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The Bridge Program and underrepresented Latino students: an evaluation study

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The Bridge Program and underrepresented Latino students: an evaluation study

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Content Running head: THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 1

The Bridge Program and Underrepresented Latino Students: An Evaluation Study
By

Samuel Hernandez

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2018

Copyright 2018 Samuel Hernandez

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 2

ACKNOWLEDGEMENTS
I am extremely grateful to my advisor, Dr. Datta, for your continuous dedication and
support throughout this program. Your passion, encouragement, and caring heart made you the
best professor and mentor. You were always available to motivate and enlighten my educational
pathway. We are Trojan football fanatics and I truly enjoyed our football chats and in-depth
game analysis, Fight On! Thank you Monique, for always believing in me and for the joy you
have brought to my educational life. Your sense of humor and positivity lifted my spirits
throughout this doctoral journey. I am also truly grateful to the other committee members for
their time and expertise. Dr. Picus provided educational expertise and knowledgeable
recommendations to strengthen my study. Your lectures on the asynchronous platform provided
expert knowledge and professional insights to improve my dissertation. Dr. Picus, thank you for
taking my family on a USC campus tour, my wife, 8 year-old daughter, and 6 year-old son
enjoyed the historical perspectives and structural insights you shared of our wonderful
university. Dr. Hoyo, you are a true inspiration and amazing mentor. You believed in me and
saw potential in my life and career. For several years, you encouraged me to join a Doctoral
program and further my educational career. Your continued mentorship, leadership, and
friendship inspired me to finally join an Ed.D. program. Thank you for the encouragement and
powerful motivation throughout this educational journey.
I love you mom and dad, you always encouraged higher education in our home. I am a
first generation college student and the first in my family to earn a doctorate. You sacrificed so
much for our family; you both worked long hours to support us in school and assisted with
higher educational goals. You believed in education, hard work, dedication, perseverance, and
the power of motivation. Thank you mama and papa, you are God sent parents!
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 3

I am grateful of all the classmates in our Cohort. We supported each other throughout the
program, our self-proclaimed mission statement was short but powerful “No Doctors Down!”
We aligned with our mission statement and encouraged classmates to reach the finish line and
attain our goal. I am especially grateful to my cohort partners, Alex and Juan, who provided
wonderful support, laughter, and encouragement.
Thank you to all my Bridge colleagues for your dedication and participation in this
evaluation study. I appreciate the dedication and time spent during the interview process. Your
Bridge counseling knowledge and motivation was inspirational. Your passion and drive to assist
underserved students is commendable. You are positively influencing student lives and
educational decisions.
To the most important pillar in my life, my wife Grace. My Grace, you have been more
than wonderful over the past several years with harmonizing life, supporting me in the Ed.D.
Program, parenting our children, and at times being the only cheerleader at our kids sporting
events. Your name Grace was demonstrated through your graceful support throughout the
program, your grace and patience were essential in my life. Melody and Jason, you were my
motivation to finish the program, Daddy wanted to set the educational bar for your little lives. As
your dad, I hope you accomplish the goals you set out in life and Daddy will always be here to
love and support you.

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 4

Acknowledgements 2

List of Tables 6
List of Figures 7
Abstract 8
Chapter One: Introduction 10
Introduction of the Problem of Practice 10
Organizational Context and Mission 11
Organizational Goal 12
Related Literature 13
Importance of the evaluation 14
Description of Stakeholder Groups 15
Stakeholders’ Performance Goals 17
Stakeholder Group for the Study 17
Purpose of the Project and Questions 18
Conceptual and Methodological Framework 19
Definition of Terms 21
Organization of the Dissertation 22

Chapter Two: Review of Literature 24
Underprepared Teachers and Underrepresented Latino Students 24
Reclassification and Lack of Academic Support 26
A-G Completion and College Preparatory English Courses 27
Accountability, Equal Opportunity and English Language Development 27
Teachers and Access to Data 28
Counseling and ASCA National Model 29
Counselors as Multicultural Mediators 29
Counselors and Increasing College Going Rates and AP placement 30
Summary of General Literature 31
Stakeholder Knowledge and Motivation Influences 32
Knowledge and Skills 32
Motivation 37
Organization 42
Summary 47
Conclusion 47

Chapter Three: Methodology 48
Conceptual Framework 49
Role of Investigator 52
Participating Stakeholders 53
Interview Sampling Strategy and Rationale 54
Data Collection and Instrumentation 56
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 5

Documents and Artifacts 57
Credibility and Trustworthiness 57
Validity and Reliability 58
Ethics 59
Limitations 60
Delimitations 60

Chapter Four: Results and Findings 62
Overview of Purpose and Questions 62
Participating Stakeholders 63
Findings 64
Research Question One 65
Research Question Two 80
Summary 99

Chapter Five: Discussion and Recommendations 101
Recommendations for Practice to Address KMO Influences 101
Integrated Implementation and Evaluation Plan 116
Limitations and Delimitations 129
Future Research 130
Conclusion 131

References 134

Appendices 144
Appendix A: Interview Protocol 144
Appendix B: Counseling Initial Training Workshop 146
Appendix C: Counseling Program Evaluation 148

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 6

LIST OF TABLES
Table 1. Stakeholder Goals 18
Table 2. Knowledge Influences on Stakeholder Goal 36
Table 3. Motivational Influences on Stakeholder Goal 41
Table 4. Organizational Influences on Stakeholder Goal 46
Table 5. Interview Participation Information 63
Table 6. Summary of Knowledge Influences and Recommendations 102
Table 7. Summary of Motivational Influences and Recommendations 107
Table 8. Summary of Organizational Influences and Recommendations 111
Table 9. Outcomes, Metrics, and Methods for External and Internal Outcomes 118
Table 10. Critical Behaviors, Metrics, Methods, and Timing for Counselors 120
Table 11. Required Drivers to Support Counselors’ Critical Behaviors 121
Table 12. Components of Learning for the Program 125
Table 13. Components to Measure Reactions to the Program 126
Table 14. Counseling Practices Accountability Report 128

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 7

LIST OF FIGURES
Figure 1. Bridge model interlinked strategies 17
Figure 2. Gap Analysis Process Model 20
Figure 3. Conceptual Framework and KMO Influences 51
Figure 4. A-G Completion Rates 83
Figure 5. Four-Year University Acceptance Rates 84
Figure 6. A-G English Subject Area Completion Rates of Bridge Graduates 85
Figure 7. A-G Completion Rates for All Graduates and Bridge Graduates 88
Figure 8. A-G Completion Rates for All Graduates and Bridge Graduates 92
Figure 9. Four-Year University Percentages for Bridge Graduates 93
Figure 10. A-G English Subject Completion Rates for Bridge Graduates 94
Figure 11. A-G Completion Rates for Bridge Graduates 96
Figure 12. A-G Completion Rates for Bridge Graduates 97

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 8

ABSTRACT
This study consisted of interviews, document analysis, and review of literature to
examine the number of underrepresented Latino Bridge students accepted to four-year
universities and A-G completion rates at Bridge schools in California Unified School District.
The researcher evaluated the knowledge and motivation of Bridge counselors. Counseling
practices were evaluated in relation to A-G completion rates, four-year university acceptance
percentages, and to what extent Bridge state office policies influenced counseling protocol. Thus,
six Bridge counselors from three schools within the same school district participated in the
qualitative study. Bridge data, provided by the Bridge state office for all three school sites were
evaluated to triangulate counseling practices and perspectives in relation to A-G completion,
university attainment, and student achievement. Clark and Estes (2008) Gap Analysis
Framework was used to analyze knowledge, motivational, and organizational influences on
counselors’ A-G completion rates, four-year university acceptance percentages, and counseling
practices. The findings of this study revealed that counselors possessed knowledge in relation to
increasing A-G completion rates and four-year university acceptance percentages. Moreover,
counselors possessed motivation and high self-efficacy to assist underserved Latino Bridge
students with A-G courses and encouraged higher education, but encountered organizational
systemic barriers with incorporating counseling best practices at Bridge school sites. Interviews
revealed that counselors possessed knowledge and utilized counseling best practices during
counseling sessions and workshops to increase student achievement. Organizational barriers such
as lack of team collaboration, administrative support, arduous student recruitment protocol, were
described as barriers to counselors attaining organizational performance goals. The findings of
this evaluation study revealed that increased collaboration time was requested by counselors at
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 9

Bridge school sites. In addition, Bridge counselors requested enhanced administrative support,
modification of the student recruitment process, and assigning two counselors at each school site
to assist with Bridge duties and responsibilities. The incorporation of counseling best practices
and removal of organizational systemic barriers could lead to increased A-G completion rates
and four-year university acceptance for underserved Bridge students.

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 10

Chapter One: Introduction
Introduction of the Problem of Practice
This study addressed the problem of the k-12 systemic barriers for underrepresented
Latino English learner students admitted to four-year universities. Latino students are
categorized as underrepresented minorities in education (cde.ca.gov, 2015). In 2012, 2.8 million
(16%) Latinos were enrolled in undergraduate four-year universities, compared to 10.2 million
(59%) Whites (NCES, Digest of Education Statistics 2013). The 16% acceptance rate of Latinos
in four-year universities demonstrates that this is a problem. The evidence highlights that there is
a disparity in acceptance rates, in comparison with Caucasian students 59% (NCES, Digest of
Education Statistics 2013). The majority of underrepresented Latino students also fell behind
other ethnicities on measures of academic achievement gaps in English courses and A-G
completion rates. In addition, remedial courses retained Latino English learners in low-level
courses, restricting access into rigorous English courses (Shapiro, 2014). As a result, non-rigor
English courses deterred underrepresented Latino students from enrolling in four-year
universities. Moreover, national data illustrated that Latinos are the largest ethnic population in
the United States who enroll in community colleges at higher rates than they do in four-year
universities (Gonzalez, 2012). Lastly, limited English deficient students had difficulty
comprehending university applications and college related information and this influenced their
access to four-year universities and A-G completion rates.

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 11

Organizational Context and Mission
The mission statement of California School District (pseudonym) is to provide a quality
education for all students within a secure and supportive environment, promote in all students’
academic excellence, social growth, and responsible decision-making, and prepare all students to
lead productive lives in a diverse global community. Furthermore, the school district states that a
well-trained professional staff will accomplish their mission, utilizing shared decision-making,
and parent and community involvement. Moreover, California school district is in the state of
California, in the United States. California district consists of thirty-one elementary schools,
eight middle schools, five comprehensive high schools, a middle college high school and three
alternative schools. California school district is the tenth largest district in California and serves
over 53,000 students, providing education for over 120 years. The school district is located in a
community where the city’s income levels are considered middle to high income, nonetheless the
city limits have low-income families and state-funded housing projects. California school district
reports 46% socioeconomically disadvantaged students and 14% English Language Learner
population. Moreover, the Bridge Program established a partnership with California school
district at three high schools in 2009.
The mission statement for the Bridge Program (pseudonym), a project initiated through
the University of California, Berkeley, is "to increase the number of educationally disadvantaged
students who enroll in 4-year colleges and universities, earn college degrees and return to the
community as mentors and leaders to future generations" (Bridge 2016, Mission Statement).
California school district established a partnership with the Bridge program in 2009. The Bridge
program is implemented at three comprehensive high schools in California school district. The
purpose of this evaluation model was to determine whether the Bridge Program is fulfilling its
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 12

mission in three high schools in California district, by increasing the number of educationally
underserved students who enroll in four-year universities by 10% and meeting a 75% A-G
completion rate for statewide Bridge students by June 2018.
Organizational Performance Goal

The purpose of the evaluation model was to examine the knowledge and motivation of
the Bridge counselor at three comprehensive high schools in California district. The Bridge
Program director established a 75% A-G completion goal in October 2014 for all three high
schools partnered with the program. The objective of the A-G subject requirements is to ensure
that high school students have achieved a body of general knowledge that will offer breadth and
perspective in advanced studies. Therefore, the A-G completion goal will be measured by the
Bridge Program state office through June 2018. The purpose of this evaluation model was to
study the organization of the Bridge Program implemented at three high schools in California
district and whether the program increased A-G completion rates and university acceptance
rates.
The Bridge organization currently serves thirty-eight high schools, spanning across nine
counties in Northern and Southern California regions. As a result, the Bridge organization can
potentially have 40-50 counselors and teachers employed in any given year. The researcher
interviewed six Bridge counselors from three high schools from one school district. In addition,
Bridge school site teams consisted of counselors, teachers, and mentors. Therefore, Bridge
counselors and teachers were key contributors to increasing A-G completion rates and university
acceptance rates for underserved students. Although A-G growth and university acceptance rates
are on the rise in the Bridge Program organization, A-G completion gaps remained in the
underserved Latino population. In addition, several students admitted into the Bridge Program
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 13

were former English Learner students transferring from remedial English courses. Remedial
courses retain Latino English learners in low-level courses, restricting access into rigorous
English courses (Shapiro, 2014).
Review of Literature
Counselors can enroll underrepresented Latino students in A-G courses to fulfill four-
year university admission requirements. School counselors have the skills required to partner
with teachers and school staff, and enhance the academic experiences of underserved students
(Aydin et al., 2012). Likewise, promoting college going courses and encouraging student
academic progress are important school counselor interventions (Villalba et al., 2007).
Academic variables such as low enrollment in Advanced Placement courses and the lack of A-G
college preparatory courses affects educational achievement and college readiness. Likewise,
ethnicity, financial constraints, and equitable barriers can also restrain higher education for
Latino students (Sanchez et al., 2015).
Non-completion of A-G courses and educational attainment can deter the underserved
Latino student population from enrolling in 4-year universities. The transition from high school
to college is a crucial path that sets the foundation for a student’s educational attainment and
career options (Contreras, 2011). Moreover, several underserved Latino students find it difficult
to fulfill the A-G requirements and navigate through the college admission process. Not all
students, even high achieving students, have access to college information within their school to
successfully transition from high school to universities without the assistance of programs that
partner with schools (Contreras, 2011). Additionally, underprepared teachers are contributing to
the literacy gap in the underserved Latino student population.
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 14

Researchers consistently find persistent achievement disparities between English
learners and English-proficient students, signaling literacy gaps and a need for trained teachers
(Calderon et al., 2011). Underprepared teachers in the area of English instruction results in
literacy deficient Latino students. Underserved Latino students are often being taught by teachers
without the preparation or strategies to address their instructional needs (Olsen, 2010).
Furthermore, English learners in k-12 are usually clustered into the same English Language
Learner (ELL) classroom, with one teacher addressing the needs of students with varied levels of
English proficiency (Calderon et al., 2011). In a report (National Center for Education Statistics,
2002), 42% of the teachers surveyed stated that they had English Language Learners (ELLs) in
their classroom, but only 12.5% of these teachers had received more than eight hours of
professional development in relation to English learner instruction (De Jong & Harper, 2005).
As a result, few teachers feel they have the tools, skills or preparation to meet the needs of their
English Learner students (Olsen, 2010). Therefore, sheltered English courses taught using
strategies to make content accessible to English learners requires the resources of trained
teachers, a scarcity in most schools (Luster, 2011). Moreover, few schools have trained teachers
or appropriate materials for appropriate English learner instruction, resulting in English learners
not receiving the academic language instruction, or experience classroom teachers skilled in
academic content of subject pedagogy (Darling-Hammond, 2010).
Importance of the Evaluation
This problem was important to address because barriers such as low enrollment in
Advanced Placement and A-G courses restricted Latino students from being admitted into four-
year universities. Solving the A-G completion problem will raise the number of Latino students
enrolling into four-year universities. Similarly, Latino students are underrepresented in
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 15

Advanced Placement (AP) classes and college preparatory courses (Becerra, 2012). As a result,
the U.S high school graduation rate for Latinos is 53.2 percent, compared to 74.9 percent of
White students (Orfield et al., 2004). In addition, Latino English learners have literacy needs that
require individualized instructional approaches. Therefore, limited English
proficient students require additional support to access school related material (Alvarez & Corn,
2008). English language deficiency created systemic barriers for Latino students, limiting their
understanding of college preparation content. In addition, the achievement gap was prevalent
with the Latino student population in k-12 systems.
The problem was important to address because the opportunity gap within the Latino
student population commences as they enroll in kindergarten and the gap widens as students’
progress through school (Stull, 2013). Similarly, without obtaining proficient English skills,
Latino students may not succeed in obtaining college and career readiness (Herczog, 2012).
Given the barriers English-language learners encounter in the k-12 system, it is not surprising
that many English learner students drop out of school (Roemer, 2011). Consequently, without a
high school diploma, Latino students will be denied jobs or entrance to higher education. Such
consequences leave those underrepresented Latino’s who drop-out of high school, with limited
options in respect to making a living, therefore establishing a lower class of undereducated and
unemployed students (García, 2003).
Description of Stakeholder Groups
The three key stakeholders in the Bridge Program organization are the Bridge English
teachers, Bridge counselors, and the Bridge mentors. The English teachers have the same cohort
of students for two consecutive years. Therefore, the cohort of students remain with the same
teacher for their ninth and tenth grade years. As a result, a majority of students establish positive
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 16

relationships with one another within their first two years in the classroom. As a key stakeholder,
the Bridge English teacher creates a family environment in the classroom. Further, the Bridge
counselors are the second key stakeholder in the program.
Bridge students remain with the Bridge counselor throughout their high school tenure, all
four years. Furthermore, the Bridge counselor ensures that all Bridge students are prepared for
college preparatory courses while in high school. As a key stakeholder and the focus of this
evaluation model, the counselor schedules all Bridge students into A-G college preparatory
courses and creates college post-secondary plans for all Bridge students. In addition, the Bridge
counselor is responsible for scheduling students into Advanced Placement courses and assist
with college applications. As a result, the English teachers and counselors collaborate to ensure
academic achievement for all Bridge students. Lastly, the Bridge mentors assist students in
developing civic engagement opportunities.
The Bridge Mentors are the third key stakeholder in the Bridge Program. The Bridge
mentors and counselors collaborate to assist students with community awareness and civic
engagement. As a result, counselors, teachers, and mentors promote community service activities
for students. Therefore, parents and students are invited and encouraged to participate in these
community service activities. All three groups are integral stakeholders in the Bridge Program
organization. The three Bridge stakeholder groups work in collaboration to align with the
mission of the Bridge organization. In addition, the Bridge program follow a model that
emphasizes collaboration between counseling, mentors, and English teachers to provide a
holistic approach to student success.
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 17

Figure 1. Bridge model interlinked strategies.
Stakeholder Group for the Study
The purpose of this study was to evaluate the degree to which the Bridge organization
was meeting its organizational goal of 75 % A-G completion rate for all Bridge students. While a
complete performance evaluation would focus on all stakeholders, for practical purposes the
stakeholder in focus for this evaluation study were the Bridge counselors. Moreover, Bridge
counselors were responsible for recruiting students into the Bridge Program. Bridge counselors
were responsible for scheduling students into A-G courses, honors and advanced placement
courses. Counselors monitored Bridge student achievement and provided academic, career, and
personal counseling.

English

Mentoring

Counseling
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 18

Table 1
Organizational mission, global goal and stakeholder goals
Organizational Mission
The mission statement for the Bridge Project is to increase the number of educationally
underserved Bridge students who enroll in four-year universities.

Organizational Global Goal
By June 2018, Bridge Program will increase the number of educationally underserved Latino
students accepted in four-year universities by 10%.

Stakeholder Goal
By June 2018, Bridge Counselors will increase the A-G completion rate of Bridge students
from 45% to 75%.

Counselors’ Goal
By June 2017, Bridge
counselors will institute
counseling practices that
generates an increase of A-G
completion rates and
university acceptance rates.

Counselors’ Goal
By December 2017, Bridge
counselors will develop
district wide mentoring
program for Bridge students
and promote a college and
career initiative.

Counselors’ Goal
By June 2018, Bridge
counselors will develop a
protocol for maintaining a
75% A-G completion rate
and 10% increase in
university acceptance rates.

Purpose of the Project and the Project Questions
The purpose of this dissertation topic was to conduct a gap analysis to examine the low
number of underrepresented Bridge students admitted to 4-year universities and A-G completion
rates. The researcher evaluated the knowledge and motivation of Bridge counselors. The Bridge
Program is an academic enrichment program with the mission of increasing the number of
educationally disadvantaged students who enrolled in four-year colleges and universities, earned
college degrees, and returned to the community as mentors and leaders to future generations.
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 19

Therefore, it was essential to study knowledge, motivation, and organizational influences and
offer recommendations that assisted Bridge counselors with increasing the number of
underrepresented students admitted to four-year universities. Conversely, by not addressing the
problem, the k-12 school system will continue to yield low university admission rates of
underrepresented Latino students. In conclusion, six Bridge counselors were interviewed to
guide the evaluation study that addressed knowledge and skills, motivation, and organization
elements of the Bridge Program.
As such, the questions that guided this study were the following:

1. What were counselors’ knowledge and motivation in relation to increasing A-G
completion and four-year university acceptance rates for Bridge students?
2. How did counselors’ knowledge and motivation interact with the Bridge state office
to shape counselors’ ability to increase A-G completion and four-year university rates
for Bridge students?
Conceptual and Methodological Approach
Clark and Estes (2008) provides an analytic framework that explains organizational and
stakeholder performance goals and identifies the gap between the actual performance level and
the performance goal. This framework examined the Bridge counselor’s knowledge, motivation
and organizational influences that may influence performance gaps (Clark & Estes, 2008).
Krathwohl (2002) illustrates four knowledge dimensions important for meeting stakeholder
goals. Factual knowledge is the basic elements one must know to solve problems in it. In
addition, Conceptual Knowledge is the interrelationships among the basic elements within a
larger structure that enable them to function together (Krathwohl, 2002).
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 20

Figure 2. Gap Analysis Process Model. Adapted from Clark and Estes (2008)
Researchers suggest that there are three motivational types of motivational processes that
are evident in any organization (Clark & Estes, 2008). These opportunities or potential problem
areas are: (1) when members choose to actively pursue a work goal, or on the contrary are
hesitant to accomplish the goal (2) when members have several goals and work related obstacles
and prefer not persist at a specific goal (3) when members have selected a specific goal and are
persisting at it regardless of work environment barriers, but must determine the amount of mental
effort to devote in accomplishing the goal. Furthermore, it is important to focus on values, and
specifically on the intrinsic value of accomplishing tasks (Clark & Estes, 2008).
Each of these elements of Clark and Estes’ (2008) gap analysis were discussed in terms
of the Bridge counselor’s knowledge, motivation and organizational needs to meet the Bridge
counselor’s performance goal. Furthermore, assumed influences on the attainment of the Bridge
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 21

counselor’s goal from the perspective of motivation were assessed. In addition, assumed
organizational influences on achievement of the Bridge counselor’s goal were addressed. This
study was a qualitative case study and included counselor interviews and Bridge data. In
conclusion, the assumed influences of knowledge, motivational, and organizational problems
that lead to the performance gap of the Bridge counselor’s goal were emphasized and tested
alongside related literature.
Definition of Terms
The terms listed below were operationally defined for the purpose of this study.
1. A-G Requirements: The intent of the “A-G” subject requirement is to ensure that students
have attained a body of general knowledge that will provide breadth and perspective to
new, more advanced study. Courses from California high schools and online schools used
to satisfy the "A-G" subject requirements must be approved by UC and appear on the
institution's "A-G" course list. These courses are to be academically challenging,
involving substantial reading, writing, problems and laboratory work (as appropriate),
and show serious attention to analytical thinking, factual content and developing students'
oral and listening skills.
2. Bridge Program: The Bridge Program is a national award winning program that has
helped tens of thousands of educationally disadvantaged students enroll in four-year
colleges and universities, earn degrees, and return to the community as leaders and
mentors to future generations.
3. Advance Placement Courses: Advanced Placement (AP) is a program in the United
States and Canada created by the College Board which offers college-level curricula and
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 22

examinations to high school students. American colleges and universities may grant
placement and course credit to students who obtain high scores on the examinations. The
AP curriculum for each of the various subjects is created for the College Board by a panel
of experts and college-level educators in that field of study.
4. Underrepresented/Underserved Student: Underserved students are defined as students
who do not receive. equitable resources as other students in the academic pipeline.
Typically, these groups of students include low-income, underrepresented. racial/ethnic
minorities, and first generation students.
5. Sheltered/EL courses: Sheltered Instruction, also referred to as SDAIE in California, is a
teaching style founded on the concept of providing meaningful instruction in the content
areas (social studies, math, science) for transitioning Limited English Proficient (LEP)
students towards higher academic achievement while they reach English fluency.
Organization of the Project
This evaluation study is organized into five chapters. Chapter one provides the reader
with the key concepts and terminology commonly found in a discussion about the Bridge
Program organization. In addition, Chapter one provides the Bridge Program’s organizational
mission, goals and stakeholders and the framework for the project. Chapter Two provides a
review of current literature surrounding the scope of the study. In addition, topics of k-12
systemic barriers, underprepared teachers, underrepresented Latino literacy gaps, lack of
instructional rigor, achievement disparities, and A-G completion rates are addressed. Chapter
Three details the Bridge Counselors’ knowledge, motivation and organizational components
measured as well as methodology when it came to selection of participants, data collection and
analysis. In Chapter Four, data results are assessed and analyzed. Lastly, Chapter Five provides
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 23

solutions, based on data and literature, for closing the perceived educational achievement gaps as
well as recommendations for an implementation and evaluation plan for potential solutions.

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 24

Chapter Two: Review of Literature
The Bridge Program and Underrepresented Latino Students: A Gap Analysis
K-12 Systemic Barriers and Underserved Latino Students
This chapter highlights the literature encompassing educational systemic barriers of
underserved Latino English learner students in K-12 education. The chapter commences with a
summary of the present literacy gaps in K-12 education, including issues such as underprepared
teachers, and the low university acceptance rates of underserved Latino students. Next, the
chapter then explores the systemic barriers for underserved Latino students in the K-12
educational system, specifically the barriers that underserved students encounter at the school
site level. Furthermore, this segment explores the educational barriers underserved Latino
students encounter with literacy gaps, A-G completion, and university acceptance rates. Lastly,
the chapter culminates with a summary of the knowledge, motivation, and organizational
components essential for the Bridge Program to address and formulate resolutions for the
problem of practice.
Underprepared Teachers and Underrepresented Latino Students
Teachers encounter several challenges when instructing a diverse underserved Latino
student population. One problem is that teachers receive minimal instruction on the theories of
second language acquisitions (Daniel, 2008). Furthermore, certified teachers have voiced
concern that they are not prepared to make appropriate instructional
accommodations for long-term English learners (Islam & Park, 2015). Demands are placed
on teachers in terms of their teaching responsibilities and administrative duties; teachers may not
know how to adjust instruction or tasks for underserved Latino learners (Cho & Reich, 2008).
As a result, English learners required access to proper curricula taught by certified teachers using
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 25

relevant instructional resources that correlated with English learner language level. In addition,
teachers' concerns stem from their own instructional shortcomings about long-term English
learners’ capability to reach grade-level content (Reeves, 2004). Therefore, English learners are
not exposed to a rigorous academic curriculum and instructional assistance is neglected (Cho &
Reich, 2008). Many English language learners are not supported by teachers and some lack the
understanding of how to support ELLs' needs (Yoon, 2008).
Lack of instructional rigor and achievement disparities. As the underserved Latino
population continues to increase in the United States, teachers are inadequately prepared to teach
English learners. As the population and diversity of long-term English learner population grows,
their instructional needs present wide challenges for teachers (Aguirre-Muñoz et al., 2008). As a
result, instructional practices for English learners have not been successful in increasing their
academic language skills, as evidenced by the persistent equity gap in the k-12 system (Abedi &
Lord, 2001). Furthermore, English learner achievement disparities stem from the absence of
instructional rigor of academic language (Aguirre-Muñoz et al., 2008). Moreover, teacher-
credentialing programs may fall short in adequately preparing teachers in second language
instruction.
Credential programs inadequately preparing teachers in second language. The
challenge for English teachers is to develop instructional lessons which capitalizes on English
learners’ oral discourse (Aguirre-Muñoz et al., 2008). Teachers in the k-12 school system are
generally not prepared to teach reading and writing skills to long-term English learners because
they lack training in language development (Olsen, 2010). In addition, educators who prepare
shelter teachers do not provide them with the proper knowledge to teach English learners (Roy-
Campbell, 2013). Sheltered instruction is an approach to teaching ELL students that incorporates
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 26

language and content instruction. As a result, teachers’ inadequate understanding of the literacy
progression for English learner students will adversely affect students' perceptions and
motivations and create a barrier to effective instruction for English language learning (Roy-
Campbell, 2013). Some teachers may refer to effective instruction for English learner instruction
as simply good teaching. However, this view fails to recognize that teaching language to English
learners is more than the implementation of pedagogical tools (Roy-Campbell, 2013). The
majority of teachers from exemplary teacher education programs who were surveyed rated
themselves as "less well prepared" to work with English learners and concluded that over 81% of
the secondary teachers surveyed believed they received inadequate training to work with long-
term English learners (Berg et al., 2012).
Reclassification and Lack of Academic Support
Reclassified Latino English learners can struggle with mainstream English instruction.
The process through which students who have been identified as English learners are reclassified
to fluent English proficient when they have demonstrated that they are able to compete
effectively with English-speaking peers in mainstream classes (cde.ca.gov, 2015). Once English
learner students are reclassified, schools provide inconsistent monitoring of English learners,
negatively influencing their academic performance (Alvarez & Corn, 2008). As a result, Latino
English learners have literacy needs that require individualized instructional approaches (Alvarez
& Corn, 2008). Nearly 60% of students from English-only backgrounds are scoring proficient on
the California State Standard English language assessment. In comparison, 70% of reclassified
English learner students are scoring basic or far below basic (Saunders & Marcelletti, 2013).
Once reclassified, Latino students continue to struggle with obtaining English language
proficiency. Therefore, more than 47,000 English learners in California are placed in classrooms
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 27

where they are not obtaining adequate English-language instructional services, according to the
California Department of Education (2015c).
A-G Completion and College Preparatory English Courses
Remedial English courses deterred underrepresented Latino students from enrolling in
higher level English and Advanced Placement courses in high school, which are required for
university admissions. English learners must reclassify prior to enrolling in higher-level English
courses. As stated, under current state law (EC Section 313), identified students who are English
learners must participate in the annual administration of the CELDT until they are reclassified to
RFEP (cde.ca.gov 2015). Prior to reclassification, Latino English learners are scheduled in non-
rigorous English courses known as sheltered courses. Sheltered instruction in k-12 schools refers
to a subject class taught through English wherein students are second language learners (Short et
al., 2011). Sheltered courses are considered non-college preparatory English courses. In addition,
there are commonalities of success that Latino students are not accessing, as can be observed
through low college-going rates and high school graduation rates (Reed, 2007). As a result, the
majority of underserved Latino students fell behind other ethnicities on measures of academic
achievement in English, due to ineffective instruction.
Accountability, Equal Opportunity and English Language Development
The 2014-15 Title 111 Accountability report for California English Language Learners
provides measurable achievement objectives (cde.ca.gov, 2016). An AMAO is a performance
objective, or target, that Title 111 sub grantees must meet each year for their English learner
populations (cde.ca.gov, 2016). Traditionally, all LEA’s and consortia receiving Title 111, Part
(A) funds are required to annually meet the two English language proficiency AMAO’s as well
as a third academic achievement AMAO based on AYP information (cde.ca.gov, 2016). In
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 28

addition, through the process of benchmarking, accountability problems and achievement gaps
persist in the underserved Latino student population.
Accountability in education refers to the practice of educational systems responsible for
the quality of the students, knowledge, skills, and behaviors (Kirby & Stecher, 2004). The
California Department of Education, Office of Equal Opportunity is charged with ensuring
accountability and compliance with state and federal civil rights laws, and regulations in CDE
employment and delivery of education services (cde.ca.gov, 2016). Assembly Bill 124 (Chapter
605, Statutes of 2011) requires the State Board of Education approve standards for English
language development for pupils whose primary language is a language other than English.
School districts that do not adhere to regulations may be sanctioned and risk losing accreditation
(Kirby & Stecher, 2004). These English learner standards should be rigorous and emulate the
standards for mainstream English language arts (cde.ca.gov, 2016). Olsen (2010) recommends
that it is time to design ethical practices and advocate at the state and district levels to provide
direction for schools to address the needs of English learners in secondary schools. In addition,
Olsen (2010) suggest that conditions in education are resulting in the creation of Latino English
learner failure.
Teachers and Access to Data
Underprepared teachers and counselors restricted underserved Latino students from being
admitted into four-year universities. Solving the problem of underprepared counselors and
teachers can raise the number of Latino students enrolling into universities. Therefore,
appropriate instruction begins with teachers having access to data and being made aware of
English Learners scheduled in their classrooms (Olsen, 2010) Secondly, teachers need access to
data that highlight gaps in language development and academic skills (Olsen, 2010). In addition,
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 29

teachers need to understand the language demands of the content they are teaching for English
learners (Olsen, 2010). Lastly, preparing teachers to carefully analyze data and language-related
demands of the texts will better serve students (Olsen, 2010).
Counseling and ASCA National Model
Bridge counselors can incorporate the American School Counselor Association Model
(ASCA) at their school sites to assist underserved Latino students with college, personal-social,
and career readiness. Anctil et al., (2012) stated that the model focuses on three domains that are
essential for effective school counseling programs: academic, personal, and career development.
The ASCA National Model concentrates on a balance between the three counseling domains, and
implementation of the model requires an organizational framework and an accountability system
designed to measure student outcomes for each domain (ASCA, 2012). Further, the ASCA
model is focused on student data and based on standards in academic, career and personal
development. Therefore, the ASCA national model was designed to increase academic
achievement for all students. Lastly, the counseling national model strives for equity, access, and
a rigor education for all students. (ASCA, 2012).
Counselors as Multicultural Mediators
School counselors can serve as multicultural mediators for underserved Latino students in
schools. Therefore, school counselors as cultural mediators were viewed as key stakeholders in
connecting underserved Latino students to educational programs and services, motivating
students to enroll in rigorous courses (Portman, 2009). As a result, school counseling initiatives
are redefining comprehensive school counseling programs, emphasizing cultural awareness and
knowledge of systemic barriers hindering underserved students (Lee, 2001). Counselors can
learn to advocate for underserved students whose voices are silenced (Evan et al., 2011).
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 30

Similarly, school counselors can advocate for underserved students in k-12 school systems to
remove systemic barriers and cultural insensitivities (Portman, 2009). In addition, given the
number of dropout rates and systemic barriers for underserved Latinos, school counselors are in
a position to support schools and meet the academic and cultural needs of underserved Latino
students (Cook et al., 2012).
Multicultural training essential in K-12 education. Systemic barriers can exist as a
result of cultural misunderstandings between Latino students, teachers, and counselors.
Educating teachers and counselors regarding culture can assist in diminishing prejudices and
stereotypes, improving cultural dialogue and providing a cultural understanding between White
teachers and Latino students (Becerra, 2012). Likewise, for Latino students to achieve academic
success, it is important that educators raise the educational bar. Madrid (2011) discovered that
high achieving students connected with a teacher who believed in their academic potential and
encouraged students to enroll in college. The consequence of not solving the lack of preparation
of counselor and teachers is evident in the immense number of English learner high school
dropouts. Without a high school diploma, Latino students will be denied jobs or entrance to four-
year universities. Such educational gaps leave Latinos who drop-out of high school with limited
options in respect to making a living, therefore establishing a lower class of undereducated and
unemployed students (García, 2003).
Counselors and Increasing College Going Rates and AP Placement
Counselors can assist with closing the Advance Placement gap for underserved Latino
students. An Advance Placement gap persists in the U. S. among underserved Latino students.
While more students are receiving Advanced Placement credit, the gap among underserved
ethnicities persists (Saenz et al., 2011). Saenz et al., (2011) stated that Latino students remain
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 31

underserved in comparison to the number of White students participating in the AP program.
Counselors can advocate for underserved Latino students and collaborate with teachers to
schedule students in AP courses (Militello et al., 2009) School counselors have the skills
required to partner with teachers and school staff, and enhance the academic experiences of
underserved students (Aydin et al.,2012). Likewise, promoting college going courses and
encouraging student academic progress are important school counselor interventions (Villalba et
al., 2007).
Summary of General Literature
The educational systemic barriers for underserved Latino English learners include
underprepared teachers creating literacy gaps and lacking instructional rigor. Likewise, teacher
credential programs are inadequately preparing teachers in second language acquisition. Once
English Learner students reclassify, they lack the necessary academic support to excel.
Furthermore, underrepresented Latino students have difficulty enrolling in higher level English
and Advanced Placement courses in high school, which are required for university admissions.
As the research highlights, more than 47,000 English learners in California are placed in
classrooms where they are not obtaining adequate English-language instructional services,
according to the California Department of Education (2015c). In addition, professional
development and multicultural training would assist in addressing the perceptions of teachers
that impact the academic achievement gap of Latino students (Becerra, 2012). Further, the
knowledge and motivation of Bridge counselors can influence students’ academic achievement.

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 32

Stakeholder Knowledge and Motivation Influences
Knowledge and Skills
Bridge counselors, as integral stakeholders in the organization, can increase A-G
completion percentages and university acceptance rates for underserved Latino Bridge students.
Research suggest that a powerful component of the Bridge Program is directly due to the
influence of Bridge counselors in students’ academic lives (Gandara, 2002). The objective of the
knowledge analysis was to evaluate whether Bridge counselors possessed knowledge and skills
to advocate for underserved Latino high school students and increase A-G completion and four-
year university acceptance rates. Therefore, the review of the literature focused on the
knowledge and skills that were necessary for Bridge counselors to advocate for underrepresented
Latino high school students. In addition, Clark and Estes (2008) described the importance of
identifying problems in relation to knowledge and skills used to accomplish organizational
performance goals.
Knowledge influences. Clark and Estes (2008) provides an analytic framework that
explains organization and stakeholder performance goals by identifying the gap between the
actual performance level and performance goal. This framework examined the stakeholder’s
knowledge, motivation and organizational influences that may influence performance gaps
(Clark & Estes, 2008). Additionally, Krathwohl (2002) illustrates four dimensions of knowledge
important for meeting stakeholder goals. First, conceptual knowledge is the interrelationships
among the basic elements within a larger structure that enable them to function together
(Krathwohl, 2002). Secondly, procedural knowledge refers to how to do something, criteria for
using skills, and methods (Krathwohl, 2002). Lastly, Metacognitive knowledge is knowledge of
cognition, awareness and knowledge of one’s own cognition (Krathwohl, 2002). Therefore, the
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 33

knowledge influences discussed in the study were categorized into knowledge levels and
dimensions, specifically the research examined the Bridge counselors’ knowledge and skills,
highlighted through procedural knowledge and the metacognitive dimension.
Clark and Estes’ (2008) gap analysis were discussed in terms of Bridge counselors’
knowledge, motivation and organizational needs in regards to achieving organizational
performance goals. Furthermore, motivational assumed influences were examined in relation to
achieving organizational goals. Lastly, assumed organizational influences were addressed in
regards to goal attainment. Each of these assumed influences pertaining to Bridge counselors’
knowledge, motivation and organizational influences on performance were researched in Chapter
3 methodology.
Krathwohl’s (2002) knowledge framework was essential to the study by establishing a
context for what is required of Bridge counselors’ knowledge and skills in advocating for
underrepresented Latino students and assisting with A-G completion rates and increasing four-
year university acceptance rates. Bridge counselors were invited, through the Bridge state office,
to attend professional developments and build on their procedural knowledge and skills. As a
result, procedural knowledge is acquired through trainings, providing opportunities for utilizing
effective skills and methods (Krathwohl, 2002). Further, Bridge counselors can take time to
reflect on cognitive mindfulness and self-efficacy to achieve performance goals. Metacognitive
knowledge is essential because it allows for self-reflection, a time for stakeholders to examine
their level of cognitive awareness and efficacy (Krathwohl, 2002).
Bridge counseling and knowledge building strategies. Procedural knowledge is “the
how” of incorporating a series of logical steps (Anderson et al., 2001). The counselor’s
knowledge and skills of multicultural counseling empowers underrepresented Latino high school
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 34

students and assists with increasing four-year university acceptance rates (Astramovich & Harris,
2007). In addition, counselors can empower underserved Latino students by developing
awareness, knowledge and skills for addressing educational systemic barriers (Astramovich &
Harris, 2007). As a result, Bridge counselors can advocate on behalf of underserved Latino
students by increasing their knowledge of self-advocacy through guidance lesson plans.
Counselors may also assist students by teaching self-advocacy and promoting Latino literature,
and in doing so, students will have the opportunity to read about Latino experiences and social
justice (Astramovich & Harris, 2007).
Bridge students and self-advocacy. Bridge counselors can develop self-advocacy skills
in underrepresented Latino students and cultivate effective self-advocates. Procedural knowledge
refers to “how” to do something and criteria for using skills (Krathwohl, 2002). Therefore,
counselors can assist Latino students with developing networking skills and establish advocacy
groups designed to change school culture (Astramovich & Harris, 2007). By incorporating self-
advocacy principles into school counseling programs, underserved Latino students can be
counseled appropriately and develop self-confidence necessary for academic achievement
(Astramovich & Harris, 2007). As a result, Bridge counselors can use metacognitive knowledge
to increase self-awareness and self-knowledge.
Bridge counselors and reflection on multicultural counseling. Metacognitive
knowledge includes self-knowledge of one’s own strengths and weaknesses in regards to
cognition and learning (Blumberg, 2009). Metacognitive knowledge involves developing self-
awareness of differences and perspectives (Anderson et al., 2001). Therefore, self- awareness of
one's actions, motives, and thoughts are important goals for any stakeholder (Levitt & Pompeo,
2014). Likewise, continual self-awareness is a professional obligation encouraged by the
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 35

counseling profession (Adkins & Schmidt, 2012). As the United States becomes diverse, it is
essential that Bridge counselors possess metacognitive knowledge for ensuring multicultural
advocacy. As a result, the American School Counselor Association request that counselors
provide appropriate counseling services and opportunities for college readiness (American
School Counselor Association, 2004). Lastly, research indicates that multicultural knowledge
and skills are enhanced in counselors through professional development opportunities (Evan et
al., 2011).
Bridge counselors serving as student advocates. Counselors can incorporate the role of
advocate in their definition of school counseling practices and ensure that multicultural advocacy
skills are utilized (Evan et al., 2011). In spite of the importance that professional counseling
credentialing boards place on multicultural competence, several counselors enter the counseling
field without the knowledge skills (Evan et al., 2011). Conversely, the lack of multicultural
counseling training creates barriers for school counselors with implementing advocacy efforts
(Evan et al., 2011). Furthermore, the counselor's responsibility involves promoting policies that
create academic environments conducive to the student's development (Evan et al., 2011). As a
result, when school counselors use these roles effectively, school policies are positively impacted
(Evan et al., 2011). Through the professional path of counselor self-awareness, counselors can
better comprehend and expect that self-awareness is a continual process (Levitt & Pompeo,
2014). In addition, school counselors' multicultural counseling competence has been linked
to self-awareness, student advocacy, and training (Holcomb-McCoy & Day-Vines, 2004).
Lastly, as counselors become active participants in counseling sessions, powerful emotions may
be evoked, which leads to cognitive self-awareness, and stimulating professional growth
(Campenni, Muse-Burke & Richards, 2010).
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 36

Table 2
Stakeholder Goal and Knowledge Influence, Type and Assessment for Knowledge Gap Analysis
Organizational Mission
The mission statement for the Bridge Program, a project initiated through the
University of California, Berkeley, is "to increase the number of educationally disadvantaged
students who enroll in 4-year colleges and universities, earn college degrees and return to the
community as mentors and leaders to future generations" (Bridge, 2016, Mission Statement).

Organizational Global Goal
By June 2018, Bridge Program will increase the number of educationally underserved Latino
students who are accepted in four-year universities by 10% and increase the A-G completion
rate from 45% to 75%

Stakeholder Goal

By June 2018, Bridge Counselors will increase the A-G completion rate of Bridge students
from 45% to 75%.

Knowledge Influence Knowledge
Type
Knowledge Influence Assessment
Bridge counselors need knowledge of
the systemic barriers and benefits of
advocating for underserved students
in order to identify effective
strategies for increasing A-G
completion rates and university
acceptance rates
Declarative Interview Questions
Interview item “What influences
your decision to work with
underserved Bridge students?”
Bridge counselors need knowledge
on how to develop self-advocacy
skills in underserved students
Procedural Interview Questions
Interview item “Do you teach
resiliency and advocacy skills in
your guidance lesson plans?”
Bridge counselors need to evaluate
their awareness of their values and
goals related to multicultural
counseling and student achievement
Metacognitive Interview Questions
Interview item “Do you encourage
enrollment of A-G courses and
Advance Placement classes with
Bridge students?”

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 37

Motivation
Research suggests that there are three motivational types of motivational processes that
are evident in any organization (Clark & Estes, 2008). These opportunities or potential problem
areas are: (1) when employees choose to actively pursue a work goal, or on the contrary, are
hesitant to accomplish the goal (2) when employees have several goals and work related
obstacles and prefer not persist at a specific goal (3) when employees have selected a specific
goal and are persisting at it regardless of work environment barriers, but must determine the
amount of mental effort to devote in accomplishing the goal (Clark & Estes, 2008). Furthermore,
it is important to focus on values, and specifically on the intrinsic value of accomplishing tasks
(Clark & Estes, 2008). Moreover, assumed motivational influences for Bridge counselors
included self-efficacy and values in the stakeholder goal. In this segment of the literature review,
the motivational constructs of self-efficacy and values pertinent to Bridge counselors will be
evaluated.
Values. Values are one of the three motivational factors people express when applying
their viewpoints in completing tasks (Clark & Estes, 2008). The aim is to enhance stakeholder’s
work engagement by examining inner relational connections between their values and the
intrinsic motivation of accomplishing job related tasks (Clark & Estes, 2008). In addition,
Eccles and Wigfield (1995) suggest that people utilize three distinct types of values: utility value,
skill value, and intrinsic value. As a result, stakeholders will elect to perform tasks that they find
intrinsically rewarding (Clark & Estes, 2008). Employees find intrinsic value in mastering a new
skill or developing in their profession (Clark & Estes, 2008). Likewise, self-efficacy is required
to successfully accomplish a task and is perhaps the most meaningful element in their self-
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 38

determination within an organization (Clark & Estes, 2008). Moreover, Bridge counselors can
motivate students in pursuing higher education goals.
Counseling and self-efficacy theory. Bridge counselors who possess high self-efficacy
can motivate and encourage students in k-12 schools. High self-efficacy beliefs help foster the
outcome one expects and confident individuals anticipate successful outcomes (Pajares, 2006).
Therefore, Bridge counselors can motivate students to pursue university aspirations. Individuals
are motivated in different ways but self-efficacy beliefs allow for continual motivation (Pintrich,
2003). In addition, Bridge counselors can encourage students to enroll in rigor classes and
advance placement courses. As such, self-efficacy beliefs are also influenced by verbal messages
and social persuasions people receive from others (Pajares, 2006). In addition, Bridge
counselors can benefit from professional developments and positive feedback.
Self-efficacy feedback and effective counselor training. The Bridge Program institutes
counseling professional developments throughout the academic school year. The Bridge state
office employs a Bridge counseling coordinator to support Bridge counselors in the organization.
The Bridge counseling coordinator serves as a supervisor and liaison to Bridge schools (Gandara,
2002). One of the responsibilities of the Bridge coordinator was to organize professional
developments for Bridge counselors. Bridge professional developments aim to enhance
counseling services directed to underrepresented Latino Bridge students. Therefore, counseling
self-efficacy is the perception of the individual's competence to conduct counseling services
(Barnes, 2004). Counselors can establish collaborative relationships between education
programs and national counseling associations, in doing so school counselors can receive
effective trainings (Evan et al., 2011). Barnes (2004) states the important component of
understanding how counselors subjectively construct their counseling training experiences
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 39

develop into competent counseling professionals. Furthermore, counseling self-efficacy
increased when counselor candidates received positive feedback and effective supervision
(Barnes, 2004). As a result, performance feedback is essential for Bridge counselors in relation
to attaining the stakeholder performance goal.
Performance feedback. Positive feedback from supervisors increased self-efficacy in
Bridge counselors. Performance feedback serves as a cue indicating whether the performance
was a mastery experience or a performance failure (Daniels & Larson, 2001). Counselor trainees
who exhibit low self-efficacy need special consideration from counselor supervisors (Daniels &
Larson, 2001). Therefore, to become an effective counselor, trainees can be provided the
opportunity at mastery experiences (Daniels & Larson, 2001). As a result, mastery experiences
increase counseling self-efficacy, which equates to high self-confidence (Daniels & Larson,
2001). The counseling supervisor was advised to continually enhance the counselor’s self-
efficacy by providing positive feedback on counseling techniques that have been effective for the
candidate (Daniels & Larson, 2001). Lastly, feedback that focuses on positive experiences
associated with constructive criticism should equate to high counseling self-efficacy (Daniels &
Larson, 2001). As such, expectancy value theory can motivate Bridge counselors in completing
counseling tasks.
Expectancy value motivational theory. Eccles (2006) categorizes expectancy-value
model to two motivational questions: “Can I do the task?” and “Do I want to do the task?” Fully
engaging learning requires a desire to do the task (Wigfield et al., 2006). In addition, the
perceived value of work is determined by four related constructs (Eccles, 2006). First, intrinsic
interest is the enjoyment one experiences while completing the task and attainment value is when
completing the task is consistent with one's self-image (Eccles, 2006). Next, utility value is
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 40

facilitating one's long range goals or long range external rewards (Eccles, 2006). Lastly,
expectancy value theory focuses on the perceived cost of engaging in the activity (Eccles, 2006).
As a result, Bridge counselors can be intrinsically motivated to complete tasks through the
expectancy value theory.
Intrinsic value. Bridge counselors will better serve counselees if they possess intrinsic
values and motivation. Eccles (2006) utilizes the term intrinsic value in referring to the
enjoyment the individual experiences when performing tasks (Eccles, 2006). Therefore, intrinsic
motivation is elevated when people are engaged with tasks they find meaningful (Eccles, 2006).
As a result, intrinsic motivation is exhibited when stakeholders participate in counseling
activities for intrinsic interest and not for any extrinsic reward (Cameron & Pierce, 1994).
Furthermore, the teaching of ethics is inherently tied to discussions of counselor values and are
directly related to the concept of virtue ethics (Levitt & Pompeo, 2014).

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 41

Table 3
Stakeholder Goal and Motivational Influence and Assessment for Motivation Gap Analysis
Organizational Mission
The mission statement for the Bridge Program, a project initiated through the
University of California, Berkeley, is "to increase the number of educationally
disadvantaged students who enroll in 4-year colleges and universities, earn college degrees
and return to the community as mentors and leaders to future generations" (Bridge, 2016,
Mission Statement).

Organizational Global Goal
By June 2018, Bridge Program will increase the number of educationally underserved
Latino students who are accepted in four-year universities by 10% and increase A-G
completion rates from 45% to 75%

Stakeholder Goal

By June 2018, Bridge Counselors will increase the A-G completion rate of Bridge students
from 45% to 75%.

Assumed Motivation Influences Assumed Influence Assessment
Self-Efficacy
Bridge counselors need to believe they are
professionally trained in multicultural
counseling for advocating on behalf of
underserved Latino students
Interview Questions
Interview item “Do you feel confident about
your counseling ability to advocate for diverse
students, including Latino Bridge students?
Interview item: “How do you feel about your
counseling ability to effectively increase A-G
completion and university acceptance rates?”

Value
Bridge counselors need to see the intrinsic
value of advocating for underserved Latino
Bridge students and the value of increasing
college acceptance rates
Interviews Questions
Interview item “Do you see the value in
advocating for underserved Latino Bridge
students and increasing college acceptance
rates?”

Interview item: “Do you find intrinsic value
in increasing college acceptance rates for
Latino Bridge students?”

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 42

Organizational Influences
Clark and Estes (2008) provides an analytic framework that explains organizational and
stakeholder performance goals and identifies the gap between the actual performance level and
the performance goal. This framework examined the organizational influences that may have
contributed to performance gaps (Clark & Estes, 2008). Clark and Estes (2008) states that an
organization’s inability to adequately provide resources or uphold policies and procedures can
possibly result in unsuccessful performance outcomes. Therefore, the Bridge organization may
encounter organizational barriers from the Department of Education, UC Berkeley Center of
Educational Partnerships, and k-12 school districts. This segment emphasized organizational
influences that were relevant to the stakeholders’ goal toward increasing the A-G completion
rates and four-year university acceptance percentages. In addition, this section of the evaluation
study concentrated on the organizational culture of counseling resources, work processes, and
professional developments as well as the organizational support towards meeting its performance
goals. Further, counselor layoffs and reduction in resources created barriers with attaining the
organizational objectives.
Counselor lay-offs. A shortage of counselors and high student caseloads can serve as
barriers impeding Bridge counselors from achieving organizational performance goals.
Organizational goals are reached by interacting processes that require knowledge, skills, and
motivation to achieve performance goals (Clark & Estes, 2008). These work processes specify
how people, human resources, and materials must link and interact overtime to produce desired
results (Clark & Estes, 2008). In 2008, the k-12 educational system experienced high counselor
turnover rates, budget cuts, and counselor lay-offs due to the great recession. The great recession
of 2008 was a major worldwide economic downturn that began in 2008 and continued into 2010
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 43

and beyond. Furthermore, the recession created a shortage of counselors due to lay-offs, resulting
in higher caseloads and additional duties for the remaining counselors. Likewise, the budget
shortages reduced services allocated to Bridge counselors and staff.
Counseling work processes. The Bridge Program organization reduced annual funds
allocated to local school sites from 6,500 to 4,500 dollars. As a result, Bridge counselors can be
inundated by additional counseling responsibilities which minimizes their opportunity to
complete performance goals. Furthermore, counselor layoffs and program budget cuts may have
increased counselor workload and responsibilities, impacting material resources required for A-
G completion. In fact, Clark and Estes (2008) argued that when funding and processes are
inadequate or misaligned with goals the risk of failure is great. In addition, the Bridge Program
organization set organizational performance goals, and one goal is raising the A-G completion
rates from 45% to 75% for all Bridge students. The organization is not meeting its A-G
performance goal, the A-G completion rate is currently at 45% at several Bridge school sites. As
a result, even employees with knowledge, skills, and top motivation will not succeed to close
performance gaps and achieve educational goals when faced with inefficient work processes
(Clark & Estes, 2008). Lastly, reduction in personnel and budget resources makes it challenging
in aligning Bridge counseling goals with organizational performance goals.
Bridge organizational culture. The Bridge program was founded in 1981 and has
developed its organizational culture over the years. The Bridge Programs’ mission, a project
initiated through the University of California, Berkeley, is "to increase the number of
educationally disadvantaged students who enroll in 4-year colleges and universities, earn college
degrees and return to the community as mentors and leaders to future generations" (Bridge,
2016, Mission Statement). Organizational culture is the most important “work process” in all
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 44

organizations because it dictates how we work together to get our job done (Clark & Estes,
2008). Therefore, the organizational culture can be student focused, counselor driven, and
teacher supported. The Bridge organization has developed its educational culture through the
implementation of multicultural literature, culturally related field trips, community service,
parent participation, and mentorship. Culture involves beliefs about the importance of individual
initiative and competition, and the value of group processes and collaboration (Clark & Estes,
2008). As a result, the Bridge Program utilized a collaborative, team-based approach in the
organization’s cultural model.
Bridge counselors as key stakeholders. The three key stakeholders in the Bridge
Program organization were the Bridge English teachers, Bridge counselors, and the Bridge
mentors. Team based organizations need motivation, feedback, and access to expert skills (Clark
& Estes, 2008). Therefore, the Bridge organization provides professional development training
for site-based teams held in the fall and spring. Bridge members work as a team to develop skills
and goals. In addition, each team member must believe that other team members possess the
appropriate skills required to achieve the team’s goals (Clark & Estes, 2008). The English
teacher had the same cohort of students for two consecutive years. Further, the Bridge mentor
assisted students in developing civic engagement opportunities and community service
assignments. In addition, the Bridge state office provided support for all Bridge school sites.
The Bridge state office and UC Berkeley. Recognizing and closing performance gaps
related to organizational barriers can contribute to the growth of an organization (Clark & Estes,
2008). The Bridge organization provided feedback and professional development to site based
teams. In addition, the Bridge Program disseminated data on a yearly basis to Bridge school
sites. The organization is sponsored through the UC Berkeley of the President. Therefore, the
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 45

Bridge Program collaborates with UC Berkeley’s research department to provide student/team
data. As a result, collaboration and motivation are enhanced if each team member’s contribution
is assessed separately and candid (Clark & Estes, 2008). The data disseminated from the Bridge
Program’s research team included A-G completion rates, high school graduation rates, university
acceptance rates, student socioeconomic status, and student evaluations.
Table 4 displays the Organizational Mission and Global Goal as well as the Bridge goal
and the three organizational influences connected with this stakeholder goal.

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 46

Table 4. Stakeholder Goal and Organizational Influence, Assumed Influences and Assessment
for Organizational Gap Analysis
Organizational Mission
The mission statement for the Bridge Project is to increase the number of educationally
disadvantaged students who enroll in four-year universities.
Organizational Global Goal
By June 2018, Bridge Program will increase the number of educationally underserved Latino
students who are accepted in four-year universities by 10%.

Stakeholder Goal
By June 2018, Bridge Counselors will increase the A-G completion rate of underrepresented Latino
students from 45% to 75%.
Assumed Organizational Influences Organizational Influence Assessment
Cultural Model Influence 1: The organizational
culture is not consistent with increasing A-G
completion rates and university acceptance
percentages nor consistent with counseling work
processes

Interview questions about whether the Bridge
organization adequately prepares counselors
for Bridge responsibilities.
Interview item “Do you feel overwhelmed
with Bridge counseling duties and
responsibilities?”
Cultural Model Influence 2: There can be a
misalignment in the student recruitment process
at Bridge school sites.

Interview questions about whether counselors
align with the mission of the organization.
Interview item “Would you like to see changes
in the organization in relation to the student
recruitment process?”
Cultural Setting Influence 1: Bridge counselors
can be overloaded with counseling
responsibilities, which minimizes their
opportunities to collaborate with Bridge team
members regarding A-G completion rates and
university acceptance percentages.
Interview questions about whether the Bridge
counselors have time to meet and collaborate
as a Bridge team.
Interview item “Do you have enough time to
collaborate with your Bridge team?”
Cultural Setting Influence 2: Bridge counselors
can be overwhelmed with additional duties and
responsibilities and would benefit from hiring an
additional Bridge counselor

Interview questions about counseling
responsibilities and student caseload ratios.
Interview item “Would you benefit from an
additional Bridge counselor at your school
site?”
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 47

Summary of Knowledge, Motivation, and Organizational Influences
The assumed knowledge, motivational, and organizational influences that led to
organizational performance gaps with the underserved Latino student population were
highlighted and compared to the research presently available pertaining to this subject.
Furthermore, the qualitative data collected during this evaluative study was utilized to validate
the factors attributing to the organization's’ performance gap. An ample understanding of the
data collected and the results from this research provided a more profound outlook of the
problem practice and recommendations for addressing them.
Conclusion
The purpose of this project was to evaluate the types of influences Bridge counselors had
on students and the organization. Chapter Two literature supported the importance of Bridge
counselors to its organizational effectiveness. Furthermore, Chapter Two also presented a gap
analysis viewpoint, examining a shortage of counselors and high student caseloads, impeding
Bridge counselors from achieving performance goals. Organizational goals are reached by
interacting processes that require knowledge, skills, and motivation to achieve performance goals
(Clark & Estes, 2008). These work processes specify how people, human resources, and
materials must link and interact overtime to produce desired results (Clark & Estes, 2008).
Bridge counselors were interviewed in relation to stakeholder knowledge, motivation, and
organizational influences. As a result, Chapter Three began with a description of the procedures
by which the gap analysis framework was applied to Bridge stakeholders of focus in order to
evaluate Bridge counselor effectiveness.

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 48

Chapter Three: Methodology
Purpose of the Project and Research Questions
The purpose of this dissertation was to conduct an evaluative gap analysis to examine the
number of underrepresented Bridge students admitted to four-year universities and A-G
completion rates. Through Bridge data and document analysis, the researcher evaluated the
knowledge and motivation of Bridge counselors. The Bridge Program is an academic enrichment
program with the mission of increasing the number of educationally disadvantaged students who
enroll in four-year colleges and universities, earn college degrees, and return to the community
as mentors and leaders to future generations.
It was essential to study knowledge, motivation, and organizational influences and offer
recommendations that will assist Bridge counselors with increasing the number of
underrepresented students admitted to 4-year universities. Conversely, by not addressing the
problem, the k-12 school system will continue to yield low university admission rates of
underrepresented Latino students. In conclusion, six Bridge counselors were interviewed to
guide the evaluation study that addressed knowledge and skills, motivation, and organization
elements of the Bridge Program.
The two research questions that guided this study were the following: (1) What were
counselors’ knowledge and motivation in relation to increasing A-G completion rates four-year
university acceptance percentages for Bridge students? and (2) How did counselors’ knowledge
and motivation interact with the Bridge state office to shape counselors’ ability to increase A-G
completion university acceptance rates for Bridge students?

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 49

Conceptual Framework
Maxwell (2013) states that a conceptual framework is “a theory, however tentative or
incomplete” that presents the “ideas and beliefs that you hold about the phenomena studied” (pp.
39-40). In addition, Maxwell (2013) emphasizes “a conception or model of what is out there that
you plan to study, and of what is going on with these things and why” (p. 39). The researcher
composed two research questions which were answered by two constructs, multicultural
awareness and counseling efficacy. These two constructs supported the understanding of Bridge
counselors’ knowledge and motivation and how they interacted with the Bridge state office to
influence their ability to increase the number underrepresented Latino students accepted to four-
year universities.
Bridge counselors can increase the number underrepresented Latino students accepted to
four-year universities through multicultural awareness and counseling efficacy. Research suggest
that a powerful component of the Bridge Program is directly due to the influence of Bridge
counselors in students’ academic lives (Gandara, 2002). As the United States becomes diverse,
it is essential that Bridge counselors possess metacognitive knowledge for ensuring multicultural
advocacy. Bridge Counselors incorporate the role of advocate in their definition of school
counseling and ensure that multicultural advocacy skills are utilized (Evan et al., 2011). Research
studies indicate that multicultural knowledge and skills were enhanced in counselors through
professional development opportunities (Evan et al., 2011).
The construct of high self-efficacy in counselors help foster the outcome one expects
(Pajares, 2006). Individuals are motivated in different ways but self-efficacy beliefs allow for
continual motivation (Pintrich, 2003). Counselors establish collaborative relationships between
education programs and national counseling associations, in doing so school counselors receive
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 50

effective trainings (Evan et al., 2011). Barnes (2004) states the important component of
understanding how counselors subjectively construct their counseling training experiences
develop into competent counseling professionals. Furthermore, counseling self-efficacy
increased when counselor candidates received positive feedback and effective supervision
(Barnes, 2004). Therefore, to become an effective Bridge counselor, trainees should be afforded
the opportunity at mastery experiences (Daniels & Larson, 2001). As a result, mastery
experiences increase counseling self-efficacy, which equates to high self-confidence (Daniels &
Larson, 2001). The counseling supervisor is advised to continually enhance the counselor’s self-
efficacy by providing positive feedback on counseling techniques that have been effective for the
candidate (Daniels & Larson, 2001). Feedback that focuses on the positives and is associated
with constructive criticism should equate to high counseling self-efficacy (Daniels & Larson,
2001).

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 51

Figure 3. Conceptual Framework for Increasing A-G completion rates and University acceptance
rates through KMO Influences.
The Bridge counselor’s knowledge and skills of multicultural counseling empowered
underrepresented Latino high school students and assist with increasing four-year university
acceptance rates. Counselors empower Latino students by assisting with development of
awareness, knowledge and skills for addressing educational systemic barriers (Astramovich &
Harris, 2007). Counselors’ knowledge of multiculturalism empowers Latinos by advocating for

Puente State Office
Cultural Settings and Cultural Models
(Multicultural awareness, professional development,
and counseling self -efficacy)

Puente Counselor
Factual, conceptual, procedural, and
metacognitive knowledge to multicultural
counseling and self-efficacy in relation to
increasing four-year university acceptance
rates for underserved Latino students

Puente counseling increasing four-year
university acceptance rates for
underserved Latino students
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 52

cultural responsiveness and egalitarian relationships (Astramovich & Harris, 2007). As a result,
Bridge counselors can empower Latino students by increasing their self-advocacy knowledge
through guidance lesson plans to help students recognize inequitable systemic barriers. The
Bridge counselor may also assist with promoting self-advocacy knowledge by encouraging
students to read about Latino experiences and teach effective ways of promoting social justice
(Astramovish & Harris, 2007). Through the professional path of counselor self-awareness,
counselors can better comprehend and expect that self-awareness is a continual process (Levitt &
Pompeo, 2014). School counselors' multicultural counseling competence has been linked to self-
awareness, student advocacy, and training (Holcomb-McCoy & Day-Vines, 2004). As
counselors become active participants in counseling sessions, powerful emotions may be evoked
which leads to cognitive self-awareness and stimulates professional growth (Campenni et al.
2010).
Role of Investigator
The Bridge organization is servicing thirty-eight high schools, covering nine counties in
Northern and Southern California districts. The Bridge organization can have 40-50 counselors
and teachers employed in any given school year. The researcher interviewed six counselors from
three high schools from one school district. The researcher is a Bridge high school counselor
within the same school district. The school site currently has two Bridge counselors servicing
one hundred and thirty-seven (9
th
-12
th
grade) Bridge students. The researcher is responsible for
twenty-three 9
th
and twenty-seven 11
th
grade Bridge students. Further, the researchers’ Bridge
counseling colleague is responsible for eighteen 10
th
grade and thirty-two 12
th
grade Bridge
students. Aside from the Bridge Program responsibilities, both counselors also maintain a
caseload of approximately four hundred students. The caseloads are comprised of special
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 53

education, English Learner, and at-risk students. In addition, the researcher role as a high school
counselor is to prepare all students in my caseload for college and career readiness. Lastly, the
researcher is accountable for ensuring that all Bridge students in the caseload are enrolled in A-G
courses and eligible to apply for four-year universities.
It was important that counseling participants were notified that the researcher was
conducting research as a USC doctoral candidate. Therefore, participants were notified that data
and information collected from the interviews and document analysis were kept confidential.
Participants were informed that the researcher serves as a Bridge counselor within the district
and their identity were kept strictly confidential. Further, Bridge counselors were reminded that
participation is voluntary, confidential, and are free stop the study at any time. At the conclusion
of the evaluation study, counselors received a small monetary gift card to show appreciation for
their information and time.
Participating Stakeholders
The stakeholder population in focus were Bridge high school counselors. Bridge students
remained with the Bridge counselor throughout their high school tenure, all four years.
Furthermore, the Bridge counselor ensures that all Bridge students are preparing for college and
career readiness. As the key stakeholder, the counselor scheduled students into college
preparatory courses and created college post-secondary plans for all Bridge students. The
counselor and student constantly collaborated to ensure academic achievement. In addition, the
Bridge counselor assisted students in developing civic engagement opportunities.
The Bridge High School Program was designed to help students graduate from high
school, become college eligible, and enroll in college through the efforts and support provided by
a Bridge-trained team. The Bridge counselor monitored student progress towards college
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 54

readiness and motivated students to be successful in high school. Furthermore, the counselor
ensured that students engaged in leadership and cultural activities. In addition, counselors
conducted parent workshops, which focused on college and career readiness. For this study,
Bridge counselors from one school district were selected as participants.
Interview Sampling Strategy and Rationale
Convenience sampling strategy was utilized for the study. Convenience sampling is a
specific type of nonprobability sampling method that relies on data collection from participants
who are conveniently available to participate (Creswell, 2013). One of the advantages of using
convenience sampling is time, as data collection can be facilitated in a short duration. This
method of sampling allows for data collection even when facing obstacles. Therefore, the
researcher interviewed six Bridge counselors through convenience sampling. There are a total of
40-50 Bridge counselors in the Bridge organization. As such, the researcher emailed six Bridge
counselors to participate in the study to share their experiences and perspectives. In addition,
emails were delivered to Bridge counselors conveniently located in a neighboring school. Lastly,
the study implemented open-ended interview questions with all participants.
Criterion 1. Bridge counselors need to have completed training through Bridge Summer
Institute.
Criterion 2. Bridge counselors need to be employed as k-12 district employees.
Criterion 3. Bridge counselors need to have at least one year of counseling experience.
Counselor title. Bridge high school counselors from nearby schools were selected as
participants for the qualitative data collection component. Bridge counselors were identified
based on the following criteria: (1) counselor title, (2) k-12 school district employee, and (3)
trained by the Bridge summer institute. This criterion was important to the qualitative design of
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 55

the study and data results. Six Bridge counselors from three schools within the same school
district were contacted to participate in the qualitative study. The organizational goal and
interview questions revolved around Bridge counselors, the qualitative data collection
highlighted developing themes provided by Bridge counseling participants. Therefore, selecting
Bridge counselors as a criterion for interview sampling provided the researcher with the ability to
study their counseling experiences, yielding quantitative results. Bridge counselors provided
their distinctive viewpoints about the knowledge, motivation, and organizational systemic
barriers and provided recommendations in attaining the organizational goal.
Bridge summer institute training. The final criterion for the interview sample was that
Bridge counselors be certified and trained through the Bridge Summer Institute at UC
Berkeley/Center for Educational Partnerships. The Bridge organization mandates a weeklong
training for Bridge counselors and Bridge teachers. The Bridge Summer Institute trains Bridge
counselors and teachers on educating underserved students with the knowledge and skills they
need to succeed. Bridge counselors and teachers develop a sense of familia and examine data in
relation to underrepresented students in k-12 districts from the United States. Six Bridge
counselors were invited to participate in the interviews, the researcher invited Bridge counselors
from one school district. Lastly, Bridge counselors contributed relevant information in regards to
addressing the problem of practice within the organization.
Data Collection and Instrumentation
The researcher used open-ended interviews and document analysis methods for the
evaluation study. The first data collection strategy utilized were open-ended interviews
administered to six Bridge counselors. Interviews allowed the researcher to comprehend the
reasoning and perspectives of Bridge counselors and their knowledge and motivation within the
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 56

organization. Therefore, the researcher interviewed six Bridge counselors in reference to their
knowledge and motivation in relation to increasing A-G and university acceptance rates.
Additionally, the second data collection strategy used in the study was document analysis. The
purpose of document analysis was to gather data on measuring the knowledge and motivation of
Bridge counselors. The Bridge state office generates data for all school sites throughout the state
of California. As a result, Bridge data includes A-G completion and university acceptance rates.
Interviews
The first data collection strategy was open-ended interviews. Interviews allowed the
researcher to understand the reasoning and perspectives of Bridge counselor’s and their
knowledge and motivation. The purpose of interviewing was to enter into the other person’s
perspective (Patton, 1990). Interviews assisted the researcher in gathering information on
counselors’ beliefs and practices in their role of increasing the A-G completion rates and
university acceptance percentages for underserved Bridge students. Furthermore, interviews
were conducted between the hours of 3:30pm- 4:30pm (PST), after school hours. The researcher
had face -to -face interviews inside a counselor’s office, classroom, or a location preferred by the
participant. The interviewing relationship is a research partnership between the interviewer and
the respondent (Weiss, 1995). Counselors were reminded that interviews were recorded for
accuracy and all responses were confidential for this study. Therefore, interview questions,
developed by the researcher, intend to answer the research questions. If further clarification was
required, a second round of interviews were conducted. The study’s interview protocol can be
found in Appendix A.

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 57

Documents and Artifacts
Document Analysis
The second data collection strategy was document analysis. The purpose of the document
analysis was to gather information on measuring the knowledge and motivation of Bridge
counselors. Analysis involves working with the data, organizing them and searching for patterns
(Bogdan & Biklen, 1998). The Bridge state office generates specific school site data for all high
schools partnered with the Bridge Program. Data provided by the Bridge state office pertains to
A-G completion and university acceptance rates. Therefore, the researcher collected Bridge data,
findings from A-G completion rates and university acceptance percentages. Data interpretation
refers to developing ideas about your findings and relating them to the literature and to broader
concerns and concepts (Bogdan & Biklen, 1998). In addition, counselors had autonomy to share
the school site Bridge data. Therefore, the documents analysis helped the researcher gain
information on the observed and assessed knowledge and motivation of Bridge counselors with
increasing A-G completion rates and university acceptance rates. The study’s document artifacts
protocol can be found in Appendix B.
Credibility and Trustworthiness
The credibility, internal validity and trustworthiness of results deals with the question of
how qualitative research findings match reality of results from qualitative research (Merriam &
Tisdell, 2015). The qualitative researcher used triangulation to confirm emerging findings.
Triangulation involves using multiple sources of data means comparing and cross checking data
collected through observations, interview data and follow-up interviews with the same people
(Merriam & Tisdell, 2015). Therefore, the researcher triangulated findings to ensure credibility,
internal validity and trustworthiness with interviews and document analysis. In addition,
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 58

triangulation is a powerful strategy for increasing credibility or internal reliability for the
research (Merriam & Tisdell, 2015). Through triangulation, the researcher was able to
comprehend the problem of practice in relation to the study. In addition, Patton (2015) suggests
that credibility hinges partially on the integrity of the researcher. Therefore, the researcher had
to accurately define results and remain consistent with the participants’ opinions and responses.
The researcher informed interviewees that data collected from interviews and document
analysis were used to increase current Bridge counseling practices in the Bridge organization. As
a result, the transcripts of the interview recordings were utilized to gain insight of Bridge
counseling perspectives, understanding of possible biases, knowledge, and motivation in relation
to increasing A-G completion and university acceptance rates for Bridge students. Therefore, the
researcher used Bridge data from counseling interviews and document analysis to evaluate
organizational barriers between Bridge counselors and the organization.
Validity and Reliability
Creswell (2013) suggests that survey design provides a quantitative or numeric
description of trends, attitudes, or opinions of a population by studying a sample of that
population. The researcher utilized document analysis to ensure validity and reliability in the
evaluative Bridge study. The three traditional forms of validity to look for are content validity,
predictive or concurrent validity, and construct validity (Creswell, 2013). Furthermore, the
researcher cross checked the results and validated the Bridge data. In addition, Creswell (2013)
suggest that the researcher should look for whether authors report measures of internal
consistency and reliability. Moreover, reliability relies on and test-retest correlations, ensuring
that scores are stable over time when the instrument is administered multiple times (Creswell,
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 59

2013). The researcher maintained reliability and checked for errors caused by carelessness in
administration or scoring. Therefore, the researcher communicated with the research team at the
Bridge State Office to confirm reliability of documents and data.
Ethics
The qualitative researcher, in the evaluation study, focused on meaning and
understanding in order to answer the research questions (Merriam, 2009). It is essential to make
ethical choices when conducting this evaluation study because data collection will require
conversations with multiple stakeholders. In addition, informed consent forms were handed to all
participants at the beginning of the study. Informed consent was necessary to safeguard that
participation is voluntary, all the discussions were kept confidential and participants would be
able withdraw at any point without penalty (Glesne, 2011). To ensure the safety of the
participants the researcher submitted the study to the University of Southern California
Institutional Review Board (IRB) and followed rules and guidelines regarding the protection of
the rights of the participants in the evaluation study. All the participants in the evaluation study
signed consent forms, and the researcher reminded participants that this study is voluntary, and
their identity will be kept confidential.
Due to the legal status of the participants, confidentiality was important for the evaluation
study and the researcher respected the participant's’ decision to exit from the study. The
researcher asked participants for permission to audio record the interviews, and provide the
participants with transcripts of the interviews. The researcher reminded participants that
incentives were not intended to coerce them, however at the conclusion of the study the
researcher provided a thank you card with a small monetary gift card as a token of appreciation
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 60

for participating in the evaluation study. The researcher reminded participants that by
participating in this evaluation study, they were contributing to the knowledge and research
surrounding the topic of increasing A-G completion and university acceptance rates of
underrepresented Latino English learner students in the k-12 school system.
Limitations
The purpose of the evaluation was to study the knowledge, motivation, and
organizational components influencing Bridge counselors with increasing the A-G completion
rates and university acceptance percentages. The researcher encountered limitations that are not
in the researcher’s scope of control, concerning qualitative data collection. Limitations from
qualitative data collection consisted of sample size, access to data or access to people,
cancellations on behalf of interviewees, cultural and other type of bias, and self-reported data.
These limitations had the potential to create barriers during the data analysis and qualitative data
collection process. In addition, delimitations may have affected the researcher’s data collection
process and data analysis.
Delimitations
A delimitation of the study pertains to the objective of the study and designated problem
of practice. The researcher elected to evaluate k-12 systemic barriers of underserved Latino
students in regards to A-G completion and university acceptance rates. The researcher had
anticipated that the evaluation would address the problem of practice and yield solutions for k-12
school districts. Additional delimitations of the study included variables of interest, school site
of analysis, methods of investigation, time period study covers, alternative theoretical
frameworks that could have been adopted, and sample population of the interviewees. The
researcher selected the present organization as the site of analysis. The current organization was
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 61

selected due to convenience and availability of participants. Bridge counselors were selected as
the key stakeholder group, as counselors can influence change toward the organizational
performance goal.

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 62

Chapter Four: Results and Findings
Overview of Purpose and Questions
The purpose of this study was to examine the number of underrepresented Bridge
students admitted to 4-year universities and A-G completion rates in California Unified School
District. The researcher evaluated the knowledge and motivation of Bridge counselors. The
Bridge Program is an academic enrichment program with the mission of increasing the number
of educationally disadvantaged students who enrolled in four-year colleges and universities,
earned college degrees, and returned to the community as mentors and leaders to future
generations. Therefore, it was essential to study knowledge, motivation, and organizational
influences and offer recommendations that would assist Bridge counselors with increasing the
number of underrepresented students admitted to four-year universities. While a complete
performance evaluation would focus on all stakeholders, for practical purposes the stakeholder in
focus for this evaluation study were six Bridge counselors from three high schools within the
California Unified School District.
As such, the questions that guided this study were the following:

1. What were counselors’ knowledge and motivation in relation to increasing A-G
completion and four-year university acceptance rates for Bridge students?
2. How did counselors’ knowledge and motivation interact with the Bridge state office to
shape counselors’ ability to increase A-G completion and four-year university rates for
Bridge students?
Data collection to answer these questions included interviews, document analysis, content
analysis, and literature review. Research-based solutions were evaluated and proposed in Chapter
Five.
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 63

Participating Stakeholders
The sample for the interviews consisted of six Bridge counselors from three high schools
within the same k-12 school district. Counselors who participated in the interviews represented
all three high schools partnered with the Bridge program. Bridge counselors were responsible for
scheduling students into A-G courses, honors and advanced placement courses. Moreover,
counselors monitored Bridge student achievement and provided academic, career, and personal
counseling. The participants’ counseling experience is displayed in Table 5.
Table 5.
Interview Participant Information
Counselor Counseling Grade Levels Bridge Counseling Years of
Experience
Mary (pseudonym) 9th-12th 7
Norma (pseudonym) 9th-12th 7
Dan (pseudonym) 9th-12th 2
Hannah (pseudonym) 9th-12th 2
Tom (pseudonym) 9
th
-12th 7
Martina (pseudonym) 9th-12th 7

The interviews focused on Bridge counselors with caseloads ranging from 9th-12th grade
levels. Moreover, convenience sampling strategy was utilized for the study. Convenience
sampling is a specific type of nonprobability sampling method that relies on data collection from
participants who are conveniently available to participate (Creswell, 2013). The researcher used
open-ended interviews and document analysis methods for the evaluation study. The first data
collection strategy consisted of open-ended interviews administered to six Bridge counselors.
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 64

Interviews allowed the researcher to comprehend the reasoning and perspectives of Bridge
counselors and their knowledge and motivation within the organization.
The second data collection strategy was document analysis. The purpose of the document
analysis was to gather data on measuring A-G completion rates and university percentages.
Analysis involves working with the data, organizing them and searching for patterns (Bogdan &
Biklen, 1998). The Bridge state office generates specific school site data for all high schools
partnered with the Bridge Program. Data provided by the Bridge state office pertains to A-G
completion and university acceptance rates. In addition, Bridge counselors were identified based
on the following criteria: (1) counselor title, (2) k-12 school district employee, and (3) trained by
the Bridge summer institute. This criterion was important to the qualitative design of the study
and data results in relation to A-G completion rates and university acceptance rates. For open-
ended interviews, there were six volunteer participants, from each of the three high schools
partnered with the Bridge program.
Findings
This section provides findings of the evaluation study and is categorized by each research
question. The findings are categorized by themes that emerge within each research question. For
the first research question, the themes emerge from the data collection and data analysis process
to provide possible answers to the research question. For research question two, the findings are
organized using the Clark and Estes (2008) model pertaining to knowledge, motivation, and
organizational influences in relation to the organizational goal. Lastly, Chapter Four concludes
with a synthesis section and a summary of the data and findings of the evaluation study.

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 65

Research Question One
The first research question in the study focused on counselors’ knowledge and motivation
in relation to increasing A-G completion and four-year university acceptance rates for Bridge
students. This section uses the following themes to examine the extent to which Bridge
counselors attempted to meet the organizational goal:
• Bridge counselors had knowledge of systemic barriers encountered by underserved Bridge
students. In addition, counselors advocated for underrepresented Bridge students, but a gap
persisted with increasing A-G completion rates and university acceptance rates.
• Bridge counselors placed a high value on multicultural counseling and student achievement.
• Bridge counselors scheduled students in A-G courses and motivated students to apply to four-
year universities, but some counselors had difficulty increasing A-G completion rates and
university acceptance percentages.
• There were organizational barriers which deterred counselors from increasing A-G completion
rates and university acceptance percentages.
The organizational section concludes with a synthesis of the findings for the two research
questions.
Counselors Use of Advocacy Skills to Promote A-G courses and Universities
The Bridge program’s organizational goal of increasing A-G completion rates and four-
year university percentages was contingent upon counselors’ use of advocacy and multicultural
counseling skills. Based on the interviews, counselors demonstrated declarative knowledge in
relation to advocating for underserved students. In addition, counselors used metacognitive
knowledge when utilizing multicultural counseling skills. This section focused on two themes:
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 66

counselors’ knowledge on advocacy and multicultural counseling in regards to increasing A-G
completion rate and university acceptance rates.
Counselors had declarative knowledge of advocating for underserved students. In
the interviews, 83.33% (5/6) of counselors perceived themselves as advocates for
underrepresented Bridge students. Counselors highlighted their continual use of advocacy during
counseling sessions to educate students on A-G courses, advanced placement classes, and
university requirements. It was indicative in counselors’ interviews that they were
knowledgeable in the areas pertaining to university requirements and scheduling students in A-G
courses. Moreover, counselors were knowledgeable with designing individualized student four-
year plans in preparation for university requirements to elevate university acceptance rates.
Norma stated the following:
As a Bridge counselor, if I don't use the word counselor, I guess an advocate would be
the best-suited word because it encompasses so much. An advocate for them
educationally, academically, emotionally, socially, in so many different ways.
Norma provided examples of advocacy incorporated in counseling sessions, encouraging
enrollment of A-G courses and applying to four-year universities. Hannah highlighted examples
of how advocacy is utilized in counseling and stated,
I see myself as a advocate for the students and for the parents as well. A lot of our
students know some of the avenues or some of the things that are needed in order to
attend a four-year university, which is the ultimate goal for the students, but might not
necessarily know the details of it or the ins and the outs of it. Same with the parents. So I
think that my main role for them is to be available and to be open and share knowledge
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 67

that I have pertaining to that, again, just as a resource for them. And, yes, always as an
advocate for them.
Counselors perceived themselves as advocates for parents and underserved students. In addition,
Bridge counselors invited parents/guardians to counseling meetings, educating both students and
parents on A-G and university requirements. Dan provided an example of advocacy and noted,
I see myself as an advocate for sure, more so just providing information to the students
and to the parents, we're looking at them transitioning on from our high school to their
post-educational plans. The more information that I have, and I can provide to them, I
think the better decision they can make as far as what's best for their son or daughter and
what's best for the family and even sometimes work through those options and what that
means and what the pro's and con's are. You try to advocate for the family and what's
best, ultimately, for the student.
These examples of advocacy demonstrated that Bridge counselors had knowledge of systemic
barriers and understood the benefits of advocating for underserved students. Moreover, Bridge
counselors developed counseling strategies for increasing A-G completion rates and university
acceptance rates.
Bridge counselors placed a high value on multicultural counseling. Bridge counselors
possessed metacognitive knowledge and exhibited multicultural counseling competence. Mary
provided an example of multicultural counseling and stated,
I think my background being an underrepresented student myself, I think that gives me an
advantage in my experience to be able to be more apathetic with our students. I bring
multicultural competence which I think is very critical in any line of work that you do
when you're working with diverse populations, cultural competency. It doesn't mean you
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have to be the cultural background of your audience, but just being culturally competent
is really important. I think I do have that advantage. Also because I feel that I am
competent in that area, it does facilitate my work with the population
Mary noted the importance of possessing multicultural competence when working with a diverse
student population. In addition, Tom had knowledge of multicultural counseling and provided
resources to students and noted,
I grew up similar to the population which I serve. And I think that benefits me a lot. I
understand where the students are coming from and I think a lot of educators, teachers, as
well as counselors need not only to view these students as it's not simply black and white,
it is basically getting to understand these students, to understand their stories. Why?
Instead of just, "Oh this kid's failing," and just give up on him, try to understand where
they're coming from because we never know. I mean, maybe their mom got deported,
maybe their dad got deported. Maybe he's working two jobs to take care of his brother
and sister. There's a slew of issues that the student may be going through and it's up to us
as counselors to find out what's going on and give them the adequate resources in order to
help them out and sustain him and his family in order to get him focused on his
academics.
Norma understood how multicultural counseling assisted with removing certain barriers for
underserved Latino Bridge students through advocacy efforts. Martina linked multicultural
counseling competence to self-awareness and replied,
For most of our students I'm a Latina and I do feel that I can relate with students and
students can relate with me. And having that open mind is not just understanding where
they're coming from, but also having experienced the treatments and the biases that
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students are facing. In this particular case because we do have a lot of students that were
re-designated and English is not their first language, many times they can relate to that
because I speak their language. Some of the students are still at that stage where they're
unsure of themselves and have that barrier and so I really believe that being a Latina and
knowing where I came from and being honest with myself helps me to be honest with my
students and they see that.
Examples of multicultural counseling were evident throughout counseling interviews, as
83.33% (5/6) of counselors reported using multicultural counseling strategies and exhibited
multicultural competence. Therefore, counselor’s self- awareness of multicultural counseling
was seen as an important factor when counseling underserved Latino Bridge students. Discussion
of multicultural counseling strategies and multicultural competence emphasized the significance
placed by Bridge counselors on student achievement.
Bridge counselors possessed high self-efficacy and intrinsic values to motivate
students. The Bridge organizational goal of increasing A-G completion rates and university
acceptance percentages was communicated by Bridge counselors and highlighted in counseling
interviews. It was evident through interviews that counselors possessed high self-efficacy and
valued student achievement in their respective Bridge programs. Bridge counselors used an array
of strategies to motivate students in the study, including college workshops, parent informational
meetings, field trips to university campuses, and strategically scheduling underserved students in
A-G courses and Advanced Placement classes. This section highlighted the concepts of
counseling self-efficacy and intrinsic value in relation to increasing A-G completion and
university acceptance rates.

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Bridge Counselors Possessed High Self-Efficacy and Motivation
Throughout the interviews Bridge counselors provided examples of high self-efficacy to
motivate students in pursuit of university aspirations. Individuals are motivated in different ways
but self-efficacy beliefs allow for continual motivation (Pintrich, 2003). Moreover, Bridge
counselors encouraged students to enroll in A-G classes and advance placement courses by
demonstrating high self-efficacy, attending professional developments, and receiving
professional feedback. Norma noted,
I loved the professional development what we get from it. It actually inspires me to go
back and change something or do something new or start a new program. Like I said with
the advisory thing, I'm actually excited about it, and it happened because someone was
talking about a program that they're running at their school. So the communication and all
the ideas that we get here, I think, are very valuable, and they really enhance everything I
do.
Barnes (2004) states the important component of understanding how counselors subjectively
construct their counseling training experiences and develop into competent counseling
professionals. Bridge professional developments aim to enhance counseling services directed to
underrepresented Latino Bridge students. Therefore, counseling self-efficacy is the perception of
the individual's competence to conduct counseling services (Barnes, 2004). Hannah highlighted
the benefits of professional developments and building high self-efficacy,
Professional development, I see them beneficial ... There's a lot of new knowledge, new
techniques, and new things that come up in just different conferences that I've attended.
Just like I mentioned, I feel like I'm a resource to these students, so the more info I know,
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the more I can help the students and the parents as they move through their journey in
high school.
Tom developed high self-efficacy through professional developments and learned through
engagement and collaboration and noted,
Well, I'm learning a lot from different people, learning the types of activities, the
fundraising activities, that each of the districts engages in. So actually we're learning a lot
from different types of presenters and we're also learning a lot from each other. As laws
change and as funding increases or decreases, it keeps us aware of all the nuances going
on in education.
Bridge counselors that exhibited high self-efficacy also displayed high motivation, encouraging
students to enroll in A-G courses, advanced placement classes, and emphasized university
aspirations. Norma replied,
So placing them in A-G classes is easy for me because I just do it. Yes, they've met the
minimum requirement, and then they don't want to take any more math. I say, No, you
have to take more math. You have to take that fourth year of math, or that fourth year of
Spanish, or that fourth year of science. I remind them that they are a Bridge student and
that we are trying to get them to the college level and that they have to be competitive.
Bridge counselors highly encouraged and motivated students to enroll in honors and advanced
placement courses to prepare underrepresented Latino Bridge students for the rigor of four-year
universities, Norma noted,
Sometimes, I do have to motivate them to stay in the A-G classes. I have a lot of my kids
right now wanting to drop the pre-calculus or the AP calculus. Basically, from freshman
year, when they've been talking to me about their four-year plans and their ten-year plans,
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we always say, "Okay, our goal is to try to move you on. More math, more science, more
foreign language, AP classes.”
Hannah set high standards for both Bridge students and parents and promoted A-G courses and
university expectations for all. Moreover, Hannah engraved the expectation in students and
parents through information sessions and replied,
I was fortunate enough to come in and help start this program. So we've engraved in the
students and the parents, "You will be taking A through G courses." I think we've set that
standard to begin with, that we are going to have them retake courses or take courses that
are A-G eligible to help them reach their goals. We have information sessions. A lot of it
comes with just educating the parents and educating the families and the students as well.
All six counselors invited students and parents to counseling information sessions and
workshops. Several counselors held workshops in Spanish and English to disseminate
information in the parent's native language. All Bridge counselors highly emphasized parent
education and community collaboration. Tom noted,
I would strongly advocate for them, pushing the PSAT down towards middle schools.
That way we can identify students who have potential to take Honors courses and AP
courses. And in our district, the only AP course available to freshmen is AP Human
Geography, and educating the parents by having workshops, the parent night, explaining
to them the importance of taking challenging, rigorous curriculum. College is very
competitive, so the more Honors and AP courses they take, they're eliminating the
competition.
Mary shared her college experience to motivate students to enroll in a rigor schedule and attempt
advanced placement courses. Mary focused on study skills and time management, and noted,
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I share with them the experience of college and the rigor that's expected and being
prepared and not ill prepared for higher ed. I share that with my students and I say you
really want to be prepared academically when you get to college. It's going to be a
challenge. There's going to be a lot of different challenges, but academically if you want
to be in a better place when you get there, you need to really push yourself while you're
in high school. You need to develop really good study skills, really good time
management, and you need to push yourself academically. That's how I encourage them
and tell them to push forward. I believe it has had pretty good results.
Dan motivated students to believe in their ability to enroll in A-G classes and advanced
placement classes. Dan emphasized the importance of removing systemic barriers and
advocating for all students and described,
Part of it is establishing a belief in the student, that they have the ability to go ahead and
complete some of these advanced placement courses, and it's also advocating, and not
just on behalf of the student but on the whole system in general, for all students. It
benefits all students, you know, this setup for AP tutoring workshops and what that
means and what that looks like and really when it comes down to underserved Latinos
and getting them into AP, it's really selling it man. Saying that they're going to be okay,
but it's not easy, and you're going to struggle but I mean, you're going to struggle when
you get to college so you might as well get into the habits now.
The Bridge program coordinated counseling professional development trainings in the
fall and spring. Bridge counselors stated that professional developments enhanced their
counseling services toward underrepresented Latino Bridge students. Likewise, self-efficacy is
required to successfully accomplish a task and is perhaps the most meaningful element in their
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self-determination within an organization (Clark & Estes, 2008). Bridge counselors established
collaborative relationships between the Bridge program organization and their local school sites
through effective trainings. High self-efficacy beliefs help foster the outcome one expects and
confident individuals anticipate successful outcomes (Pajares, 2006). Moreover, counseling self-
efficacy, motivation, and knowledge increased with professional developments. As a result, high
self-efficacy and effective trainings were essential for motivational purposes in attaining the
stakeholder performance goal.
Bridge Counselors Possessed Intrinsic Values and Motivation
Intrinsic motivation is elevated when people are engaged with tasks they find meaningful
(Eccles, 2006). Bridge counselors provided examples of intrinsic values and motivation to
encourage underserved Bridge students, Norma replied,
I really love the Bridge program, and, originally, I was offered the job when Bridge first
came to our school. I feel I make a difference for the students. The connection that you
have with the kids is great for them. It really is a family. That connectedness, that sense
of belonging, that proud moment where I get to say, "Oh, yeah, I'm the Bridge
counselor," I think that's one of the main reasons I continue. It's an honor to be part of
this program.
Norma provided examples of feeling a connection to the program and a sense of belonging. In
addition, the counselor loved the program and felt part of a family. The findings in this study was
consistent with previous research that highlighted the term intrinsic value referring to the
enjoyment the individual experienced when performing tasks (Eccles, 2006). Moreover, Norma
expanded on connectedness, bonding, intrinsic value and described,
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I can see that relationship and the trust that they have in me. If I suggest something, they
typically take my advice or my guidance or at least consider it. So I like that trust and the
bonding and having that feeling of connectedness with the whole student and the family.
Several counselors noted intrinsic value and intrinsic interest as motivators for counseling
underserved Bridge students. Intrinsic motivation is exhibited when stakeholders participate in
counseling activities for intrinsic interest and not for any extrinsic reward (Cameron & Pierce,
1994). Mary replied,
I knew I wanted to work with certain populations, underserved populations and wanted to
be in a district or school that was diverse, and I wanted to be able to increase Bridge’s
mission of making college accessible to underrepresented students.
Counselors found it intrinsically rewarding to give back to the community by counseling the
unrepresented Latino student population. All six Bridge counselors were former
underrepresented Latino students and share commonalities with their students, Dan noted,
I feel like this is giving back to the community. As far as why, that's a passion man, there
wasn't a Bridge program in my high school, but there was an Upward Bound program
serving low socio-economic, underserved students, and I was both. I was Latino, poor
and broke, and definitely having that mentor, that face that's saying hey man you can do
this and let me take you out to these schools and go on some of these field trips and see
people of color at universities that have similar backgrounds and similar struggles that
you had, saying you can do this.
Martina felt intrinsically accomplished and saw the positive difference in students. Martina
described students as being proud and successful and described,
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I felt like with my counterpart, I felt that we could accomplish so much. And in reality we
have accomplished a lot in one year that was above and beyond what we thought would
be. And in saying that, I truly believe that our students got a lot out of that. We had
students that got awards. We had students that really saw the difference in Bridge
compared to other programs that should have it and they're proud to be part of the Bridge
program and knowing that we are here to help them so that they can succeed.
Bridge counselors exhibited intrinsic values when counseling underserved Bridge
students. Counselors utilized intrinsic motivation to encourage students to take on advanced
placement courses and a rigor schedule. Counselors found it intrinsically rewarding to give back
to the community and mentor underserved students. Several counselors described themselves as
former underserved Latino students and felt a connection to their students. As a result,
stakeholders will elect to perform tasks that they find intrinsically rewarding (Clark & Estes,
2008). Bridge counselors better served counselees when they possessed intrinsic values and
motivation. In addition, Bridge counselors were engaged and viewed their careers as meaningful.
As a result, intrinsic motivation is exhibited when stakeholders participate in counseling
activities for intrinsic interest and not for any extrinsic reward (Cameron & Pierce, 1994).
Organizational Support by School Site Principal and Administration
An organizational theme that emerged in the study was school site support on behalf of
principals and assistant principals toward the Bridge program. The organizational influences
presented in the knowledge, motivation, and organization model were viewed as key concepts in
regards to reaching the counselor's performance goal, and was evaluated in the findings for
research question two. An emergent theme regarding organizational support systems influenced
counselors’ outcomes with A-G completion rates and university percentages. As a result, there
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was administrative support at certain school sites and a lack thereof at other sites in relation to
the Bridge program. The subject of administrative support, that influenced school site Bridge
counselors’ goals, are presented in this section. Two counselors from the same school site
described the administrative support and Hannah replied,
My assistant principal has been very supportive. She advocates for us all the time to the
higher-ups. As I mentioned, she comes to our collaborative meetings. She has a lot of
input for us and recommendations and suggestions. She comes to these statewide
meetings, which is also a big deal. So, yes, I do feel supported by her. When we have
parent events, she will always check with me, "Hey, do you need me?" She usually shows
up to them, so she's very supportive. If we need to find money for something, she's also
very good at helping us figure out ways and ideas of how to work things out. So the
support is definitely there.
Hannah highlighted administrative support in meetings, funding and budget related items, and
assisting with program related solutions. In addition, Dan validated the administrative support
offered to the Bridge program and to Bridge counselors. Dan noted,
Absolutely, they do support us. And we see that by the type of contact with our students
and the respect for the counselors. So it is a definite support, they definitely ask for
feedback and the good thing about the Bridge program is that they're all about data.
The counselor focused on administrative support, performance feedback, and respect for the
Bridge counseling profession. Moreover, the counselor emphasized data provided by the Bridge
program as a “good thing” for local school sites. In addition, Tom highlighted the assistant
principal’s support and replied,
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Yes, the administration does support the program and they do actually provide a lot of
resources. Our administrator was here yesterday at the professional development day, so
she's very supportive of our program, of not only our program but of a lot of fundraising
activities, and whatever we need we basically ask her and she gets it for us, provides it
for us.
The counselor described the administrator’s support for the program by providing resources,
being present at meetings, and her assistance with fundraising activities. Conversely, Martina
described the lack of “deep” administrative support at her school site and noted,
They don't present any obstacles for us to do what we need to do and want to do with the
program. But do I feel that they embrace the program or in that kind of support, deep
support? No.
The principal and assistant principal at this particular school site did not embrace the Bridge
program. Martina described the lack of administrative support and replied,
Honestly, I feel that the principal can be more supportive. They're not ... The principal is
not really available for us. I do think that the more support that we get from our
administration, I think we accomplish so much more with our students and that is lacking.
It's a point of educating our principal as to the benefits that the program can provide our
students and hopefully helping the principal understand that we can't compare programs
because programs are different. It's more of what we can accomplish in this particular
program for students.
Martina described the lack of administrative support for the Bridge program. Furthermore,
Martina stated that the school principal was unavailable to counselors and to the program.
Moreover, the counselor felt that much more could be accomplished for students with proper
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administrative support. Martina highlighted the importance of educating the principal on the
benefits the program yields for underserved students.
Research Question One Findings Synthesis
The evaluation study demonstrated that Bridge counselors were knowledgeable and
motivated students to enroll in A-G courses, honors and advanced placement classes, and
promoted four-year universities. Bridge counselors demonstrated declarative knowledge in
relation to advocating for underserved Bridge students. Moreover, Bridge counselors used
metacognitive knowledge when implementing multicultural counseling skills. The study revealed
that Bridge counselors possessed high self-efficacy and valued student achievement.
Additionally, Bridge counselors stated that professional developments and trainings enhanced
their counseling services toward underrepresented Latino Bridge students.
Bridge Counselors felt that professional developments were effective and beneficial.
Counselors collectively agreed that the Bridge state office provided feedback and essential data
to school site teams. The data disseminated from the Bridge research team included A-G
completion rates, high school graduation rates, university acceptance rates, student
socioeconomic status, and student evaluations. As a result, school site teams utilized Bridge data
to drive performance goals and address student deficiencies. Bridge counselors were able to
collaborate as a team and analyzed A-G completion rates and university acceptance percentages.
Moreover, Bridge counselors felt that school principals and assistant principals supported the
Bridge program at certain school sites. Conversely, one school site did not feel that their
administration supported the Bridge program.
Bridge counselors were knowledgeable and motivated in relation to increasing A-G
completion and university percentages. Organizational barriers, such as lack of school site
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administrative support, inhibited counselors from achieving their performance goal. Two Bridge
counselors described the lack of administrative support for the Bridge program. Furthermore, one
counselor stated that the school principal placed a higher interest in other programs and was
unavailable for the Bridge program. There was no guidance from administrative leadership at
this particular school site when it came to attending Bridge meetings or professional
developments. The counselor attributed the lack of support to administrative turnover rates and
lack of administrator knowledge of the Bridge program. The counselor felt the need to advocate
and educate administrators on the benefits of the program. As a result. the lack of administrative
support was a barrier for achieving the organizational goal of increasing A-G completion rates
and four-year university acceptance percentages.
Research Question Two
The second research question in this evaluation study examined how counselors’
knowledge and motivation interacted with the Bridge state office to shape counselors’ ability to
increase A-G completion and four-year university rates for Bridge students. The Clark and Estes’
(2008) gap analysis model was utilized in evaluating influences in relation to attainment of the
organizational goal. In the study, some of the knowledge and motivation influences were
validated. Moreover, the three organizational influences were validated by data collection
process. The findings were consistent with those evaluated in the first research question in
regards to influences on counselor's’ ability to increase in A-G completion rates and university
acceptance percentages. This section provides findings in relation to the knowledge, motivation,
and organizational influences in the study.
The assumed knowledge, motivational, and organizational influences that led to
organizational performance gaps with the underserved Latino student population were
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highlighted and compared to the research presently available pertaining to this subject.
Furthermore, the qualitative data collected during this evaluative study was utilized to validate
the factors which attributed to the organization's’ performance gap. An ample understanding of
the data collected and the results from this research provided a more profound outlook of the
problem practice and recommendations for addressing them.
The evaluation study analyzed four assumed organizational influences. Two
organizational influences were in relation to cultural models and two were in connection to
cultural settings. The first cultural model influence assumed that counselors were inundated by
additional counseling responsibilities which minimized their opportunity to complete
organizational performance goals. The second cultural model influence evaluated a misalignment
in the student recruitment process and Bridge counselors feeling overwhelmed with the student
selection assignment. The first cultural setting suggested that Bridge counselors were overloaded
with counseling responsibilities, which minimized their opportunities to appropriately increase
A-G completion rates and university acceptance percentages for underserved Bridge students.
Moreover, the second cultural setting assumed that turnover rates of Bridge counselors were due
to counseling responsibilities. Each of these organizational influences were validated by the
findings of the study, and will be discussed in this section.
Organizational Influences and Counseling Work Processes
The Bridge state office established organizational performance goals for all three schools
partnered with the Bridge program at California Unified school district. One organizational
performance goal was raising the A-G completion rates from 45% to 75% and increase four-year
university acceptance rates by 10% for all Bridge students. All three Bridge schools in California
unified school district did not meet its four-year university organizational performance goal. As a
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result, even employees with knowledge, skills, and top motivation will not succeed to close
performance gaps and achieve educational goals when faced with inefficient work processes
(Clark & Estes, 2008). Lastly, reduction in personnel and budget resources made it challenging
to align Bridge counseling goals with organizational performance goals.
Bridge counselors at Bridge school site (A) were unable to meet the organizational
performance goal of increasing A-G completion rates to 75%. Figure 4 displays school site (A)
A-G percentages for all graduates, underrepresented graduates, California Unified School
District graduates, California Unified School District Underrepresented graduates, Bridge
graduates, and Bridge statewide graduates in 2016. The A-G completion percentage for Bridge
students at school site (A) was 57%, falling 18% short of the 75% organizational goal.

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Bridge High School Site (A)
'A-G' Completion Rates of All Graduates
Compared to Underrepresented Students & Bridge Graduates, 2016

Graduates URS Graduates California USD California Bridge California USD
Graduates URS Graduates Graduates Graduates
Sources: California Department of Education & Bridge Project Program Data
USD refers to Unified School District
URS refers to Underrepresented Students
Figure 4. ‘A-G’ Completion Rates at School Site (A)
The Bridge state office set an organizational goal of increasing four-year university acceptance
rate by 10%, which school site (A) was unable to achieve. Figure 5 displays the four-year
university acceptance rates. In 2015 30% of 51 seniors were accepted to four-year universities. In
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 84

2016, 38% of 21 seniors were accepted to four-year universities, falling 2% short of the 10%
organizational goal. In 2015, 49% of 51 students enrolled at California Community Colleges. In
2016, 43% enrolled in the community college system.

Figure 5. Four-Year University Acceptance Rates at School Site (A)
Underrepresented Latino Bridge students were deficient in the English subject area.
Figure 6 displays the English language deficient percentage for 9th-12th Bridge students. Bridge
students became deficient in the 11th and 12th grade, dropping 30% in 2013 and dropping 19%
in 2016. As result, without obtaining proficient English skills, Latino students may not succeed
in obtaining college and career readiness (Herczog, 2012). Moreover, limited English deficient
students had difficulty comprehending university applications and college related information
and this impacted their access to four-year universities and A-G completion rates.

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Bridge High School Site (A)
‘A-G’ English Subject Area Completion Rates of Bridge Graduates, 2013-2016

Figure 6. ‘A-G’ English Subject Area Completion Rates of Bridge Graduates, 2013-2016
The organizational culture at California unified school district was not consistent with
increasing A-G completion rates and university acceptance percentages. Moreover, counseling
work processes were not aligned at the three Bridge school sites. The Bridge state office reduced
annual funds allocated to local school sites from 6,500 to 4,500 dollars in the 2015-2016 school
year. Most recently, the Bridge state office made an organizational decision to cease funding to
Bridge school sites. In the 2016-2017 school year, the Bridge state office placed 100% of the
financial responsibility on school districts partnered with the Bridge program. As a result, school
districts had to fund the Bridge program through the Local Control and Accountability Plan
(LCAP). The Local Control and Accountability Plan is a critical part of the new Local Control
Funding Formula (LCFF). Each school district in the state of California must engage parents,
educators, employees and the community to establish school plans and funding decisions. As a
result, program budget cuts increased counselor workload and responsibilities, impacting
material resources required for A-G completion. Clark and Estes (2008) argued that when
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funding and processes are inadequate or misaligned with goals the risk of failure is great.
Moreover, Bridge counselors were inundated by additional counseling responsibilities which
minimized their opportunity to achieve organizational performance goals. Norma was
overwhelmed with Bridge counseling responsibilities and replied,
My Bridge counseling duties and responsibilities are vast. There's a lot of them. I
probably won't touch on them, not even a fraction of them, by just stating them. But,
generally, what I do ... I really have to think of it calendar-wise. Four-year plans, looking
at kids' transcripts, reviewing records, going over records with them, making sure that
they are taking the appropriate classes to meet college requirements, to meet graduation
requirements, coming up with alternate plans if or when they have unfortunately fallen, in
the sense of gotten Ds or F grades, in any of the classes. Gosh, there are so many things,
and day to day, it changes.
Norma described Bridge counseling responsibilities as “vast” and “a lot of them,” noting that due
to time constraints, the participant would not be able to cover a “fraction” of the duties. The
participant concluded by stating that there were several responsibilities. Moreover, a counselor at
a different site had to contribute extra time outside of regular work hours toward the program,
Hannah noted,
As a Bridge counselor, it's something different from just our counseling team in general,
it's extra nights for additional support for students, parents, and to also be able to build
that bonding relationship with the families and with the students. A lot of that comes with
just being okay with giving up some of your time for them.
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Dan, the second counselor at the same school site described high counselor turnover rates based
on overwhelming Bridge counseling duties and responsibilities and replied,
Counseling duties include serving as a collaborative partner with the Bridge team as an
additional counselor, the reason why we have two counselors is that in the past we had
exhibited a lot of turnover. Some turnover rates. And what we saw was there would be
one counselor in charge of a specific program or a specific duty and when that counselor
left, so left the knowledge.
Bridge high school site (B) partnered with the Bridge state office in 2104, completing its second
year in the program. The Bridge state office has not generated A-G completion rates or
university acceptance rates for Bridge students at school site (B). Figure 7 displays the A-G
completion rates for underrepresented Latino students. In 2016, the underrepresented Latino
student population had a 50% A-G completion rate, falling short 25% short of the 75%
organizational performance goal.

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Bridge High School Site (B)
'A-G' Completion Rates of All Graduates
Compared to URS Students & Bridge Graduates, 2016

Graduates URS Graduates California USD California USD Bridge Statewide
Graduates URS Graduates Graduates
Sources: California Department of Education & Bridge Program Data
USD refers to Unified School District
URS refers to Underrepresented Students
Figure 7. A-G Completion Rates of All Graduates & Bridge Graduates, 2016
Dan provided examples of overwhelming Bridge counseling responsibilities which resulted in
high counselor turnover. These work processes specify how people, human resources, and
materials must link and interact overtime to produce desired results (Clark & Estes, 2008). In
addition, Norma listed the difficulties of keeping up with Bridge counseling duties and noted,
At my school, I am in charge of a lot of additional duties. I have a lot of extra duties. So
it's not just my Bridge students, although ever since we have expanded, they've been
trying to just have me only have Bridge students. This is my last year of having Bridge
and a general caseload. So I have that academy plus all my Bridge students, plus I have
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the life skills students, which are our severely disabled students. It's hard balancing it all,
especially since I have so many Bridge students. But I do put in extra time.
Dan educated his counseling team on the many responsibilities involved with the program. Thus,
organizational culture is the most important “work process” in all organizations because it
dictates how we work together to get our job done (Clark & Estes, 2008). Dan described the
additional work hours and evening events involved with completing extra tasks and replied,
I think it's definitely one of those things that you don't know all the responsibilities until
you're in there. So what we had to do, in our site, was an evaluation of the time that it
would take outside of the workday in order to complete some of the Bridge tasks and
responsibilities. And that pretty much sold our team, they don't want to do the extra
responsibilities. They don't want to add that extra time out of the house. Because it's
already full, it's full in the sense that, we have added contact with the Bridge students,
different Bridge activities at night, more parent contact.
The Bridge counselor emphasized the additional Bridge counseling responsibilities to his
counseling team and they recognized the immense additional work involved with the program.
The Bridge counselors’ colleagues were not willing to take on the additional responsibilities or
the extra late nights involved with the program. Moreover, Dan addressed the additional time
required for counseling underserved students, parent meetings, and student recruitment.
Organizational misalignment in the student recruitment process. Bridge counselors
were overwhelmed with the student recruitment process, which required overtime unpaid hours.
The extra time spent in the student recruitment process inhibited counselors from dedicating time
on increasing A-G completion rates and university acceptance percentages for underserved
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 90

Bridge students. The Bridge student recruitment process involved hour long interviews with
students and parents. Moreover, Bridge counselors were asked to recruit between 30-60 potential
Bridge students on a yearly basis. Bridge counselors dedicated several hours on the student
recruitment process and described it as a difficult task, overwhelming, and time consuming. All
counselors were in favor of streamlining the recruitment process and condensing the 10 page
application. Several counselors dedicated up to 70-80 unpaid hours to recruit and interview
students and Norma noted,
The student recruitment process can be difficult. I have modified it because to get 100
students in Bridge is very difficult. So I've trained my other counselors, you would like
other counselors to help you or something like that. In the student recruitment, I do have
the other counselors helping me. I have modified the student recruitment a little bit, and
as far as I see, it's been working out.
Norma described the student recruitment process as difficult and requested the assistance
of the counseling team with student interviews. The process was time consuming and decreased
time spent on increasing A-G completion rates and university acceptance efforts. In addition, the
Bridge counselor deviated from the organization’s recruitment protocol and modified the
interview process. Hannah described recruitment as a hardest task to complete and replied,
Recruiting has been one of the harder things for us, just getting students in. Recruiting
has been something difficult for us. We've discussed changing some of that up on our
end. The changes are going to have to come from our team delivered to the middle school
students and the parents and whatnot.
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 91

Hannah described the student recruitment process as one of the hardest things and proposed to
change the format. The counselor was willing to deviate from the organization’s demanding
recruitment protocol and streamline the process. The recruitment process required additional
hours outside of the regular work day, which pulled the counselor away from concentrating on
A-G completion rates and university counseling. Moreover, Tom wanted to reduce the amount of
pages on the application from 10 pages to 1 or 2 pages. Tom wanted to streamline the
recruitment process and focus more time on student achievement. The Bridge counselor replied,
I would just like it to be more streamlined. It is a lot of paperwork and we're pushing a lot
of paper with the application. It's almost ten pages. And a writing sample is also included
in the selection process. Once we go out there and we do marketing for our program, I
would just like to see maybe a one page, two page, application. I would just like to see
the process more streamlined and I think if we reduce the number of applications, reduce
the writing assignments, just recruit as many kids as possible.
Bridge counselors at school site (C) achieved the 75% A-G organizational goal, but were unable
to reach the 10% increase in university acceptance rates. Figure 8 displays the 75% A-G
completion rate for Bridge students at school site (C).

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Bridge High School Site (C)
'A-G' Completion Rates of All Graduates
Compared to URS Students & Bridge Graduates, 2016

Graduates URS Graduates California USD California Bridge California USD
Graduates URS Graduates Graduates Graduates
Sources: California Department of Education & Bridge Project Program Data
USD refers to Unified School District
URS refers to Underrepresented Students
Figure 8. 'A-G' Completion Rates of All Graduates & Bridge Graduates, 2016
Bridge counselors at school site (C) did not reach the 10% increase to four-year
universities. In 2015, 36% of 64 Bridge students were accepted into a Cal State or University of
California school system. In 2016, 42% of 52 students were accepted, which increased by 6% but
fell short by 4% of the organizational performance goal. Bridge counselors encouraged students
to apply to four-year universities. Thus, promoting college going courses and encouraging
student academic progress are important school counselor interventions (Villalba et al., 2007).
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 93

Figure 9 displays the four-year university gap for Bridge students.

Figure 9. Four-Year University Percentages for Bridge Graduates, 2013-2016
Underrepresented Latino Bridge students were deficient in the English subject area at Bridge
school site (C). Figure 10 displays the English language deficient percentage for 9th-12th Bridge
students. Bridge students became deficient in the 11th and 12th grade, dropping 19% in 2015 and
dropping 4% in 2016. Underrepresented Latino students have literacy needs that require
individualized instructional approaches. Therefore, limited English proficient students require
additional support to access school related material (Alvarez & Corn, 2008).

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 94

Bridge High School Site (C)
‘A-G’ English Subject Completion Rates of Bridge Graduates, 2013-2016

Figure 10. ‘A-G’ English Subject Completion Rates for Bridge Graduates, 2013-2016
Bridge counselors and team collaboration. Bridge counselors were overloaded with
counseling responsibilities, which minimized their opportunities to meet and collaborate as a
team. Organizational performance increases when employees communicate constantly with
colleagues about plans and processes (Clark & Estes, 2008). The three key stakeholders in the
Bridge Program organization are Bridge English teachers, Bridge counselors, and Bridge
mentors. Additionally, a school principal or an assistant principal was assigned to supervise and
collaborate with the Bridge team. Local school site administrators did not schedule enough time
to meet or collaborate with Bridge team members. Bridge counselors felt that they were “not on
the same page” and lacked teamwork. As a result, a lack of communication at local school sites
created disengagement and isolation, impacting the organizational goal. Counselors described
overwhelming responsibilities as a factor impeding team members from meeting and
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 95

collaborating. Hannah stated that administrators and team members were unavailable to meet and
noted,
We only collaborate once a month, and, to be honest with you, this year, I already feel a
little more distant, and I feel like we should be probably collaborating a little bit more.
But, again, with the times and everyone's responsibilities and roles, it's just a little
tougher to get so many schedules to be able to meet in one.
Hannah felt distant and disconnected with Bridge teammates due to a lack of collaboration. In
addition, the counselor stated that the duties and responsibilities impacted their time and
opportunity to meet as a team. Martina felt that there wasn’t enough collaboration and replied,
I feel like there's not enough collaboration. Last year, my counselor colleague and myself
would kind of pressure our administration to have meetings continuously and do
activities with students because we wanted the students to know that we're here to
support them and to be a team, so far this year that's not happening. I feel like we're
lacking in that area. We need to be on the same page. We need to work together as a unit
and that is it's not the case at this time.
Bridge counselors at school site (A) described a lack of team communication, which created a
barrier for increasing A-G completion rates and university acceptance percentages. The
counselor felt that communication would have improved team dynamics and enhance the
organizational goal. Figure 11 displays the A-G completion rates from 2013-2016 for school site
(A). In 2013, the A-G completion rate was 61%, falling 14% short of the organizational goal. In
2015, the A-G percentage was 73% and 57% in 2016, falling short by 18% of the 75%
organizational goal.
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 96

Figure 11. ‘A-G’ Completion Rates for Bridge Graduates, 2013-2016
Bridge program and counselor shortage. Bridge counselors were overloaded with
counseling responsibilities, which minimized their opportunities to appropriately increase A-G
completion rates and university acceptance percentages for underserved Bridge students.
Counselors at all three sites requested hiring an additional Bridge counselor to assist with vast
Bridge responsibilities. Having two or more Bridge counselors at each school site was highly
favored. Counselors favored having two or more Bridge counselors and stressed the importance
of having more time to concentrate on Bridge students, Hannah noted,
I think we would benefit from having more Bridge counselors at our school site. We're
such a large school, and just in general, counselors are being asked to work on a few
more things and things are getting added. So having that additional person taking on a
portion of the responsibilities would definitely support, and it would just be a way for us
to be able to help the students quite a bit more and even reach out to the families a little
more.
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 97

Hannah emphasized the importance of having a second counselor, which allowed for increased
time with guidance lessons in Bridge classrooms. In addition, a second counselor provided
opportunities for increased planning time for Bridge activities. Tom described the following,
Yeah, more would be better, I would say we would benefit, we could do more things in
the classroom, we could do more activities, we could do more guidance lessons with our
students. And more would be better, an additional counselor would be better.
Bridge counselors at school site (C) described the overwhelming task of acquiring a 75% A-G
completion rate for two consecutive years. Figure 12 displays the A-G percentages from 2013-
2016. In 2013, Bridge students had a 56% A-G completion rate. In 2014, the A-G completion
rate increased by 10% to 66%. Moreover, in 2015 and 2016 the A-G completion rate was at 75%,
reaching the organizational goal.

Figure 12. ‘A-G’ Completion Rates for Bridge Graduates, 2013-2016
Martina described the advantages of having two Bridge counselors and perceived it as a perfect
combination. The counselor preferred the two counselor assignment to oversee the
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 98

responsibilities involved with the Bridge program. The participant noted that the two counselor
combination was perfect for servicing underserved Bridge students and replied,
At our school site we already have two Bridge counselors. There's two counselors that
oversee the Bridge program and I think that's a good amount to have. I think having the
two is a perfect combination for the program and to service the students like it needs to
be.
All participants agreed that having two Bridge counselors at each school site was beneficial for
addressing overwhelming duties and responsibilities. Counselors highlighted that a two
counselor combination allowed for increased time allocated for underserved Bridge students and
parents. Moreover, hiring additional Bridge counselors created additional time to focus on A-G
completion rates and university acceptance percentages.
Research Question Two Findings Synthesis
In research question two, the data revealed that counselors were knowledgeable and
provided effective counseling services to underserved Latino Bridge students and parents.
Conversely, the Bridge state office data demonstrated that counselors had difficulty increasing
A-G completion rates and university percentages at all three school sites. The organizational
culture at California unified school district was not consistent with increasing A-G completion
rates and university acceptance percentages. Counselors described feeling overwhelmed with
Bridge duties and responsibilities, which interrupted their time spent counseling underserved
Latino Bridge students. Additionally, there was a misalignment in the student recruitment
process at all three Bridge school sites. Counselors described the recruitment process as difficult
and overwhelming, they took it upon themselves to modify the recruitment protocol. Moreover,
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 99

counselors requested more time to meet and collaborate with Bridge team members. Several
counselors described a lack of team communication and isolation. In conclusion, counselors were
in favor of hiring additional counselors to assist with Bridge duties and responsibilities. To get
Bridge counselors to increase A-G completion rates and university percentages, school
leadership can provide additional collaborative time to meet with team members, hire additional
Bridge counselors to share duties, and support counselors through the student recruitment
process.
Summary
The findings from the interview analysis demonstrated the knowledge, motivation, and
organizational influences of Bridge counselors. The study revealed that counselors were
knowledgeable and possessed motivation in relation to counseling underserved Latino Bridge
students. In addition, the data disseminated from Bridge state office detailed A-G completion
rates and university acceptance percentages for all three schools in California Unified School
District.
Bridge data demonstrated an achievement gap in the English category of the A-G subject
requirements at all three school sites. An achievement gap within the Latino student population
commences as they enroll in kindergarten and the gap widens as students’ progress through
school (Stull, 2013). Similarly, without obtaining proficient English skills, Latino students may
not succeed in obtaining college and career readiness (Herczog, 2012). Given the barriers
English-language learners encounter in the k-12 system, it is not surprising that many English
learner students drop out of school (Roemer, 2011). The English subject requirement deterred
several Bridge students from fulfilling the A-G requirements, which impacted their university
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 100

acceptance rates. Additionally, three organizational themes were evaluated in relation to the
achievement of Bridge organizational goals.
Three organizational themes emerged in the study as to why Bridge counselors were
unable to meet the Bridge state office goal of 75% A-G completion rate and 10% increase of
university acceptance rates. First, the Bridge program budget cuts increased counselor workload
and responsibilities, impacting material resources required for increasing A-G rates and
university acceptance percentages. Moreover, Bridge counselors were inundated by additional
counseling responsibilities which minimized their opportunity to complete organizational
performance goals. Second, Bridge counselors were overwhelmed with the student recruitment
process, which required overtime work with no additional compensation. The extra time spent on
the student recruitment process inhibited counselors from dedicating time on increasing A-G
completion rates and university acceptance percentages for underserved Bridge students. Lastly,
counselors indicated that they were overloaded with counseling responsibilities, which
minimized their opportunities to meet and collaborate as a team.
Counselors indicated that the Bridge state office should modify the student recruitment
process. Moreover, counselors preferred two Bridge counselors per school site and requested
hiring additional Bridge counselors to assist with vast duties and responsibilities. Counselors
requested additional time to meet as a team and collaborate at school sites. Implementing these
organizational recommendations would require systemic changes at the Bridge state office in
collaboration with local school districts. The organizational factors and cultural practices for
addressing systemic barriers are discussed in Chapter 5.

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 101

Chapter Five: Discussion and Recommendation
The assumed influences described in Chapter Four were validated through qualitative and
data analysis and categorized into knowledge, motivation, and organizational barriers. Chapter
five will discuss the relevance of these findings in relation to theoretical principles and provide
recommendations to the organization. The recommendations are categorized as validated
knowledge, motivation, and organizational influences. Recommendations are research-based and
context-specific to enhance the probability of effective implementation. Moreover, chapter five
describes how the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) will be
utilized to implement the recommendations and evaluate the effectiveness of the program. The
New World Kirkpatrick Model consists of four levels and will be implemented in reverse order.
Thus, the model will evaluate results, behavior, learning, and reaction. Lastly, the Kirkpatrick
model will assist with evaluating recommendations and the projected results of counselors’
increasing A-G completion rates and four-year university acceptance rates at California Unified
School District.
Recommendations for Practice to Address Influences
Knowledge Recommendations
Introduction. Bridge counselors, as integral stakeholders in the organization, can
increase A-G completion percentages and university acceptance rates for underserved Latino
Bridge students. Research suggest that a powerful component of the Bridge Program is directly
due to the influence of Bridge counselors in students’ academic lives (Gandara, 2002). The
objective of the knowledge analysis is to evaluate whether Bridge counselors possess knowledge
and skills to advocate for underserved Latino high school students and increase A-G completion
and four-year university acceptance rates. Therefore, the review of the literature is focused on
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 102

the knowledge and skills that are necessary for Bridge counselors to advocate for
underrepresented Latino high school students. In addition, Clark and Estes (2008) describes the
importance of identifying problems in relation to knowledge and skills used to accomplish
organizational performance goals. As such, as indicated in Table 6, it is anticipated that these
influences have a high probability of being validated and have a high priority for achieving the
stakeholders’ goal. Table 6 also shows the recommendations for these highly probable
influences based on theoretical principles.
Table 6
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence: Cause, Need, or
Asset*

Validated
Yes, High
Probability,
or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Bridge counselors need
knowledge of the systemic
barriers and benefits of
advocating for underserved
students in order to identify
effective strategies for
increasing A-G completion
rates and university
acceptance rates (D)
Y Y Counselor’s knowledge
and skills of multicultural
counseling empowers
underrepresented Latino
high school students and
assists with increasing
four-year university
acceptance rates
(Astramovish & Harris,
2007).

Provide Bridge counselors
with information and
training on multicultural
strategies to increase four-
year university acceptance
rates for underserved
students.

Bridge counselors need
knowledge on how to
develop self-advocacy skills
in underserved students (P)

Y Y Counselors can assist
Latino students with
developing networking
skills and establish
advocacy groups designed
to change school culture
(Astramovish & Harris,
2007).
Provide Bridge counselors
with information and
training on self-advocacy
strategies to increase four-
year university acceptance
Bridge counselors need to
evaluate their awareness of
their values and goals
related to multicultural
counseling and student
achievement (M)

Y Y Counselors can
incorporate the role of
advocate in their
definition of school
counseling practices and
ensure that multicultural
advocacy skills are
utilized (Evan et al.,
2011).
Provide Bridge counselors
with information and
training on self-awareness
strategies to increase four-
year university acceptance
rates for underrepresented
Latino students.
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 103

Declarative knowledge solutions, or description of needs or assets. Rueda (2011)
emphasizes the importance of explicitness of knowledge to achieve learning goals and improve
performance. Bridge counselors need knowledge of the systemic barriers and benefits of
advocating for underserved students in order to identify effective strategies for increasing A-G
completion rates and university acceptance rates. Bridge counselors, as integral stakeholders in
the organization, can increase A-G completion percentages and university acceptance rates for
underserved Latino Bridge students. Moreover, the counselor’s knowledge and skills of
multicultural counseling empowers underrepresented Latino high school students and assists
with increasing four-year university acceptance rates (Astramovish & Harris, 2007). This would
suggest that educating students with information regarding A-G completion rates and college
information would support their learning. The recommendation then for the organization is to
provide Bridge counselors with information and training on multicultural strategies to increase
four-year university acceptance rates for underserved students.
School counselors need declarative knowledge to serve as multicultural mediators for
underserved Latino students in schools. Therefore, school counselors as cultural mediators are
viewed as key stakeholders in connecting underserved Latino students to educational programs
and services, motivating students to enroll in rigorous courses (Portman, 2009). As a result,
school counseling initiatives are redefining comprehensive school counseling programs,
emphasizing cultural awareness and knowledge of systemic barriers hindering underserved
students (Lee, 2001). Counselors can learn to advocate for underserved students whose voices
are silenced (Evan et al., 2011). Similarly, school counselors can advocate for underserved
students in k-12 school systems to remove systemic barriers and cultural insensitivities (Portman,
2009). In addition, given the number of dropout rates and systemic barriers for underserved
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 104

Latinos, school counselors are in a position to support schools and meet the academic and
cultural needs of underserved Latino students (Cook et al., 2012). As such, the recommendation
made in this study, suggest that Bridge counselors can benefit from professional development
training to assist with multicultural strategies.
Procedural knowledge solutions, or description of needs or assets. Procedural
knowledge includes knowledge of algorithms and specific techniques that are important in
successfully completing a goal or task (Rueda, 2011). Further, procedural knowledge refers to
how to do something, criteria for using skills, and methods (Krathwohl, 2002). Bridge
counselors need procedural knowledge on how to develop self-advocacy skills in underserved
students. Counselors can assist Latino students with developing networking skills and establish
advocacy groups designed to change school culture (Astramovish & Harris, 2007). In addition,
by incorporating self-advocacy principles into school counseling programs, underserved Latino
students can be counseled appropriately and develop self-confidence necessary for academic
achievement (Astramovish & Harris, 2007). This would suggest that educating counselors in
self-advocacy principles would increase college going rates and A-G completion rates. The
recommendation then for the organization is to provide Bridge counselors with information and
training on self-advocacy strategies to increase four-year university acceptance rates for
underrepresented Latino students.
Metacognitive knowledge solutions, or description of needs or assets. Metacognitive
knowledge is a learner’s awareness of their own thinking (Rueda, 2011). Bridge counselors need
metacognitive knowledge to incorporate the American School Counselor Association Model
(ASCA) at their school sites to advocate for underserved Latino students with college, personal-
social, and career readiness. Anctil et al (2012) stated that the model focuses on three domains
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 105

that are essential for effective school counseling programs: academic, personal, and career
development. The ASCA National Model concentrates on a balance between the three
counseling domains, and implementation of the model requires an organizational framework and
an accountability system designed to measure student outcomes for each domain (ASCA, 2012).
Further, the ASCA national model is designed to increase academic achievement for all students.
Lastly, the counseling national model strives for equity, advocacy, access, and a rigor education
for all students. (ASCA, 2012). The recommendation then for the Bridge organization is to train
Bridge counselors in ASCA counseling standards to enhance access and advocacy for
underrepresented Latino students.
Bridge counselors need to evaluate their awareness of their values and goals related to
multicultural counseling and student achievement. Counselors can incorporate the role of
advocate in their definition of school counseling practices and ensure that multicultural advocacy
skills are utilized (Evan et al., 2011). Moreover, through the professional path of counselor self-
awareness, counselors can better comprehend and expect that self-awareness is a continual
process (Levitt & Pompeo, 2014). In addition, school counselors' multicultural counseling
competence has been linked to self-awareness, student advocacy, and training (Holcomb-McCoy
& Day-Vines, 2004). This suggests that educating counselors in self-awareness can increase
multicultural counseling awareness. The recommendation then for the Bridge organization is to
provide Bridge counselors with information and training on self-awareness strategies to increase
four-year university acceptance rates for underrepresented Latino students. Moreover, a
recommendation then for the Bridge organization is to provide Bridge counselors with
information and training on cultural awareness to assist underrepresented Latino students with
college readiness.
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 106

Systemic barriers exist as a result of cultural misunderstandings between Latino students,
teachers, and counselors. Educating teachers and counselors regarding culture can assist in
diminishing prejudices and stereotypes, improving cultural dialogue and providing a cultural
understanding between White teachers and Latino students (Becerra, 2012). Likewise, for Latino
students to achieve academic success, it is important that educators raise the educational bar.
Madrid (2011) discovered that high achieving students connected with a teacher who believed in
their academic potential and encouraged students to enroll in college. The consequence of not
solving the lack of preparation of counselor and teachers is evident in the immense number of
underserved Latino high school dropouts. Without a high school diploma, Latino students will be
denied jobs or entrance to four-year universities. Such educational gaps leave Latinos who drop-
out of high school with limited options in respect to making a living, therefore establishing a
lower class of undereducated and unemployed students (García, 2003).
Motivation Recommendations
Introduction. Research suggests that there are three motivational types of motivational
processes that can potentially exist within any organization (Clark & Estes, 2008). These
opportunities or potential problem areas are: (1) when employees choose to actively pursue a
work goal, or on the contrary, are hesitant to accomplish the goal (2) when employees have
several goals and work related obstacles and prefer not persist at a specific goal (3) when
employees have selected a specific goal and are persisting at it regardless of work environment
barriers, but must determine the amount of mental effort to devote in accomplishing the goal
(Clark & Estes, 2008). Furthermore, it is important to focus on values, and specifically on the
intrinsic value of accomplishing tasks (Clark & Estes, 2008). Moreover, assumed motivational
influences for Bridge counselors include self-efficacy and values in the stakeholder goal. Self-
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 107

efficacy is defined as individual judgement of capabilities to organize the course of action to
achieve performance goals (Bandura, 1986). As such, as indicated in Table 7, some motivational
influences have a high probability of being validated and have a high priority for achieving the
stakeholders’ goal. Table 7, also shows the recommendations for these influences based on
theoretical principles.
Table 7
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence: Cause, Need, or
Asset*

Validated
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Bridge counselors need to
believe they are
professionally trained in
multicultural counseling for
advocating on behalf of
underserved Latino students
(Self-Efficacy)
Y Y High self-efficacy beliefs
help foster the outcome one
expects and confident
individuals anticipate
successful outcomes
(Pajares, 2006).

Provide professional
development aimed to
enhance multicultural
counseling services
directed to
underrepresented
Latino Bridge
students.
Bridge counselors need to
appropriate for themselves
the intrinsic value of
advocating for underserved
Latino Bridge students and
the value of increasing
college acceptance rates
(Value)
Y Y Intrinsic motivation is
exhibited when
stakeholders participate in
counseling activities for
intrinsic interest and not for
any extrinsic reward
(Cameron & Pierce, 1994).
Provide professional
development
opportunities for
mastering new
counseling skills and
development in the
profession
Bridge counselors need to
possess high self-efficacy to
motivate and encourage
students in k-12 schools.
(Self-Efficacy)
Y Y Individuals are motivated
in different ways but self-
efficacy beliefs allow for
continual motivation
(Pintrich, 2003).

Self-efficacy beliefs are
also influenced by verbal
messages and social
persuasions people receive
from others (Pajares,
2006).
Provide and assign a
counseling
supervisor/administrat
or that is continually
enhancing the
counselor’s self-
efficacy by providing
positive feedback on
counseling techniques

Self-efficacy. Rueda (2011) aligns self-efficacy to all three motivational indicators and
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 108

references its importance when learners face difficulties when engaging in a specific job task.
Bridge counselors need to believe they are professionally trained in multicultural counseling for
advocating on behalf of underserved Latino students. High self-efficacy beliefs help foster the
outcome one expects and confident individuals anticipate successful outcomes (Pajares, 2006).
Therefore, Bridge counselors can motivate students to pursue university aspirations. Moreover,
individuals are motivated in different ways but self-efficacy beliefs allow for continual
motivation (Pintrich, 2003). Thus, educating and training counselors in multicultural counseling
strategies can heighten self-efficacy. The recommendation then for the Bridge organization is to
provide Bridge counselors with multicultural trainings to increase employee motivation and self-
efficacy. In addition, The Bridge Program can institute counseling professional developments
throughout the academic school year.
The Bridge organization can employ counseling coordinators that provide effective
performance feedback and professional developments for counselors. The Bridge state office
employs a Bridge counseling coordinator to support Bridge counselors in the organization. The
Bridge counseling coordinator serves as a supervisor and liaison to Bridge schools (Gandara,
2002). One of the responsibilities of the Bridge coordinator is to organize professional
developments for Bridge counselors. Moreover, counselor trainees who exhibit low self-efficacy
need special consideration from counselor supervisors (Daniels & Larson, 2001). Therefore, to
become an effective counselor, trainees can be provided the opportunity at mastery experiences
(Daniels & Larson, 2001). In addition, counseling self-efficacy is the perception of the
individual's competence to conduct counseling services (Barnes, 2004). As a result, Bridge
counseling coordinators and school site administrators can provide professional developments
that aim to enhance counseling services directed to underrepresented Latino Bridge students. The
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 109

recommendation then for the Bridge organization is to hire counseling coordinators and
administrators that provide effective performance feedback to heighten self-efficacy in Bridge
counselors.
Value. Bridge counselors need to see the intrinsic value of advocating for underserved
Latino Bridge students and the value of increasing college acceptance rates. Bridge counselors
will better serve counselees if they possess intrinsic values and motivation. Eccles (2006) utilizes
the term intrinsic value in referring to the enjoyment the individual experiences when performing
tasks (Eccles, 2006). Moreover, intrinsic motivation is exhibited when stakeholders participate
in counseling activities for intrinsic interest and not for any extrinsic reward (Cameron & Pierce,
1994). The teaching of ethics is inherently tied to discussions of counselor values and are directly
related to the concept of virtue ethics (Levitt & Pompeo, 2014). Bridge counselors will better
serve counselees if they possess intrinsic values and motivation. In general, intrinsic value refers
to the importance the individual applies to the job (Rueda, 2011).
Goals are often abandoned because they are too vague, or the stakeholder lacks the
knowledge of how to make progress in achieving them (Rueda, 2011). These attributes can play
a factor in making the goal appear to be burdensome to collectively achieve (Rueda, 2011). The
aim is to enhance stakeholder’s work engagement by examining inner relational connections
between their values and the intrinsic motivation of accomplishing job related tasks (Clark &
Estes, 2008). As a result, stakeholders will elect to perform tasks that they find intrinsically
rewarding (Clark & Estes, 2008). Moreover, employees find intrinsic value in mastering a new
skill or developing in their profession (Clark & Estes, 2008). The recommendation then for the
Bridge organization is to provide professional development opportunities for mastering new
counseling skills and continual development in the counseling profession.
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Organization Recommendations
Introduction. Table 8 represents the complete list of assumed organizational influences
and their probability of validation based on the stakeholders’ achievement of the goal. Clark and
Estes (2008) provides an analytic framework that explains organizational and stakeholder
performance goals and identifies the gap between the actual performance level and the
performance goal. This framework examines the organizational influences that may contribute
to performance gaps (Clark & Estes, 2008). Clark and Estes (2008) states that an organization’s
inability to adequately provide resources or uphold policies and procedures can possibly result in
unsuccessful performance outcomes.
Bridge school sites may encounter organizational barriers from the Bridge state office
and local administrators. This segment will emphasize organizational influences that are relevant
to the stakeholders’ goal toward increasing the A-G completion rates and four-year university
acceptance percentages. In addition, this section of the study will concentrate on the
organizational culture of counseling resources, work processes, and professional developments
as well as the organizational support towards meeting its performance goals. Further, counselor
layoffs and reduction in resources have created barriers with attaining the organizational
objectives. Thus, both resources and processes and cultural models and settings must align
throughout the organization’s structure to achieve the mission and goals. As such, as indicated
in Table 8, some organizational influences have a high probability of being validated and have a
high priority for achieving the stakeholders’ goal. Table 8 also shows the recommendations for
these influences based on theoretical principles.

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Table 8
Summary of Organization Influences and Recommendations
Assumed Organization
Influence: Cause, Need, or
Asset*

Validated
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation

Context-Specific
Recommendation
The organizational
culture is not consistent with
A-G completion
rates and university
acceptance percentages nor
consistent with counseling
work processes

Y Y Organizational goals are
reached by interacting
processes that require
knowledge, skills, and
motivation to achieve
performance goals (Clark
& Estes, 2008).

Provide professional
development training
for site-based teams to
develop skills and A-
G goals.

Bridge counselors
can be overloaded with
counseling
responsibilities, which
minimized their
opportunities to collaborate
with Bridge team
members regarding A-G
completion rates and
university acceptance
percentages.

Y Y Organizational
performance increases
when employees
communicate constantly
with colleagues about
plans and processes
(Clark & Estes, 2008).

Provide additional
time to meet and
collaborate with
Bridge team members.
A shortage of counselors
and high student caseloads
can serve as barriers
impeding Bridge counselors
from achieving
organizational performance
goals.

Y Y Clark and Estes (2008)
argued that when funding
and processes are
inadequate or misaligned
with goals the risk of
failure is great.
Provide additional
funding to hire and
train additional Bridge
counselors to lower
counselor caseloads
and workloads.

Cultural model Influence 1: counseling work processes and lack or resources. The
Bridge Program organization reduced annual funds allocated to local school sites from 6,500 to
4,500 dollars. As a result, Bridge counselors can be inundated by additional counseling
responsibilities which minimizes their opportunity to complete performance goals. Furthermore,
counselor layoffs and program budget cuts may have increased counselor workload and
responsibilities, impacting material resources required for A-G completion. Thus, Clark and
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Estes (2008) argued that when funding and processes are inadequate or misaligned with goals the
risk of failure is great. Moreover, reduction in personnel and budget resources makes it
challenging in aligning Bridge counseling goals with organizational performance goals. This
principle supports that if counselors were provided with adequate resources, they would be able
to accomplish the organizational goal of effectively training counselors while increasing
university acceptance rates. The recommendation for the Bridge organization is to provide
counselors with continual professional developments and additional funding to support the
program.
Effectively training counselors regarding culture can assist in diminishing prejudices and
stereotypes, improving cultural dialogue and providing a cultural understanding between White
teachers and Latino students (Becerra, 2012). School counselors can serve as multicultural
mediators for underserved Latino students in schools. Professional developments centered on
multicultural training can prepare school counselors as cultural mediators. School counselors as
cultural mediators are viewed as key stakeholders in connecting underserved Latino students to
educational programs and services, motivating students to enroll in rigorous courses (Portman,
2009). In addition, given the number of dropout rates and systemic barriers for underserved
Latinos, school counselors are in a position to support schools and meet the academic and
cultural needs of underserved Latino students (Cook et al., 2012). Thus, the recommendation for
the Bridge organization is to provide counselors with multicultural trainings to better serve as
multicultural mediators for underserved Latino students in schools.
Cultural model influence 2: misalignment in the student recruitment process. Bridge
counselors were overwhelmed with the student recruitment process, which required overtime
unpaid hours. The extra time spent in the student recruitment process inhibited counselors from
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dedicating time on increasing A-G completion rates and university acceptance percentages for
underserved Bridge students. Additionally, the Bridge student recruitment process involved hour
long interviews with students and parents. Moreover, Bridge counselors were asked to recruit
between 30-60 potential Bridge students on a yearly basis. Bridge counselors dedicated several
hours on the student recruitment process and described it as a difficult task, overwhelming, and
time consuming. As a result, several counselors dedicated up to 70-80 unpaid hours to recruit
and interview students.
Clark and Estes (2008) state that even employees with knowledge, skills, and top
motivation will not succeed to close performance gaps and achieve educational goals when faced
with inefficient work processes. Bridge counselors described the student recruitment process as
difficult and an overwhelming task. Moreover, counselors were modifying the recruitment
process and deviating from organizational recruitment protocol. Counselors took it upon
themselves to streamline the interview process by condensing the application packet from 10
pages to 1 or 2 pages. Another counselor requested the assistance of non-Bridge counselors to
help with the student recruitment assignment. Thus, Bridge counselors, from various school sites,
were misaligned with the Bridge state office recruitment protocol. Therefore, the
recommendation for the Bridge organization is to modify the application packet and hire
additional Bridge counselors to assist with vast responsibilities of recruitment.
Cultural setting influence 1: bridge team collaboration and communication. The
three key stakeholders in the Bridge Program organization are the Bridge English teachers,
Bridge counselors, and Bridge mentors. The English teacher has the same cohort of students for
two consecutive years. Further, the Bridge mentor assists students in developing civic
engagement opportunities and community service assignments. Each team member must believe
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that other team members possess the appropriate skills required to achieve the team’s goals
(Clark & Estes, 2008). Counselors often develop counseling strategies in isolation or have
limited opportunities to share best practices with Bridge colleagues. Moreover, team based
organizations need motivation, feedback, and access to expert skills (Clark & Estes, 2008). Thus,
Bridge counselors required allocated time to collaborate and communicate with Bridge
colleagues about college readiness, counseling strategies would align with the organizational
mission. Bogler and Somech (2004) suggest that a culture of trust and empowerment produces an
organization with open communication and transparent feedback. The recommendation would be
to provide Bridge counselors, teachers, and mentors opportunities to collaborate about increasing
university acceptance rates and A-G enrollment rates.
Recognizing and closing performance gaps related to organizational barriers can
contribute to the growth of an organization (Clark & Estes, 2008). The Bridge organization can
provide constant and constructive feedback through professional development for site based
teams. Moreover, local school site administrators can schedule professional time for
collaboration. Organizational performance increases when employees communicate constantly
with colleagues about plans and processes (Clark & Estes, 2008). As a result, collaboration and
motivation are enhanced if each team member’s contribution is assessed separately and candid
(Clark & Estes, 2008). Therefore, the recommendation would be to provide Bridge counselors,
teachers, and mentors professional time to collaborate on a weekly basis about preparing Bridge
students for college readiness.
Bridge counselors are held accountable for increasing university acceptance rates and A-
G completion rates from the Bridge program and local school district. Clark and Estes (2008)
noted that organizational performance is enhanced when people communicate constantly and
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openly to others about plans. These principles propose that transparent and constant
communication can assist employees with plans and procedures. Therefore, the recommendation
is that the Bridge organization effectively communicate goals of increasing university acceptance
rates and A-G completion rates.
Recognizing and closing performance gaps related to organizational barriers can
contribute to the growth of an organization (Clark & Estes, 2008). A lack of communication
between the Bridge organization and local school sites can create organizational barriers. The
Bridge organization can provide timely feedback and consistent information at professional
developments in relation to its mission and vision. Barnes (2004) states the important component
of understanding how counselors subjectively construct their counseling training experiences
develop into competent counseling professionals. Furthermore, counseling self-efficacy
increased when counselor candidates received positive feedback and effective supervision
(Barnes, 2004). As a result, performance feedback is essential for Bridge counselors in relation
to attaining the organizational performance goal. Moreover, as a means of member checking, an
administrator can follow up with staff and provide feedback to ensure clarity as it pertains to
achieving organization goals (Maxwell, 2013). The Bridge organization can see an increase in
university acceptance rates and A-G completion rates by effectively communicating goals with
school sites and aligning with the organizational vision.
Cultural setting influence 2: counselor shortage and hiring additional bridge
counselors. A shortage of counselors and high student caseloads can serve as barriers impeding
Bridge counselors from achieving organizational performance goals. These work processes
specify how people, human resources, and materials must link and interact overtime to produce
desired results (Clark & Estes, 2008). In 2008, the k-12 educational system experienced high
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counselor turnover rates, budget cuts, and counselor lay-offs due to the great recession.
Moreover, the recession created a shortage of counselors due to lay-offs, resulting in higher
caseloads and additional duties for the remaining counselors. The principle indicates that if the
Bridge organization assigned additional counselors, they would be able to accomplish the
organizational goal of lowering counselor caseloads, resulting in increased time spent per
student. Moreover, the recommendation for the Bridge organization is to assign two Bridge
counselors per school site, resulting in shared job responsibilities and increased time allocated
for university application assistance, A-G course alignment, and college readiness.
Hiring additional Bridge counselors can assist with closing the achievement gap for
underserved Latino students. It is essential to comprehend the disparity between equity and
equality in k-12 school funding (Dowd & Grant, 2006). Counselors can advocate for underserved
Latino students and collaborate with teachers to schedule students in advanced placement
courses (Militello et al., 2009). In addition, school counselors have the skills required to partner
with teachers and school staff, and enhance the academic experiences of underserved students
(Aydin et al., 2012). Likewise, promoting college going courses and encouraging student
academic progress are important school counselor interventions (Villalba et al., 2007). Thus, the
recommendation would be for the Bridge organization to assign two Bridge counselors per
school site whom align with the organizational mission of increasing university acceptance rates
and A-G completion rates.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The implementation and evaluation plan incorporated in this section is the New World
Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). The Kirkpatrick model proposes that
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evaluation plans initiate with the goals of the organization and work backwards. Moreover,
Kirkpatrick’s model of working backwards allows the development of solution outcomes that
concentrates on analyzing work behaviors. Secondly, the model informs the identification of
indicators of learning that took place during implementation phase. Lastly, the Kirkpatrick model
emphasizes the emergence of indicators of employees satisfied with the organization’s
implementation strategies. The model’s implementation and evaluation plan establishes
connections between prioritized solutions and the organization’s goal and promotes “buy in” to
establish successful outcomes (Kirkpatrick & Kirkpatrick, 2016).
Organizational Purpose, Need and Expectations
The mission for the Bridge Program (pseudonym), a project initiated through the
University of California, Berkeley, is "to increase the number of educationally disadvantaged
students who enroll in 4-year colleges and universities, earn college degrees and return to the
community as mentors and leaders to future generations" (Bridge 2016, Mission Statement). The
purpose of this study was to evaluate the degree to which the California Unified School District
is meeting its organizational goal of 75 % A-G completion rate for all Bridge students at three
school sites. The researcher examined the knowledge and skills, motivation, and organizational
barriers that inhibited Bridge counselors from increasing the number of underrepresented
students admitted to four-year universities and raising A-G completion rates. The proposed
solutions to address the problem are comprehensive professional developments and training
programs, effective communication, increased counseling personnel at each Bridge school site,
and enhanced professional collaboration time for Bridge team members. These proposed
solutions should achieve the desired organizational outcome, which is Bridge counselors
increasing the number of underrepresented students admitted to four-year universities and raising
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A-G completion rates.
Level 4: Results and Leading Indicators
Table 9 shows the proposed Level 4: Results and Leading Indicators in the form of
outcomes, metrics and methods for both external and internal outcomes for California USD
Bridge schools. If the internal outcomes are met as expected as a result of the training and
organizational support for Bridge counselors’ performance on the job, then the external
outcomes should also be achieved.
Table 9

Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
1. Student A-G completion
rates increases, making
Bridge students eligible for
4-year universities.
Student performance in A-G courses. Analyze Bridge data on A-G
completion rates and 4-year university
acceptance rates.
2. Student placement in AP
and honor courses increases.
Number of students enrolled in AP and
honor courses.
Compare Bridge data from previous
school years to current year regarding
percentage of students enrolled in AP
and honor courses.
3. Students have an in-depth
understanding of university
requirements.
3a. Survey results on questions of
Bridge students’ four-year university
understanding.
Coordinate time to present guidance
lesson plans on A-G courses, AP, and
university requirements to Bridge
students in counseling sessions and
classroom presentations
3b. Survey results on questions about
A-G courses and four-year university
understanding.

Survey Bridge students on how
guidance lesson plans are helping
them understand A-G course sequence
and university requirements. .
4. Bridge counselors are not
overwhelmed with counseling
duties and responsibilities.
4a. Counselors are not overwhelmed
and are able to focus on increasing A-
G rates and 4-year university
percentages.
Survey Bridge counselors twice a year
on managing duties and
responsibilities.
4b. Counselors can manage caseloads
and dedicate time to preparing Bridge
students for 4-year universities.
Survey Bridge counselors twice a year
on managing duties and
responsibilities.
Internal Outcomes
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1. Bridge counselors are
aligned with organizational
performance goals and the
organizational mission with
increasing A-G completion
rates and 4-year university
acceptance percentages
Bridge data demonstrates that
counselors are aligned with Bridge
state office organizational goals,
policies, and protocol.
The Bridge state office and school site
administrators will review A-G
completion rates and 4-year university
acceptance percentages and
collaborate to discuss best practices.
2. Student recruitment
protocol is streamlined and
aligned at all Bridge schools
by Bridge counselors
2a. All Bridge counselors aligned with
the Bridge state office student
recruitment protocol.
The Bridge state office and school site
administrators will meet with the
Bridge team to review student
recruitment process and discuss
responsibilities and alignment.
2b. All counselors at different school
sites aligned with the student
recruitment process.
School administration from all three
Bridge school sites will review the
student recruitment process, analyze
data, and collaborate as a Bridge team,
3. A-G completion rates
and 4-year university
acceptance rates increase by
having structured meeting
times with Bridge
counselors.
Number of meetings with
administrators and Bridge team to
discuss best practices in relation to A-
G completion rates and 4-year
university acceptance percentages
Bridge team and administrators will
review A-G enrollment and number of
university applicants based on Bridge
state office data.

Level 3: Behavior
Critical behaviors. The stakeholders of focus are the Bridge counselors who are being
trained on counseling strategies that focuses on increasing A-G completion rates and four-year
university attainment. The specific critical behaviors, metrics, methods and timing for each
critical behavior are included in Table 10.

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Table 10

Critical Behaviors, Metrics, Methods, and Timing for Counselors
Critical Behavior Metric(s)
Method(s)
Timing
1. Bridge counselors
will use data to
drive counseling
practices with
Bridge students.
The observed frequency of
counseling
workshops/sessions and
guidance lesson plans.
1a. Administrators will
evaluate the frequency of
counseling
workshops/sessions and
guidance lesson plans.
Monthly when guidance
lesson plans are
presented and during
counseling
workshops/sessions
The percentage of
counselors providing
guidance lesson plans and
counseling
workshops/sessions as a
result of Bridge data.
1b. Administrators will
evaluate guidance lesson
plans and evaluate
counselors during
workshops/sessions.
Monthly when guidance
lesson plans are
submitted.
2. Bridge counselors
will align recruitment
protocol with
organizational
performance goals.
The percentage of
counselors who have
modified the recruitment
process at different school
sites.
2a. Bridge team will meet to
review the student
recruitment process.
Quarterly as part of
Bridge team meetings.
The percentage of
counselors who modified
the recruitment process
and are not aligned with
Bridge organizational
protocol.
2b. Bridge team and
administrators will review
recruitment practices.
Quarterly, in
collaboration with
administrative team
meetings.
3. Bridge counselors
will use Bridge
counseling practices
that focuses on
increasing A-G rates
and university
percentages.
The percentage of
counselors enrolling
students in A-G courses
and AP classes.
3a. Survey of Bridge
counselors’ enrollments in
A-G/AP and review of
Bridge data.
Once each semester.
The percentage of
counselors enrolling
students in A-G courses
and AP classes.
3b. Administrator reviews
Bridge data.
Once each semester.
The percentage of
counselors using Bridge
data to drive enrollment in
A-G and AP courses.
3c. Administrator meeting
with Bridge counselors on
enrollment practices.
Monthly as part of
Bridge team meetings.

Required drivers. Bridge Counselors require the support of administrators and their
Bridge team to reinforce the transfer of learning from professional developments and to
encourage implementation of newly acquired strategies at their school sites. Assistant principals
will need to monitor counseling sessions to evaluate progress toward performance goals. School
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site administration can provide rewards when counseling goals are accomplished. Table 11
shows the recommended drivers to support critical behaviors of Bridge counselors.
Table 11
Required Drivers to Support Counselors’ Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Job Aid that includes strategies on
how to use increase A-G completion
rates and 4-year university
acceptance percentages.

Ongoing 1, 3
Administrative meetings with Bridge
team to provide job-embedded
training on using Bridge data to drive
counseling strategies that increase
student achievement.
Monthly 1, 2, 3
Bridge team meetings to collaborate
and develop best practices for Bridge
team members to promote
achievement for all Bridge students.
Monthly 1, 2, 3
Professional collaboration time for
Bridge team members to discuss
strategies after analyzing Bridge
data.
Weekly 1, 2, 3
Encouraging
Professional collaboration time for
administration, Bridge counselors,
Bridge teachers, and Bridge mentor
can discuss strategies for student
achievement.
Weekly 1, 2, 3
Administrative support and
constructive feedback for Bridge
team members.
Ongoing 1, 2, 3
Rewarding
Bridge state office recognition and
local school site recognition for
Bridge counselors increasing A-G
completion rates to and 4-year
university acceptance rates.
Quarterly 1, 2, 3

Monitoring
Assistant Principal will monitor A-G
course enrollment to evaluate
counseling practices.
Quarterly 1, 2, 3
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Assistant principal can collaborate
with counselors to develop
counseling goals during employee
evaluations and measure outcomes.
Quarterly 1, 2, 3
Assistant principal can monitor
counseling practices during
counseling sessions and provide
feedback during evaluations.
Monthly 1

Organizational support. To support counselors’ critical behaviors, the organization will
focus on collaboration time to support counselors in their efforts to enhance their counseling
practices. The organization will include Bridge statewide professional developments in the fall
and spring, school site professional collaboration time, Bridge department meetings, and
continual communication with Bridge team members. Moreover, there will be increased
effective communication between administration and counselors about Bridge program duties
and responsibilities. Organizational support is essential for counselors to be able to transfer the
knowledge acquired during professional developments and trainings to achieve performance
goals and measurable outcomes.
Level 2: Learning
Learning goals. After completion of the recommended solutions, especially in the initial
training, the counselors will be able to:
1. Recognize Bridge state office protocol and counseling procedures with 100%
accuracy, (D)
2. Recognize counseling practices that are aligned with the organizational mission of
increasing A-G completion rates and four-year university acceptance percentages, (D)
3. Correctly identify Bridge data and best practices that can be incorporated at Bridge
school sites to drive student achievement, (D)
4. Apply the procedures to utilize Bridge data to drive counseling practices, (P)
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5. Create goals for professional collaboration time to incorporate counseling practices,
(P)
6. Plan and monitor their counseling practices to align to Bridge state office and school
site regulatory guidelines, (P, M)
7. Indicate confidence that they can implement counseling best practices efficiently
(Confidence)
8. Value the importance of using counseling best practices to promote student
achievement, (Value)
9. Value the planning and monitoring of their work. (Value).
Program. The learning goals listed in the previous section will be achieved with a
training program that evaluates practices, policies, and procedures. Counselors will learn about
various topics related to effective counseling practices and how to implement them in counseling
sessions and workshops. The program is blended, one e-learning module, with one face-face
workshop. The total time for professional training completion will last 480 minutes (8 hours).
During the professional training, the agenda will focus on two sections: Bridge
counseling principles and organizational protocol/procedures. The training will be held at the
California school district office with all three Bridge high school team members in attendance.
The training will be a one day training for a total of 8 hours. The morning session will focus on
counseling best practices, reviewing the Bridge state office mission and organizational
performance goals. The first session will focus on the organization’s purpose and counseling
goals. Moreover, the session will concentrate on Bridge counseling philosophies and purpose
driven best practices, inviting counselors from all three school sites to share purposeful
strategies. The afternoon session will review Bridge organizational policies and protocols that
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align with Bridge program goals. Time will be allocated for Bridge team members to discuss
systemic barriers impeding attainment of organizational performance goals.
Upon completion of the training session, counselors will participate in an e-learning
module. Moreover, counselors will be given a job aid of policies and procedures that will drive
Bridge counseling practices. An additional job aid will provide Bridge data that counselors
could use to assist underserved Bridge students with increasing A-G completion rates and four-
year university percentages. The counseling strategies will be provided through video, presenting
counseling scenarios and delivery of best practices. Upon completion of each video, the learners
will be presented questions to check for understanding. Once modules are completed, Bridge
counselors will be presented with multiple choice questions to assess counselors understanding
of the principles of the training module.
During the professional trainings and Bridge team meetings, the focus will be for
counselors to transfer the learning from the training session and follow up with the e-learning
module, role-playing, discussions, and peer modeling strategies and best practices. Experienced
Bridge counselors will discuss the value of applying these counseling strategies and model how
to implement these best practices to efficiently assist underserved Latino Bridge students.
Components of learning. Demonstrating declarative knowledge is often a prerequisite to
applying knowledge to resolve problems of practice. Therefore, it is imperative to evaluate
learning for both procedural and declarative knowledge during the trainings. Moreover, it is also
essential that learners value the training as a precursor to applying their learned knowledge and
skills on the job. Furthermore, counselors must feel confident that they can successfully apply
their knowledge and skills and commit to implementing them on the job. Table 12 lists the
evaluation methods and timing for these components of learning.
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Table 12
Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks using multiple choice. In the asynchronous portions of the course during and
after video demonstrations.
Knowledge checks through small group discussions and
online discussions.
Periodically during the face to face workshop and
documented observation notes.

Procedural Skills “I can do it right now.”
Multiple choice questions and use of scenarios during
the asynchronous sections of the training.
In the asynchronous sections of the course at the end of
each module.

Demonstration in groups and on an individual basis of
using the job aids to successfully perform the skills.

During the workshops.
Quality of the feedback from counselors during small
group sessions.

During the workshops.
Individual application of the skills in counseling
sessions as documented in observations.
At the end of the workshop.
Pre- and post-test assessment survey asking participants
about their level of knowledge and proficiency before
and after the training.
At the end of the workshop.
Attitude “I believe this is worthwhile.”
Observation of participants’ comments and actions
demonstrating that they see the beneficial factors of
applying the knowledge they acquired to their respective
school sites.
During the workshop.
Discussions of the value of what they are being asked to
do during counseling sessions/workshops.

During the workshop.
Pre- and post-test assessment item. After the course.
Confidence “I think I can do it on the job.”
Survey items using scaled items to check for confidence
levels.

Following each module in the asynchronous portions of
the course.
Discussions following practice and feedback.

During the workshop.
Pre- and post-test assessment item. After the course.
Commitment “I will do it on the job.”
Discussions following practice and feedback.

During the workshop.
Create an individual action plan for professional
collaboration time.

During the workshop.
Pre- and post-test assessment item. After the course.

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Level 1: Reaction
Upon completion of a training, it is imperative to solicit feedback regarding the
effectiveness of the program through an evaluation. Table 13 lists the methods to evaluate all
three components of Level 1 Reaction: engagement, relevance, and customer satisfaction.
Table 13
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Data analytics in the online course Ongoing during asynchronous portion of the course.
Completion of online e-learning modules Ongoing during asynchronous portion of the course
Observation by trainer/facilitator During the workshops
Course evaluation Two weeks after the training
Relevance
Check in with participants through an online
survey and discussion
After every video/module and workshop

Training Course evaluation Two weeks after the training
Customer Satisfaction
Check in with participants through an online
survey and discussion
After every video/module and workshop

Training Course evaluation Two weeks after the training
Evaluation Tools
Immediately following the program implementation. During the asynchronous
component of the training, data will be collected at the completion of the modules. This data will
indicate engagement with the content of the professional training and material. In addition, the
trainer will provide surveys after completion of each module, requesting counselors to indicate
the relevance of the training to their overall job performance and their satisfaction with the
delivery of the e-module courses. For Level 1, During the face-to-face professional training, the
trainer will provide a survey asking counselors about the relevance of the material to their school
site and the Bridge state office organization, learning environment, and delivery. Moreover,
Level 2 will include checks for understanding, relevance of training, and confidence levels. The
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instrument can be found in Appendix B.
Delayed for a period after the program implementation. Approximately seven weeks
after the implementation of the training, and then again at 16 weeks, school leadership will
provide a survey consisting of open and scaled items using the Blended Evaluation approach to
measure the counselor’s satisfaction, perspective, and relevance of the professional training
(Level 1), the level of confidence and value of incorporating their training (Level 2), transfer of
learning and applying training to the Bridge counseling process and protocol (Level 3), and the
extent to which their performance goals of increasing A-G completion rates and four-year
university acceptance percentages align with the organizational goals (Level 4). The instrument
can be found in Appendix C.
Data Analysis and Reporting
The Level 4 goal for Bridge counselors is measured by the level of increasing A-G
completion rates and four-year university acceptance percentages. Each week, assistant principal
and Bridge counselors will track grade reports, A-G completion rates, university acceptance
percentages during Bridge team meetings and formal evaluations. The report below in Table 14
will show the data on counseling practices as a monitoring and accountability tool. The report
will include elements from all four levels of Kirkpatrick and Kirkpatrick’s (2016) New World
Model.

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Table 14
Counseling Practices Accountability Report.
100-90% 89-80% 79-70% <69%
Level 4 - Results
Bridge A-G data and university percentages aligned
with Bridge State office policies promoting student
achievement.
◽ ◽ ◽ ◽
Advanced Placement/Honor data percentages aligned
with school site policies promoting student
achievement.
◽ ◽ ◽ ◽
Guidance lesson plans are aligned with A-G course
sequence and university requirements
◽ ◽ ◽ ◽
Level 3 - Behavior
Alignment between Bridge counseling practices at
Bridge school sites
◽ ◽ ◽ ◽
Guidance lesson plans with modifications based on
Bridge data
◽ ◽ ◽ ◽
Bridge counselors are aligned with Bridge state office
student recruitment protocol
◽ ◽ ◽ ◽
Level 2 - Learning
Counselors that demonstrated knowledge of Bridge
policies and procedures in post-assessment.
◽ ◽ ◽ ◽
Counselors indicating they can transfer learning from
training on the post-assessment.
◽ ◽ ◽ ◽
Counselors indicating value of counseling practices in
post-assessment.
◽ ◽ ◽ ◽
Counselors indicating confidence that they can
incorporate counseling practices in post-assessment.
◽ ◽ ◽ ◽
Counselors indicating commitment to incorporating
counseling practices in post-assessment.
◽ ◽ ◽ ◽
Level 1 - Reaction
Counselors indicating engagement in the initial training
program.
◽ ◽ ◽ ◽
Counselors indicating that the initial training was
relevant.
◽ ◽ ◽ ◽
Counselors indicating that the training was useful. ◽ ◽ ◽ ◽
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 129

Summary
The New World Kirkpatrick Model (2016) was used to design, drive, and analyze the
recommendations for Bridge counselors with attaining its organizational goal of increasing A-G
completion rates and four-year university acceptance percentages. The New World Kirkpatrick
model was utilized to assess the effectiveness of a training and whether it incorporated the four
levels of evaluation. The four levels of evaluation involve behavior, learning, reaction, and
results. Additionally, the Kirkpatrick model focuses on continuous data collection throughout a
training to evaluate the effectiveness of a program. Thus, a trainer can adjust the training to meet
performance goals and organizational expectations. As a result, the model emphasizes ongoing
evaluation on the efficiency of a training and whether transfer of learning occurred in relation to
increasing A-G completion rates and university acceptance percentages for underserved Latino
Bridge students.
Limitations and Delimitations

This evaluation study utilized interviews, literature review, and document analysis. As
stated in chapter three, the researcher, served as a Bridge counselor at one of the three schools
evaluated in the study. The researcher encountered limitations that were not in the researcher’s
scope of control in relation to qualitative data collection. Limitations from qualitative data
collection consisted of cancellations on behalf of interviewees and access to people. In addition,
delimitations affected the researcher’s data collection process and data analysis.
The researcher elected to evaluate k-12 systemic barriers of underserved Latino students
in regards to A-G completion and university acceptance rates. Additional delimitations of the
study included variables of interest, school sites of analysis, methods of investigation, time
period study covers, alternative theoretical frameworks that could have been adopted, and sample
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 130

population of the interviewees. Thus, the researcher selected three schools from within the same
school district as the site of analysis due to convenience and availability of participants.
Moreover, data collection was completed over a two-month period and limited to counselor
perspectives. These delimitations were necessary to complete the study in a timely manner.
Moreover, Bridge counselors were selected as the key stakeholder group, as counselors can
influence change toward the organizational performance goals. Lastly, teachers, mentors,
parents, Bridge state office directors, and students would have provided alternate perspectives in
regards to A-G completion rates and university acceptance percentages, which were not included
in the evaluation study.
Future Research

Recommendations for future research emerged in the evaluation study based on
limitations and delimitations. A recommendation to consider would be to include Bridge
students, teachers, parents, and Bridge state office officials on the topic of increasing A-G
completion rates and four-year university acceptance percentages. Thus, future research would
provide a wide range of perspectives from multiple stakeholders from several school districts
partnered with the Bridge organization. Valuable perspectives from multiple Bridge stakeholders
would include knowledge, motivation, and organizational influence from teachers, mentors,
students, and principals. High school principals can provide administrative perspectives and
support to the Bridge program. In addition, Bridge teachers are integral team members and can
share valuable insight in relation to organizational teaching practices and pedagogy. Moreover,
evaluating student's perspectives in regards to A-G courses and university attainment would add
value to the evaluation study. Recommendations provided in this evaluation study suggest that
improving Bridge counseling practices can contribute to achievement of the organizational goal.
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 131

Lastly, it would be essential to collect additional data on increasing A-G completion rates and
university acceptance percentages from multiple stakeholders in order to evaluate their impact on
the organizational goal.
In California Unified School District, where the city’s limits have low-income families
and state-funded housing projects, underserved Latino students and families required additional
guidance and educational support. All three schools for this study were Title I schools and 64%
of its students were on free or reduced lunch programs. Thus, it is imperative that future
researchers study socioeconomic factors, family income, and how it translates to student
achievement and university attainment. Future research can include school districts from high
socioeconomic and high income communities. In this study, counselors described feeling
overwhelmed with Bridge counseling duties and responsibilities, which impacted their
performance goal of increasing A-G completion rates and four-year university acceptance
percentages for underrepresented Latino Bridge students. Moreover, a recommendation to
consider would be to include teachers’ duties and responsibilities in the classroom and how it
impacts English test scores, grades, and completion rates.
Conclusion
In California USD, and surrounding school districts, effective counseling practices are
important to student achievement. Bridge counselors were selected as the key stakeholder and
the focus of this evaluation study, the counselor scheduled all Bridge students into A-G college
preparatory courses and created college post-secondary plans for all Bridge students. In addition,
the Bridge counselor was responsible for scheduling students into Advanced Placement courses
and assisted with four year university applications. Moreover, Clark and Estes (2008) provided
an analytic framework that explained organizational and stakeholder performance goals and
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 132

identified the gap between the actual performance level and the performance goal. Thus, this
framework examined the Bridge counselor’s knowledge, motivation and organizational
influences that influenced performance gaps (Clark & Estes, 2008). In addition, by utilizing this
framework, data revealed that counselors possessed the knowledge and motivation to incorporate
counseling best practices to increase A-G completion rates and university acceptance
percentages, but lacked the organizational support to incorporate these practices. Therefore,
recommendations to address these organizational barriers include increased collaboration time,
continuous communication with administration and Bridge team, streamlining the student
recruitment process, and instituting a two-counselor format per school site to achieve
performance goals.
The evaluation study has provided California USD and the Bridge state office with
recommendations to increase student achievement with the underserved Latino population.
Moreover, the study identified organizational gaps in performance within local school sites and
the Bridge state office that could be addressed through continuous communication and allocated
professional collaborative time. In addition, the findings of this evaluation study could provide
insight to best practices that can be implemented at all Bridge school sites partnered with the
Bridge state office. Therefore, future studies on the topic of counseling, could motivate other
counselors to raise the educational bar for underserved Latino students across the nation’s k-12
school systems. The data collected and the literature review in this evaluation study suggest that
underserved Latino students have university aspirations, and counselors can assist with their
educational goals. The consequence of not solving the achievement gap with the underserved
Latino student population may result in low achievement and a potential for high school
dropouts. Such educational gaps may leave Latinos who dropout of high school with limited
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 133

post-secondary options. Thus, without a high school diploma, Latino students may be denied
jobs or entrance to four-year universities. By removing systemic barriers in the k-12 public
school systems, and focus on increasing achievement for underserved Latino students, educators
can create an educational pathway to success. Higher education for underserved Latino students
can result in skilled workers for the careers of today and the future in a global economy.

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 134

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APPENDIX A
Interview Protocol
A Request for Interview Participation
Hello,
I am requesting an interview with you to gain an understanding on your experiences,
beliefs, and or practices as a Bridge counselor and your relationship with Bridge students. I
would like to ask questions regarding your professional training, counseling sessions, and
counseling practices with increasing the four-year university acceptance percentages and A-G
completion rates. The purpose of my study is to evaluate Bridge counselor’s best practices
between Bridge students and how the interactions increases A-G completion and college
readiness. It is important for me to understand your perspective and knowledge on college
preparation and your relationships with your Bridge students.
I appreciate you volunteering to share your counseling experiences and perspectives and
to be a part of my study. As previously mentioned, I will record the interview for accuracy.
Furthermore, after the interview, you will have the opportunity to review the transcripts. My
dissertation chair, committee two members, and I are the only individuals with access to the
interview. At any time you feel uncomfortable, you may skip a question and discontinue the
interview or withdraw from the study. I would like to remind you that your identity will be kept
anonymous and I will use a pseudonym when writing the study.
Research Questions
1. What are the counselors’ knowledge and motivation in relation to increasing four-year
university acceptance rates for Bridge students?
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 145

2. How do counselor’s knowledge and motivation interact with the Bridge state office to
shape counselor’s ability to increase A-G completion rates and four-year university percentages
for Bridge students?
I would like to ask you a few questions regarding your professional training and counseling
practices in relation to increasing the four-year university acceptance rates and A-G completion
rates for Bridge students.
INTERVIEW QUESTIONS
1. Do you encourage Bridge students to apply for four-year universities? (M)
2. What do you think the role of a Bridge counselor should be when working with
underserved students? (K)
3. How would you describe your role as a Bridge counselor? (K)
4. How many years have you served as a Bridge counselor, do you consider yourself
knowledgeable when it pertains to Bridge duties and responsibilities? (K)
5. What influences your decision to work with underserved Bridge students? (M)
6. Do you encourage enrollment of A-G courses and Advance Placement classes with
Bridge students? (M)
7. Do you feel overwhelmed with Bridge counseling duties and responsibilities? (O)
8. Would you benefit from having an additional Bridge counselor at your school site? (O)
9. Do you feel that Bridge professional developments are beneficial to your professional
growth? (O)
10. Would you like to see changes made to the student recruitment process? (O)

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APPENDIX B
Counseling and A-G Courses and University Requirements
Initial Training Workshop Evaluation
The purpose of this survey is to evaluate the training provided in relation to A-G
completion rates and four-year university acceptance percentages. The feedback you provide is
essential to evaluate the quality of the training. Based on the responses of your survey, we will
incorporate recommendations and feedback into future trainings.
Level 1 - Engagement STRONGLY STRONGLY
DISAGREE AGREE
1. The training and the facilitator were engaging. ❍ 1 ❍ 2 ❍ 3 ❍ 4
2. The facilitator encouraged participation and
welcomed questions
❍ 1 ❍ 2 ❍ 3 ❍ 4
Level 1 - Relevance
3. I will apply what I learned from the training in
counseling sessions
❍ 1 ❍ 2 ❍ 3 ❍ 4
4. I am aware of the counseling expectations at my
school site.
❍ 1 ❍ 2 ❍ 3 ❍ 4
Level 1 - Customer Satisfaction
5. I would recommend this training to other
counselors
❍ 1 ❍ 2 ❍ 3 ❍ 4
Level 2 - Knowledge
6. I understand Bridge state office policies and
procedures with increasing A-G completion
rates and four-year universities.
❍ 1 ❍ 2 ❍ 3 ❍ 4
7. I understand how to apply Bridge state office
policies and procedures at my school site.
❍ 1 ❍ 2 ❍ 3 ❍ 4
Level 2 - Attitude
8. I believe that these counseling practices will
increase student achievement.
❍ 1 ❍ 2 ❍ 3 ❍ 4
Level 2 - Confidence
9. I believe that I can efficiently incorporate these ❍ 1 ❍ 2 ❍ 3 ❍ 4
THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 147

counseling practices.
Level 2 - Commitment
10. I will incorporate the counseling practices in my
everyday counseling sessions.
❍ 1 ❍ 2 ❍ 3 ❍ 4

11. Provide additional feedback and recommendations.

THE BRIDGE PROGRAM AND UNDERREPRESENTED LATINOS 148

APPENDIX C
Counseling Program Evaluation
The purpose of this survey is to evaluate the ongoing training provided in relation to
counseling best practices. The feedback you provide is essential to evaluate the quality of the
training. Your responses will assist us in understanding your level of learning and your level of
implementation at your school site.
L1: Reaction STRONGLY STRONGLY
DISAGREE AGREE
1. I have transferred and applied what I learned
from the workshop in my counseling sessions.
❍ 1 ❍ 2 ❍ 3 ❍ 4
2. I found this training relevant and purposeful. ❍ 1 ❍ 2 ❍ 3 ❍ 4
L2: Learning
3. The strategies I acquired in the training were
useful during my counseling sessions and
counseling workshops.
❍ 1 ❍ 2 ❍ 3 ❍ 4
L3: Behavior
4. I will collaborate with my Bridge team members
regarding counseling best practices that I have
incorporated in counseling sessions.
❍ 1 ❍ 2 ❍ 3 ❍ 4
L4: Results
5. My counseling practices assisted students
increase A-G completion rates and four-year
university acceptance rates.
❍ 1 ❍ 2 ❍ 3 ❍ 4

6. Provide additional feedback and recommendations.

Abstract (if available)

Abstract This study consisted of interviews, document analysis, and review of literature to examine the number of underrepresented Latino Bridge students accepted to four-year universities and A-G completion rates at Bridge schools in California Unified School District. The researcher evaluated the knowledge and motivation of Bridge counselors. Counseling practices were evaluated in relation to A-G completion rates, four-year university acceptance percentages, and to what extent Bridge state office policies influenced counseling protocol. Thus, six Bridge counselors from three schools within the same school district participated in the qualitative study. Bridge data, provided by the Bridge state office for all three school sites were evaluated to triangulate counseling practices and perspectives in relation to A-G completion, university attainment, and student achievement. Clark and Estes (2008) Gap Analysis Framework was used to analyze knowledge, motivational, and organizational influences on counselors’ A-G completion rates, four-year university acceptance percentages, and counseling practices. The findings of this study revealed that counselors possessed knowledge in relation to increasing A-G completion rates and four-year university acceptance percentages. Moreover, counselors possessed motivation and high self-efficacy to assist underserved Latino Bridge students with A-G courses and encouraged higher education, but encountered organizational systemic barriers with incorporating counseling best practices at Bridge school sites. Interviews revealed that counselors possessed knowledge and utilized counseling best practices during counseling sessions and workshops to increase student achievement. Organizational barriers such as lack of team collaboration, administrative support, arduous student recruitment protocol, were described as barriers to counselors attaining organizational performance goals. The findings of this evaluation study revealed that increased collaboration time was requested by counselors at Bridge school sites. In addition, Bridge counselors requested enhanced administrative support, modification of the student recruitment process, and assigning two counselors at each school site to assist with Bridge duties and responsibilities. The incorporation of counseling best practices and removal of organizational systemic barriers could lead to increased A-G completion rates and four-year university acceptance for underserved Bridge students.

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Asset Metadata

Creator Hernandez, Samuel Cruz (author)

Core Title The Bridge Program and underrepresented Latino students: an evaluation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 03/05/2018

Defense Date 12/08/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag achievement gap,Counseling,counselor,four-year universities,high school counselor,Latino students,multicultural literature,OAI-PMH Harvest,underrepresented,underserved

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Datta, Monique (committee chair), Hoyo, Harvey (committee member), Picus, Lawrence (committee member)

Creator Email hernansc@usc.edu,samkey772002@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-481739

Unique identifier UC11266894

Identifier etd-HernandezS-6077.pdf (filename),usctheses-c40-481739 (legacy record id)

Legacy Identifier etd-HernandezS-6077.pdf

Dmrecord 481739

Document Type Dissertation

Rights Hernandez, Samuel Cruz

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA