Closing the Gap
School counselors are responsible for ensuring that every student is successful and recognizing that "some students need more" (Hatch, 2014, p. 37). We fulfill this commitment to equity by closing gaps in achievement, opportunity, attainment, and various other areas of student success. Chen-Hayes, Ockerman, and Mason (2014) describe these gaps as follows:
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Gaps exist between boys and girls, affluent and low-income students, but the most significant gaps exist among different races and ethnic backgrounds (Holcomb-McCoy, 2007). On average, one in four students will not complete high school in four years. However, dropout rates are significantly higher for minority students (40%) compared to their white peers (Hatch, 2014).
School counselors have the tools and abilities to close these gaps using clearly defined closing-the-gap action plans outlining specific pieces of data that interventions are aimed to impact. After three years of graduation rates below 60%, school counselors at one high school in Washington worked with a turnaround principal to develop a comprehensive program designed to improve student achievement by redefining the role of the school counselor, increasing “pressure” for students and teachers to achieve academic success through accountability and high expectations, and by strengthening social support and trust among students and staff (Salina et al., 2013). Using weekly summaries of student performance, the school counselors created a system of measuring how many students were at high risk of not graduating, how many students were making progress, and how many students were on-track to graduate. The entire school embraced this system, and students worked together to empower each other to achieve success. Another successful strategy for high school counselors is developing early warning systems that help identify students at risk of dropping out and then trigger appropriate responses to support those students (Hatch, 2014).
But school dropout is not only a problem for high school counselors; the path to dropping out begins as early as elementary school (Hatch, 2014). Key indicators include poor attendance, behavioral problems, and course failure (Hatch, 2014). Elementary school counselors have found success in implementing school-wide programs to build strong, supportive relationships among students, staff, parents, and the community, ultimately leading to closing gaps and raising student achievement early-on (Duarte & Hatch, 2015; Luck & Webb, 2009). I have highlighted many of these types of programs on my Conflict Mediation Program page.
During my internship at Noblesville High School, I worked to close a specific achievement gap between male and female students. For a brief overview on how I designed, implemented, and evaluated an intervention to close this gap, see the poster that I presented at the end of my internship. You can find more detailed information on this enriching endeavor under My Professional Artifacts.
School counselors have the tools and abilities to close these gaps using clearly defined closing-the-gap action plans outlining specific pieces of data that interventions are aimed to impact. After three years of graduation rates below 60%, school counselors at one high school in Washington worked with a turnaround principal to develop a comprehensive program designed to improve student achievement by redefining the role of the school counselor, increasing “pressure” for students and teachers to achieve academic success through accountability and high expectations, and by strengthening social support and trust among students and staff (Salina et al., 2013). Using weekly summaries of student performance, the school counselors created a system of measuring how many students were at high risk of not graduating, how many students were making progress, and how many students were on-track to graduate. The entire school embraced this system, and students worked together to empower each other to achieve success. Another successful strategy for high school counselors is developing early warning systems that help identify students at risk of dropping out and then trigger appropriate responses to support those students (Hatch, 2014).
But school dropout is not only a problem for high school counselors; the path to dropping out begins as early as elementary school (Hatch, 2014). Key indicators include poor attendance, behavioral problems, and course failure (Hatch, 2014). Elementary school counselors have found success in implementing school-wide programs to build strong, supportive relationships among students, staff, parents, and the community, ultimately leading to closing gaps and raising student achievement early-on (Duarte & Hatch, 2015; Luck & Webb, 2009). I have highlighted many of these types of programs on my Conflict Mediation Program page.
During my internship at Noblesville High School, I worked to close a specific achievement gap between male and female students. For a brief overview on how I designed, implemented, and evaluated an intervention to close this gap, see the poster that I presented at the end of my internship. You can find more detailed information on this enriching endeavor under My Professional Artifacts.
References:
Chen-Hayes, S., Ockerman, M., & Mason, E.C.M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Sage Publications.
Duarte, D., & Hatch, T. (2015). Successful implementation of a federally funded violence prevention elementary school counseling program: Results bring sustainability. Professional School Counseling, 18(1), 71-81.
Hatch, T. (2014). The use of data in school counseling: Hatching results for students, programs, and the profession. Thousand Oaks, CA: Corwin Press.
Holcomb-McCoy, C. (2007). School counseling to close the achievement gap. Thousand Oaks, CA: Corwin Press.
Luck, L., & Webb, L. (2009). School counselor action research: A case example. Professional School Counseling, 12(6), 408-412.
Salina, C., Girtz, S., Eppinga, J., Martinez, D., Kilian, D. B., Lozano, E., & ... Shines, T. (2013). All hands on deck: A comprehensive, results-driven counseling model. Professional School Counseling, 17(1), 63-75.
Chen-Hayes, S., Ockerman, M., & Mason, E.C.M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Sage Publications.
Duarte, D., & Hatch, T. (2015). Successful implementation of a federally funded violence prevention elementary school counseling program: Results bring sustainability. Professional School Counseling, 18(1), 71-81.
Hatch, T. (2014). The use of data in school counseling: Hatching results for students, programs, and the profession. Thousand Oaks, CA: Corwin Press.
Holcomb-McCoy, C. (2007). School counseling to close the achievement gap. Thousand Oaks, CA: Corwin Press.
Luck, L., & Webb, L. (2009). School counselor action research: A case example. Professional School Counseling, 12(6), 408-412.
Salina, C., Girtz, S., Eppinga, J., Martinez, D., Kilian, D. B., Lozano, E., & ... Shines, T. (2013). All hands on deck: A comprehensive, results-driven counseling model. Professional School Counseling, 17(1), 63-75.