
José A. Villalba ◽  
Patrick Akos ◽  
Kara Keeter ◽  
Abigail Ames
Keyword(s):  
School Reform ◽  
Student Development ◽  
Latino Students ◽  
Culturally Appropriate ◽  
Asca National Model ◽  
Latino Student ◽  
Latino Student Achievement ◽  
National Model ◽  
Demographic Shifts ◽  
K 12

This article provides a contemporary view of assisting the large and growing Latino student population in K-12 schools, particularly as it relates to current demographic shifts, school reform, and the ASCA National Model®. The article highlights concerns for Latino students and families, culturally appropriate school counseling strategies for promoting Latino student development and achievement, and methods for incorporating Latino students’ strengths and concerns into the four elements of the ASCA National Model.

Does cultural intelligence matter?

2016 ◽  
Vol 10 (4) ◽  
pp. 465-488 ◽  
Author(s):  
Kathy S. Collins ◽  
Ibrahim Duyar ◽  
Carolyn L. Pearson
Keyword(s):  
Student Achievement ◽  
Language Arts ◽  
Standardized Tests ◽  
Cultural Intelligence ◽  
Latino Students ◽  
Achievement Scores ◽  
Content Type ◽  
Latino Student ◽  
Latino Student Achievement ◽  
Convergent Validation

Purpose The purpose of this study was to examine whether the levels of cultural intelligence (CQ) of principals and teachers influence Latino students’ achievement. The study first tested the applicability of Ang and Van Dyne’s (2008) Cultural Intelligence Questionnaire (CQS) for the measurement of principals and teachers’ CQ levels by construct validating this instrument. Later, it investigated whether the CQ levels of principals and teachers explain the achievement levels of Latino students in mathematics and language arts. Design/methodology/approach A naturalistic relational research design was used to study the relationships between the study variables. Participants included a cluster random sample of 86 principals and 311 teachers in a southern state. The convergent validation was used to establish the construct validity of the CQS by correlating CQS subscale scores with several measures of principal and teacher multicultural exposure. A series of hierarchical multiple regression analyses were conducted to investigate the association between the principal and teacher CQS subscale scores and the Latino student achievement scores on state standardized tests. Findings The four-factor structure of the CQS scale was found to be valid in the educational settings. Principals’ level of CQ significantly predicted Latino students’ achievement scores of eight grade math and eight grade language arts. On the contrary to the expectations, there was no evidence to suggest that teacher-level CQ as measured by the CQS is predictive of Latino student achievement. Further analyses showed that multicultural exposures of teachers, such as being multilingual and visiting other countries, significantly predicted Latino students’ language arts performance. Originality/value This study has policy and research implications toward understanding and eliminating achievement gaps of Latino student populations. It sheds empirical light on whether this gap can be explained with the multicultural intelligence levels of principals and teachers, the two most influential actors in schools. By construct validating CQS, the study methodologically contributed to the pertinent educational research, which lacks instruments for the measurement of CQ levels of educational workforce.

ASCA National Model®: The Foundation for Supervision of Practicum and Internship Students

2007 ◽  
Vol 10 (3) ◽  
pp. 2156759X0701000
Author(s):  
Sally Murphy ◽  
Carol Kaffenberger
Keyword(s):  
School Counseling ◽  
Training Model ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Settings ◽  
School Counseling Programs ◽  
Student Counselors ◽  
National Model ◽  
K 12 ◽  
And Training

Providing quality supervision for student counselors in pre-K–12 school settings is both a responsibility and a challenge for professionals in the field. While the ASCA National Model® for School Counseling Programs provides a detailed structure for school counseling programs, it does not explicitly include a supervision element within its four basic components. This article presents a unique supervision format and training model specifically developed within the framework of the ASCA National Model.

scholarly journals Louisiana School Counselors’ Daily Activities and the ASCA National Model: A Complex History and a Hopeful Future

2021 ◽  
Vol 17 (5) ◽  
Author(s):  
Wendy D. Rock ◽  
Jennifer Curry
Keyword(s):  
Mixed Methods ◽  
Best Practices ◽  
School Counseling ◽  
School Counselors ◽  
State Policy ◽  
Daily Activities ◽  
Asca National Model ◽  
State Legislation ◽  
Developmental Models ◽  
National Model

This mixed methods, concurrent nested study was designed to explore the extent to which one state’s school counselors report daily activities that align to the ASCA National Model (ASCA, 2005, 2012, 2019). In spite of federal and state legislation, state policy, and a state model supporting best practices for school counseling, a significant number of school counselors in this study (approximately 25%) report barriers to implementing comprehensive, developmental models. These barriers include inordinate amounts of duty, testing, and coordination of specialized services. However, with nearly three out of four school counselors in the sample reporting knowing and implementing pieces of the ASCA National Model (ASCA, 2005, 2012, 2019), we remain hopeful for the future of school counseling in Louisiana.

Future School Principals’ Views of the Roles of Professional School Counselors

2007 ◽  
Vol 11 (1) ◽  
pp. 2156759X0701100
Author(s):  
Charles C. Chata ◽  
Larry C. Loesch
Keyword(s):  
School Counselors ◽  
Educational Administration ◽  
School Principals ◽  
Professional School ◽  
Asca National Model ◽  
National Model ◽  
Professional School Counselors ◽  
The University ◽  
University Council ◽  
Future School

A clinical simulation technique was used to investigate how future school principals view the roles of professional school counselors, particularly as those responsibilities are represented in the ASCA National Model®. The 244 respondents were principals-in-training (i.e., graduate students) officially enrolled in educational administration programs at member institutions of the University Council for Educational Administration. These principals-in-training were able to differentiate between appropriate and inappropriate roles of professional school counselors, and the results generally were independent of their demographic characteristics.

Cultural Guardians

2017 ◽  
Author(s):  
Glenda M. Flores
Keyword(s):  
Working Class ◽  
Latino Students ◽  
Childhood Experiences ◽  
Latina Teachers ◽  
School Rules ◽  
Administrative Oversight ◽  
Ethnic Students ◽  
K 12 ◽  
The Life Course ◽  
Middle Class Families

This chapter explains the concept of cultural guardians to elucidate the range of sanctioned and unsanctioned strategies Latina teachers consciously deploy in order to protect and help co-ethnic children. Latina teachers do not set out to become cultural guardians, but their interactions with poorer co-ethnic students and their families as well as their colleagues prompt them to adopt the role. Because of their own marginalization over the life course, including negative childhood experiences in K–12 schools and beyond, they soon realize how valuable they can be to their working-class Latino students and those students’ families. The process of serving as agents of ethnic mobility and giving back socially to the poor Latino families they serve, however, means they had to do so by stretching and bending institutional policies to provide “more-than-routine” service to Latino children as a result of school rules, policies, and administrative oversight that pervade their work. Latinas who grew up in English-speaking or middle-class families, are multiracial (Mexican and white), or of later generations can also play the role as well as Latinas from working-class backgrounds, especially in multiracial environments, because they all experience exclusion in spaces that privilege whiteness.

Envisioning Change and Extending Library Reach for Impact in Underserved School Communities

2019 ◽  
pp. 202-219
Author(s):  
Michelle Kowalsky
Keyword(s):  
Latino Students ◽  
School Library ◽  
School Libraries ◽  
The Internet ◽  
Research Projects ◽  
School Communities ◽  
Teacher Student ◽  
Library Research ◽  
Teachers And Parents ◽  
K 12

This project aimed to improve and promote the school libraries in a K-12 district which serves primarily African American and Latino students. Surveys about the libraries were distributed to each teacher, student, and parents. Students independently and overwhelmingly reported that they enjoyed the author visits, the new books, and the library research projects which utilized them. Reactions to this district-wide library initiative contributed to the students' positive reviews of these aspects of their school libraries in roughly equal parts; in other words, students don't only appreciate the ability to surf the internet. Students in this underserved population mentioned that their class research projects turned out better, that they were able to find more information in books and online via new library computers, and that they found exciting new materials to read. Students, teachers, and parents consistently reported that they felt more interested and more successful in library research after their school library was updated and its resources were promoted.

Predicting School Counselors’ Supports and Challenges When Implementing the ASCA National Model

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1877767 ◽  
Author(s):  
Heather J. Fye ◽  
Lynne Guillot Miller ◽  
J. Steve Rainey
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
National Sample ◽  
Predictor Variables ◽  
Principal Support ◽  
American School Counselor Association ◽  
Asca National Model ◽  
American School ◽  
National Model

This study examined a national sample of school counselors and their ability to implement the American School Counselor Association (ASCA) National Model. Percentage of time spent in noncounseling duties, perceived level of principal support, and principals’ knowledge of school counselors’ appropriate roles were statistically significant predictor variables for school counselors’ ability to implement the ASCA National Model. We discuss implications for the school counseling profession.

A Statewide Evaluation of the Outcomes of the Implementation National Model School Counseling Programs in Utah High Schools

2012 ◽  
Vol 16 (2) ◽  
pp. 2156759X0001600
Author(s):  
John Carey ◽  
Karen Harrington ◽  
Ian Martin ◽  
Dawn Stevenson
Keyword(s):  
High Schools ◽  
School Counseling ◽  
Student Outcomes ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Counseling Program ◽  
School Counseling Programs ◽  
National Model ◽  
Program Characteristics ◽  
Additional Support

A statewide evaluation of school counseling programs in Utah high schools explored which features of the ASCA National Model were related to student educational outcomes. The authors used hierarchical linear regression and Pearson correlations to examine relationships between program characteristics and student outcomes. School counseling program features accounted for statistically significant portions of the variance in critical student outcomes. Results provide additional support to previous studies that found benefits for students associated with more complete implementation of comprehensive school counseling programs. These findings also indicate that implementing features of the ASCA National Model is associated with improved student outcomes.

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