Most U.S. School Districts Have Low Access to School Counselors: Poor,
                        Diverse, and City School Districts Exhibit Particularly High
                        Student-to-Counselor Ratios

Gagnon, Douglas J.; Mattingly, Marybeth J.

doi:10.34051/p/2020.275

Cited by 25 publications

(36 citation statements)

References 1 publication

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“…To increase positive interactions, student-to-school-counselor ratios should be realistic. In Western states, where our district is located, the median student-to-school-counselor ratio is 632:1, one of the highest in the country (Gagnon & Mattingly, 2016). Moreover, students in urban school districts typically have less access to school counselors compared to those in nonurban and more affluent school districts (Gagnon & Mattingly, 2016).…”

Section: Implications For Counselorsmentioning

confidence: 99%

“…In Western states, where our district is located, the median student-to-school-counselor ratio is 632:1, one of the highest in the country (Gagnon & Mattingly, 2016). Moreover, students in urban school districts typically have less access to school counselors compared to those in nonurban and more affluent school districts (Gagnon & Mattingly, 2016). Future studies of urban schools can examine the extent to which the ratio of students to school counselors influences their interactions and students’ perceptions of counselor services.…”

Section: Implications For Counselorsmentioning

confidence: 99%

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Who Influences Urban Students’ College Aspirations? Evidence From the Fifth Largest School District in the United States

Martínez

Brekken

Bernick

2019

Professional School Counseling

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This study explored students’ perceptions about school counselor influence on college aspirations in the fifth largest school district in the nation. Using 2015 survey data from 12th graders, the findings indicated that students who selected their school counselor as the most helpful person for college advice were more likely to intend to go to college, as compared to students who selected other individuals. Practical implications highlight the important role of school counselors in urban districts with significant first-generation college student populations.

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Section: Implications For Counselorsmentioning

confidence: 99%

Section: Implications For Counselorsmentioning

confidence: 99%

Who Influences Urban Students’ College Aspirations? Evidence From the Fifth Largest School District in the United States

Martínez

Brekken

Bernick

2019

Professional School Counseling

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“…When students do not have access to a school counselor, their educational equity and opportunities decrease (American School Counselor Association [ASCA], 2016a). Competent school counselors have been linked with increasing graduation rates, decreasing disciplinary referrals, and increasing social/emotional growth (Gagnon & Mattingly, 2016). Gagnon and Mattingly (2016) discussed how many school districts, especially those with low funding and high poverty rates, lack access to school counselors and noted that only 17.8% of U.S. schools adhere to the 250:1 student-to-school counselor ratio recommended by the ASCA (2012).…”

Section: Areas Addressed With University/district Partnershipsmentioning

confidence: 99%

“…Competent school counselors have been linked with increasing graduation rates, decreasing disciplinary referrals, and increasing social/emotional growth (Gagnon & Mattingly, 2016). Gagnon and Mattingly (2016) discussed how many school districts, especially those with low funding and high poverty rates, lack access to school counselors and noted that only 17.8% of U.S. schools adhere to the 250:1 student-to-school counselor ratio recommended by the ASCA (2012). This number declines more in urban settings, with just 4.2% of urban schools meeting the recommended ratio.…”

Section: Areas Addressed With University/district Partnershipsmentioning

confidence: 99%

A University/School District Partnership to Close the Information, Opportunity, and Attainment Gaps for Students in Urban Schools

Stone

Eggleston

2020

Professional School Counseling

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This article outlines how to replicate strategies employed during a two-decade partnership between the University of North Florida’s (UNF) school counselor preparation program and Duval County Public Schools, a large, urban, southern school district. The partnership created a culture of collaboration built on a mutual social justice philosophy for the purpose of closing attainment gaps. Participation in the partnership has become mandatory for UNF school counseling candidates in their preparation to be systemic change agents who ferret out and eliminate opportunity gaps and information gaps to benefit K–12 students.

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“…This lack of service may be exacerbated in urban settings given that city schools have been found to have higher student–counselor ratios than non-urban settings. In fact, less than 5% of urban school districts meet the recommended ratio of counselors to students, meaning that ED students in urban schools may be less likely to have access to needed support services both while receiving special education services and after being de-identified (Gagnon & Mattingly, 2016). However, other work has found that urban schools tend to offer more mental health-specific counseling than non-urban schools, suggesting that while the ratio of counselors may lag non-urban settings, there may be variation in the types of counseling provided (Slade, 2003).…”

Section: Students Classified As Emotionally Disturbedmentioning

confidence: 99%

Estimating the Relationship Between Special Education De-Identification for Emotional Disturbance and Academic and School Discipline Outcomes: Evidence From Wisconsin’s Longitudinal Data

Curran

Bal

Goff

et al. 2020

Education and Urban Society

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Students placed in special education programs for emotional and behavioral disorders with emotional disturbance (ED) identification have academic outcomes that lag both students in regular and special education. This issue is especially important for youth attending urban schools. Although prior research has examined students identified as ED, little research has examined how students who experience de-identification fare with regard to academic or behavioral outcomes. To our knowledge, this is the first study to examine the relationship between ED de-identification and student outcomes in the United States. The study uses longitudinal, administrative data to estimate the relationship between special education de-identification from ED and both academic and school discipline outcomes. Results of regression models with a variety of fixed effects, including student fixed effects, suggest that students who are de-identified have higher academic achievement after de-identification and a lower probability of experiencing an in-school suspension (ISS). Results for out-of-school suspension (OSS) are mixed. The results suggest that appropriately timed exit from special education services for students with ED who have been determined by individualized education program (IEP) teams to be suitable for de-identification is unlikely to harm students academically but that extra attention to OSS may be needed. The results point to the need for more attention to de-identification.

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Most U.S. School Districts Have Low Access to School Counselors: Poor, Diverse, and City School Districts Exhibit Particularly High Student-to-Counselor Ratios

Cited by 25 publications

References 1 publication

Who Influences Urban Students’ College Aspirations? Evidence From the Fifth Largest School District in the United States

Who Influences Urban Students’ College Aspirations? Evidence From the Fifth Largest School District in the United States

A University/School District Partnership to Close the Information, Opportunity, and Attainment Gaps for Students in Urban Schools

Estimating the Relationship Between Special Education De-Identification for Emotional Disturbance and Academic and School Discipline Outcomes: Evidence From Wisconsin’s Longitudinal Data

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