Linking Counselor Activities and Students' College Readiness: How They Matter for Disadvantaged Students
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| Title: | Linking Counselor Activities and Students' College Readiness: How They Matter for Disadvantaged Students |
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| Language: | English |
| Authors: | Fitzpatrick, Daniel, Schneider, Barbara, Society for Research on Educational Effectiveness (SREE) |
| Source: | Society for Research on Educational Effectiveness. 2016. |
| Availability: | Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2016 |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | School Counselors, High School Students, College Readiness, Disadvantaged Youth, Counseling Services, School Counseling, High Schools, Longitudinal Studies, Multivariate Analysis, National Surveys, Regression (Statistics) |
| Abstract: | Students' college readiness has important links with their access to and success in postsecondary education. College readiness measures appear to be malleable based on high school counselors' work. Unfortunately, the research-to-date provides only minimal guidance for what high school counselors should actually do in order to help their students. Discussions of college readiness often merge college eligibility and college knowledge. College eligibility refers to basic skills, academic skills, and content knowledge, including students having taken courses and earned grades that earn them entry into a typical 4-year college. College knowledge refers to awareness of the steps (e.g. taking the SAT/ACT, applying to colleges, seeking financial aid) between aspiring to attend college and actually doing so. Counselors can mediate both factors, and this paper uses the High School Longitudinal Study (HSLS) data to illuminate how. In this paper, researchers investigate how four "specific" advising activities impact two "specific" demonstrations of college readiness for all students and for disadvantaged students. Tables are appended. |
| Abstractor: | ERIC |
| Number of References: | 33 |
| Entry Date: | 2016 |
| Accession Number: | ED567227 |
| Database: | ERIC |
| Abstract: | Students' college readiness has important links with their access to and success in postsecondary education. College readiness measures appear to be malleable based on high school counselors' work. Unfortunately, the research-to-date provides only minimal guidance for what high school counselors should actually do in order to help their students. Discussions of college readiness often merge college eligibility and college knowledge. College eligibility refers to basic skills, academic skills, and content knowledge, including students having taken courses and earned grades that earn them entry into a typical 4-year college. College knowledge refers to awareness of the steps (e.g. taking the SAT/ACT, applying to colleges, seeking financial aid) between aspiring to attend college and actually doing so. Counselors can mediate both factors, and this paper uses the High School Longitudinal Study (HSLS) data to illuminate how. In this paper, researchers investigate how four "specific" advising activities impact two "specific" demonstrations of college readiness for all students and for disadvantaged students. Tables are appended. |
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