School Counselors: Closing Achievement GAPS and Writing Results Reports

2012 ◽  
Vol 16 (1) ◽  
pp. 2156759X1201600 ◽  
Author(s):  
Julie Hartline ◽  
Debra C. Cobia
Keyword(s):  
Achievement Gap ◽  
School Counselors ◽  
Achievement Gaps ◽  
Marginalized Students ◽  
Asca National Model ◽  
Closing The Achievement Gap ◽  
Additional Training ◽  
National Model ◽  
Closing Achievement Gaps

Charged with closing the achievement gap for marginalized students, school counselors need to be able to identify gaps, develop interventions, evaluate effectiveness, and share results. This study examined100 summary results reports submitted by school counselors after having received four days of training on the ASCA National Model. Findings indicate that school counselors were able to identify gaps and develop interventions but needed additional training to evaluate outcomes and report findings.

Closing Achievement Gaps: Examining the Roles of School Background and Process

2021 ◽  
pp. 001312452198944
Author(s):  
Huang Wu ◽  
Jianping Shen ◽  
Jessaca Spybrook ◽  
Xingyuan Gao
Keyword(s):  
Achievement Gap ◽  
Teacher Collaboration ◽  
White Students ◽  
Science Achievement ◽  
Linear Models ◽  
Achievement Gaps ◽  
School Level ◽  
Academic Learning ◽  
Closing Achievement Gaps

The purpose of this study was to examine the role of school background and school process in closing achievement gaps between White and non-White students in science. To answer the research questions, a series of two-level hierarchical linear models (HLM) was performed on the fourth-grade U.S. portion of the 2015 Trends in International Mathematics and Science Study (TIMSS) data. Results indicate that (a) the science achievement gap between White and non-White students is 0.21 standard deviation, holding student and school background constant; (b) the science achievement gap varies across schools; (c) none of the school background variables are associated with the achievement gap in a school; and (d) school emphasis on student academic learning is not only associated with higher school-level science achievement, but also with a narrower science achievement gap between White and non-White students. However, teacher collaboration is not associated with school-level science achievement but is associated with a larger achievement gap. Implications, limitations, and recommendations for further research are discussed.

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.

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.

Informing Principals: The Impact of Different Types of Information on Principals’ Perceptions of Professional School Counselors

2009 ◽  
Vol 12 (4) ◽  
pp. 2156759X0901200
Author(s):  
Wade C. Leuwerke ◽  
Janice Walker ◽  
Qi Shi
Keyword(s):  
School Counselors ◽  
Professional School ◽  
System Support ◽  
Asca National Model ◽  
Different Types ◽  
National Model ◽  
Guidance Curriculum ◽  
Types Of Information ◽  
The Impact ◽  
Principals Perceptions

The study in this article provided principals with different types of information about professional school counseling and examined the impact on their perceptions. Results demonstrated that information about the ASCA National Model® influenced principals’ perceptions of the amount of time counselors should allocate to delivery of the guidance curriculum, system support, and responsive services, as well as ratings of the importance of performing inappropriate tasks in meeting the education mission of the school.

Closing Achievement Gaps: Roles and Tasks of Elementary School Counselors

2008 ◽  
Vol 108 (5) ◽  
pp. 407-421 ◽  
Author(s):  
Jerry Trusty, ◽  
Elizabeth A. Mellin, ◽  
James T. Herbert
Keyword(s):  
Elementary School ◽  
School Counselors ◽  
Achievement Gaps ◽  
Elementary School Counselors ◽  
Closing Achievement Gaps

Day-to-Day Activities of School Counselors: Alignment with New Directions in the Field and the ASCA National Model®

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Mary E. Walsh ◽  
James G. Barrett ◽  
Jillian DePaul
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Considerable Time ◽  
Elementary School Counselors ◽  
Asca National Model ◽  
Role Changes ◽  
New Directions ◽  
National Model ◽  
Counseling Literature ◽  
Newly Hired

Role changes in the profession of school counseling take considerable time to be enacted in practice. The purpose of the study in this article is to examine whether newly hired elementary school counselors working in urban settings can implement (a) new directions for practice that have emerged in the recent school counseling literature (i.e., a programmatic, collaborative, and preventive approach), and (b) the components that reflected these new directions embedded in the Delivery System of the ASCA National Model®.

Revealing School Counselors’ Perspectives on Using Physical Activity and Consulting with Coaches

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1.
Author(s):  
Laura Hayden ◽  
Meghan Ray Silva ◽  
Kaitlin Gould
Keyword(s):  
Physical Activity ◽  
School Counselors ◽  
School System ◽  
Life Skills ◽  
Socioemotional Development ◽  
Asca National Model ◽  
School Based ◽  
National Model ◽  
Consultative Process ◽  
Practical Implications

This study reveals school counselors’ perspectives on using physical activity and a consultative process with coaches to provide school-based support for youth. Emerging from this exploration are ways that school-based physical activity might be used to help students develop life skills and to remove barriers to systemic integration of socioemotional development through physical activity into the school system. Practical implications focus on system-based change and collaborative opportunities using the ASCA National Model.

The Hand of Professional School Counseling Meets the Glove of Restorative Practices

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1876189 ◽  
Author(s):  
Lance C. Smith ◽  
Bernice R. Garnett ◽  
Alyxandra Herbert ◽  
Nicholas Grudev ◽  
Jamilah Vogel ◽  
...  
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Theory And Practice ◽  
Professional School ◽  
Restorative Practices ◽  
Asca National Model ◽  
Counselor Identity ◽  
National Model ◽  
Counseling Literature

To introduce restorative practices (RP) to the school counseling literature, the authors explicate the hand in glove fit between the RP model for schools and school counselor identity and scope of practice. Drawing from the American School Counselor Association’s (ASCA) National Model, ASCA’s Ethical Standards for School Counselors, multitiered systems of support (MTSS), and the school counseling literature, the authors make the case for the profession of school counseling to take up RP and integrate the model into school counseling research, theory, and practice.

Sign in / Sign up

Export Citation Format

Share Document