Findings from the 2012 National Survey of School Counselors

Unpacking the Findings of
the 2012 National Survey of
School Counselors
The College Board Forum
Miami, FL
October 25, 2012
10:00 – 11:00 AM, EDT
HART RESEARCH
A S S O C I A T E S

Agenda
• Opening & Introductions
• About the Survey
• Overview of the 2011 Survey
• Review of the 2012 Survey
• Moderated Panel Discussion
• Q&A Session
• Final Statements
2
HART RESEARCH
A S S O C I A T E S

Today’s Panelists
• Mary Bruce
Education Policy Analyst
Civic Enterprises
• Beverly Hutton
Director of Professional Development
National Association of Secondary School Principals
(NASSP)
• Patricia Martin
Assistant Vice President
National Office for School Counselor Advocacy
(NOSCA), The College Board
3
HART RESEARCH
A S S O C I A T E S

About the Survey
4
HART RESEARCH
A S S O C I A T E S

The College Board’s
National Survey for School Counselors
• Launched by Advocacy & Policy Center’s
National Office for School Counselor Advocacy
(NOSCA)
• Supported by The Kresge Foundation
• Annual Survey, 2 yrs out (2011, 2012)
5
HART RESEARCH
A S S O C I A T E S

Rationale for Survey
• The need for a national, state & local push for increasing
student achievement and college & career readiness.
• The absence of a school counseling presence in education
reform efforts.
• The need for national transmission of the school counselor
voice to a wide range of influential organizations, policymakers,
education leaders and practitioners.
• The lack of understanding of the value and needs of school
counselors to improve college and career readiness.
6
HART RESEARCH
A S S O C I A T E S

Intended Use of the Survey Results
• To influence the professional standards for the role and
responsibilities of school counselors that result in positive
student performance outcomes.
• To help place school counselors at the center of education
reform efforts and the national conversation on improving
education outcomes.
• To establish a national baseline that professional
organizations, foundations & researchers can draw upon to
monitor changes and growth.
• To inform policy/policymakers of the types of legislation and
support needed to guide school counselor training & practice
standards.
7
HART RESEARCH
A S S O C I A T E S

Overview: National Survey of
School Counselors
2011 Survey
8
HART RESEARCH
A S S O C I A T E S

2011 Survey Reports
Literature Review
Technical Report
Narrative Report
9
HART RESEARCH
A S S O C I A T E S

2011 National Survey of School Counselors:
Counseling at a Crossroads
• Explored school counselors’ opinions and perspectives about roles,
responsibilities, professional relationships, practices and priorities
for the future.
• Focused on college readiness, leadership, and equity.
• Online survey of 5,308 counselors
– 1,327 middle school counselors
– 3,981 high school counselors
• Survey dates: April 19 – June 6, 2011
• Nationally representative sample
10
HART RESEARCH
A S S O C I A T E S

2011
Key Findings
Mission
Leadership
Training
Accountability
11
HART RESEARCH
A S S O C I A T E S

Review: National Survey of
School Counselors
2012 Survey
12
HART RESEARCH
A S S O C I A T E S

2012 Survey Reports
Technical Report
Narrative Report
13
HART RESEARCH
A S S O C I A T E S

2011
Crossroads
2012
True North
14
HART RESEARCH
A S S O C I A T E S

2012 Counselors Survey Guiding Vision
• In the 2011 “Counseling at a Crossroads” survey,
counselors endorse a common goal: a College
and Career Readiness Agenda called
“Utopia ISD” in 2012 focus groups.
“Utopia ISD”
• The Eight Components of College and Career
Readiness are endorsed as the road forward.
• So the question for 2012 becomes:
What are the roadblocks?
School They Work in Now
Potential Roadblocks:
•Counselor commitment
•Administration support
•Resources
•Knowledge and training
•Effectiveness, Accountability…
15
HART RESEARCH
A S S O C I A T E S

2012 National Survey of School Counselors
Removing Roadblocks for Progress
Add New Voices
• The 2012 focus groups and survey include the
perspectives of school administrators.
Build on, Explore, and Expand on 2011 Key
Findings
• Training
• Equality and Equity
• Accountability and Effectiveness
16
HART RESEARCH
A S S O C I A T E S

Methodology
School Counselors
• Online survey of 2,890 school counselors
– 2,084 high school counselors
– 806 middle school counselors
• Survey fielded May 1 to June 18, 2012
• Nationally representative
Administrators
• Online survey of school administrators, including principals, vice
principals, and assistant principals
• Survey fielded May 17 – June 5, 2012
• Nationally representative
17
HART RESEARCH
A S S O C I A T E S

2012
Key Findings
Efficacy
Training
Accountability
Aligned Resources
18
HART RESEARCH
A S S O C I A T E S

Efficacy
Training
Accountability
19
HART RESEARCH
A S S O C I A T E S

Efficacy Key Findings
2011: Counselors have high expectations, but the
reality in their schools falls far short of their
hopes.
2012: Counselors’ and administrators’ views are
strikingly similar on ideals and
opportunities. They share a belief in
counselors’ ability to help boost student
success.
20
HART RESEARCH
A S S O C I A T E S

Counselors and Administrators Share Vision
of Education System
This is a very good fit* with my own view:
Counselors (2011)
Administrators
To ensure that all students, regardless of background, have equal access to a high-quality education
To ensure that all students complete the 12th grade ready to succeed in college and careers
To ensure that all students earn a high school diploma
95%
95%
92%
93%
To maintain an orderly environment where motivated students are able to learn
86%
89%
86%
92%
To achieve continued improvement on state and national tests of student learning and knowledge
59%
67%
*8-10 ratings on zero-to-ten scale: 10 = perfectly fits my view of what the mission of an ideal school system should be
21
HART RESEARCH
A S S O C I A T E S

Counselors and Administrators Agree on Path
to Achieve School Goals = Eight Components
I am very committed to/strongly support my counselors* doing this:
Academic planning for college and career readiness
Connect college and career exploration and selection processes
College aspirations
College and career admission processes
College and career assessments
Transition from high school graduation to college enrollment
College affordability planning
Enrichment and extracurricular engagement
Counselors (2011)
73%
72%
77%
77%
75%
79%
79%
77%
79%
82%
81%
Administrators
*8-10 ratings on zero-to-ten scale: 10 = completely committed to/completely support my counselors doing this to ensure all graduate college/career ready
81%
85%
89%
87%
90%
22
HART RESEARCH
A S S O C I A T E S

Counselors See Potential to Improve Student-
Outcome Measures
High school counselors who believe the counseling staff at their school can be
very effective* at improving each measure
Completion of college prep sequence of courses
83%
College application rates
82%
Students gaining access to advanced classes/tests
81%
Transcript audits of graduation readiness
78%
High school graduation rates
77%
*8-10 ratings on zero-to-ten scale: 10 = counseling staff at my school could be extremely effective
23
HART RESEARCH
A S S O C I A T E S

High School Administrators More Likely to Say
They Take Advantage of Counselors’ Abilities
My school takes advantage of counselors’ abilities in this area*:
48%
54%
HS Counselors (2011)
Establish a relationship of trust with students and be another adult to talk to in
situations of conflict
Work proactively as student advocates to create pathways to support students’
postsecondary goals
Trained to deal with whole student and address all issues that can affect students’
ability to learn
57%
61%
Focus on students’ long term plans and help connect their goals to their
coursework
Align their work with the school’s goals for closing the achievement gap in
rigorous coursework
*8-10 ratings on zero-to-ten scale: 10 = My school takes full advantage of this unique role and special contribution
66%
71%
71%
73%
73%
HS Administrators
81%
Gap
8
12
17
14
18
24
HART RESEARCH
A S S O C I A T E S

Efficacy
Training
Accountability
25
HART RESEARCH
A S S O C I A T E S

Training Key Findings
2011: Counselors are highly educated, yet 28%
believe their training did not prepare them
well for their job.
2012: There is a significant correlation between
counselors’ in-service/pre-service training
and student outcomes, though the direction
of causality is unclear.
26
HART RESEARCH
A S S O C I A T E S

Graduate Schools Not Making College and
Career Readiness a Priority
Extensively covered this in grad school Adequately covered Inadequately covered Did not cover
College and career assessments
11%
45%
Academic planning for college and career readiness
College aspirations
10%
39%
9%
40%
Transition from high school graduation to college enrollment
9%
39%
Connect college and career exploration and selection processes
29%
27%
32%
10%
36%
35%
28%
16%
22%
24%
20%
19%
Enrichment and extracurricular engagement
9%
37%
29%
25%
College and career admission processes
6%
30%
32%
32%
College affordability planning
5%
28%
30%
37%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
27
HART RESEARCH
A S S O C I A T E S

Many Counselors Feel They Need Additional
Training on the Components
I have sufficient knowledge/need no further training
I have little or no knowledge/need extensive training
I have some knowledge/need some additional training
Academic planning for college and career readiness
College aspirations
College and career admission processes
College and career assessments
57%
40%
56%
42%
51%
44%
50%
46%
Connect college and career exploration and selection processes
Enrichment and extracurricular engagement
College affordability planning
49%
48%
48%
48%
43%
50%
Transition from high school graduation to college enrollment
38%
56%
3%
2%
5%
4%
3%
4%
7%
6%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
28
HART RESEARCH
A S S O C I A T E S

Efficacy
Training
Accountability
29
HART RESEARCH
A S S O C I A T E S

Accountability Key Findings
2011: The majority of counselors support certain
accountability measures and incentives for
counselors to meet the 12th-grade college
and career-ready goal.
2012: Counselors and administrators agree on
some measures of accountability; current
accountability systems are inconsistently
implemented.
30
HART RESEARCH
A S S O C I A T E S

Administrators and Counselors Agree on
Certain Accountability Measures
Proportions who think it is fair to be held accountable* for each measure
High School
Middle School
Counselors
Administrators
Counselors
Administrators
Transcript audits of
graduation readiness
60%
82%
Middle school
completion rates
46%
62%
College application
rates
57%
74%
Promotion from grade
to grade
38%
59%
High school graduation
rates
52%
75%
* 6-10 ratings on zero-to-ten scale: 10 = it is completely fair to use this measure/changes in this measure assess counselors
31
HART RESEARCH
A S S O C I A T E S

Accountability Systems Inconsistent
High school counselors who say they are held accountable for these outcomes
Student Outcome Measurements
Non-Student Outcome Measurements
High school graduation rates
Dropout rates
College acceptance rates
College application rates
Student access to advanced
classes/tests (AP, IB, Honors, etc.)
Completion of college prep
sequence of courses
Transcript audits of graduation
readiness
52%
39%
39%
39%
38%
38%
36%
School counseling program
development
Administrative/clerical tasks
Coordinating tests
Scheduling IEP and 504
meetings
Creating the master schedule
Attendance checking and
verification
Disciplinary actions
74%
69%
60%
35%
33%
23%
13%
State test scores
29%
Substitute teaching
8%
FAFSA completion rates
16%
Writing IEPs
3%
Graduate employment rates
11%
Other measurements
26%
20% of high school counselors say their school doesn’t have a system of accountability.
32
HART RESEARCH
A S S O C I A T E S

Self-Efficacy Correlates with Support for
Accountability Measures
For each measure, proportions who think it is fair to be held accountable (6-10*)
by whether they think they can be effective on the measure
HS counselors who think they can be very effective on this measure (8-10*)
HS counselors who do not think they can be effective on this measure (0-7*)
Transcript audits of graduation readiness
35%
38%
Students gaining access to advanced classes/tests
Completion of college prep sequence of courses
College application rates
High school graduation rates
College acceptance rates
FAFSA completion
19%
26%
30%
37%
37%
53%
51%
60%
65%
69%
68%
74%
* Ratings on zero-to-ten scales: 10 = I can be extremely effective/it is completely fair
33
HART RESEARCH
A S S O C I A T E S

Efficacy
Training
Accountability
34
HART RESEARCH
A S S O C I A T E S

Conclusion
School counselors are ready to lead.
99% say that they should exercise leadership in advocating for students’ access to
rigorous academic preparation, as well as for other college and career readiness
counseling, even if others in the school do not see counselors in this leadership role.
Administrators support them.
98% agree that school counselors should exercise
leadership in advocating for students.
How do we get there?
Clarity of mission and the belief that they can get there
Appropriate training
Accountability that encourages student outcomes
Aligned resources
35
HART RESEARCH
A S S O C I A T E S

Moderated Panel Discussion
36
HART RESEARCH
A S S O C I A T E S

Q&A Session
Moderator: Christen Pollock, Vice President,
The College Board, Advocacy &
Policy Center
• Panelists
• Live Audience and Online Participants
37
HART RESEARCH
A S S O C I A T E S

Final Statements
38
HART RESEARCH
A S S O C I A T E S

For additional information or questions regarding
the 2012 National Survey of School Counselors,
please visit NOSCA’s website at
nosca.collegeboard.org.
Thank you for joining us today!
39
HART RESEARCH
A S S O C I A T E S