The Effect of School Counselors' Domain Specialization on Seniors' Milestone Completion and College Access Planning.
The Effect of School Counselors' Domain Specialization on Seniors' Milestone Completion and College Access Planning Nancy J. Bond, M.S.E. Ed.D. University of Nebraska, 2013 Advisor: Dr. Peter J. Smith The purpose of this study was to determine the effect of senior high school counselors' domain specializations academic, advanced education, career, and personal/social from two urban high schools, on alphabetically assigned graduating seniors' with low, mid range, and high Grade Point Averages documented college and career readiness milestone completion rates. The review of literature revealed that a number of factors are impacting the successful outcomes of our students. The study of hope theory, with its focus on goal setting, developing aspirations and increasing hope as a means to drive motivation is critical. Additionally, the literature review highlights the importance of the development of a relationship between student and counselor and the impact this relationship has on achievement indicators. The importance of a plan and a planning system to maintain documentation of progress (the completion of identified milestones) is also found repeatedly in the literature to be critical. The literature also clearly delineates the positive impact school counseling programs have on the students they are designed to serve. The maximum accrual for this study is (N=360) and includes four groups of students from the 2012 graduating class who were assigned to counselors whose domain specializations include: academic, advanced education, career, and personal/social. All students participated in school counseling activities related to the completion of milestones and college access planning. The research questions utilized a chi square test of significance to compare observed verses expected congruent or different milestone completion frequencies for: (a) completed college or military applications; (b) completed ACT or COMPASS college entrance/placement exams; and (c) requested final transcript to be sent to post secondary institutions. Analysis of the data demonstrates no significance of domain specialization on the completion of college readiness milestones and college access planning. Additionally, grade point averages do not impact the college access planning of graduating seniors. This finding is likely attributable to self reported post secondary plans as well as the attributes of school counselors. All students are encouraged to complete milestones in preparation for college and career readiness. Implications for policy, practice, and further research are also provided.