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Strategies used by California high school counselors to help Latino students complete a–g requirements

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Strategies used by California high school counselors to help Latino students complete a–g requirements

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Content STRATEGIES USED BY CALIFORNIA HIGH SCHOOL COUNSELORS TO HELP LATINO
STUDENTS COMPLETE A–G REQUIREMENTS
by
Sonia Rojas
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
(Education (Leadership))
May 2020
Copyright 2020 Sonia Rojas
ii
DEDICATION
The last few years have been very challenging with health scares, a new position,
unforeseen situations, navigating the dissertation process, and life.
I want to dedicate this dissertation to my parents and sister. Thank you for all the
sacrifices made for my sister and me to have a better life. Thank you for raising me this way, to
help everyone in need. Because of this, I was inspired to become a school counselor, to help
motivate and educate young minds to continue their education to a higher learning institution.
I also want to dedicate this dissertation to my fiancé for always supporting me in all my
ideas and projects. I don’t know what I did to deserve such a caring, loving, and extraordinary
man. Thank you for being patient with me and always figuring out a way to make me smile.
To Latino students, always go after your dreams, only you can make them happen. Do
not let anybody tell you you can’t or aren’t great. The possibilities are endless, just find what
ignites your passion and pursue it.
To educators, I hope this study and recommendations create awareness of the role of the
high school counselor as well as, how high school counselors can be supported to be effective
and efficient with their time.
To high school counselors, I hope these recommendations, strategies, and best practices
are found beneficial to feel efficacious and shape the way we work with Latino students.

iii
ACKNOWLEDGEMENTS
I want to acknowledge my dissertation chair, Dr. David Cash, second dissertation chair,
Dr. Rudy Castruita, and dissertation committee member, Dr. Larry Hausner. Thank you for
navigating this process with me.
I want to thank God and the Bill and Melinda Gates Foundation for the opportunities
provided. I am honored to have been selected as a Gates Millennium Scholar, which motivated
me to pursue a career in education to continue to empower and educate young minds.
I am honored to acknowledge Dr. Ilda Jiménez y West for her support and guidance
during this difficult dissertation process. You are truly an angel sent by God and were there for
me when I most needed help. I honestly do not know what would have happened if our paths
wouldn’t have crossed. The world needs more people like you!
A special acknowledgement to Dr. Guadalupe Garcia Montaño for helping with her
wonderful editing skills to shape this dissertation.
I would like to acknowledge the anonymous high school counselors who made this study
possible by supporting through surveys and interviews. Thank you for sharing your knowledge
and strategies to help high school counselors improve and increase the Latino a–g completion
rate. I am definitively inspired by the tremendous role high school counselors play in the lives of
Latino students.
I am extremely grateful for all the mentors, supervisors, and coaches who influenced me
throughout my life. Thank you for believing in me. The advice received made me get to where I
am and do what I do.
Lastly, I want to acknowledge my amazing fiancé for always listening to me when I
needed a shoulder to cry on and a comforting hug.
iv
TABLE OF CONTENTS
Dedication ii
Acknowledgements iii
List of Tables vi
List of Figures vii
Abstract viii
Chapter One: Overview of the Study 1
Background of the Problem 2
Statement of the Problem 3
Purpose of the Study 3
Research Questions 4
Importance of the Study 4
Limitations 5
Definition of Terms 5
Chapter Two: Literature Review 9
Theoretical Framework 9
Historical Background 10
The Role of the High School Counselor 11
A-G Course Requirements 13
Current Student Performance in Meeting a–g Course Requirements 14
Organizational Barriers 15
Counselors’ Knowledge and Skills 18
Need for Training 18
Informing Parents to Motivate Students 19
ASCA National Model 20
Impact of Adding More School Counselors 24
Effective Programs 25
LAUSD’s Model 26
Use of Technology 26
Summary 28
Chapter Three: Methodology 29
Research Methods 29
Research Design 30
Population and Sample 32
Procedures 33
Instrumentation 33
Data Analysis 33
Ethical Considerations 34
Summary 34
Chapter Four: Research Results and Findings 35
Research Questions 35
Triangulation 35
Findings 35
Theoretical Frameworks 36
Demographic Analysis 37
v
Respondents’ Education Level 37
Ethnicity 38
Age 39
Gender 40
Current Service Years in the District 41
Number of Counselors in the School 42
Number of Students in Participants’ Caseloads 42
Major Findings 43
Research Question 1 44
Strategies 44
Barriers 52
Research Question 2 53
Overcoming Organizational Barriers 54
Parental Involvement 69
Summary of the Research Findings 71
Chapter Five: Summary, Conclusion, and Implications 74
Recommendations 76
Recommendations to School Counselors Based on Key Findings 79
Limitations 80
Implications 81
Future Research 81
Conclusion 82
References 84
Appendix A Interview Protocol 96
Appendix B Survey Protocol 98
Appendix C Letter to Survey Participants 103
Appendix D Letter to Interview Participants 104

vi
LIST OF TABLES
Table 1 Distribution of Highest Level of Education of Respondents 37
Table 2 Distribution of Ethnicity of Respondents 38
Table 3 Distribution of Respondents’ Ages 39
Table 4 Gender Distribution of Respondents 40
Table 5 Distribution of Respondents Current Service Years in their District 41
Table 6 Distribution of Number of Counselors in their School 42
Table 7 Distribution of Number of Students in Participants’ Caseloads 42
Table 8 High School Counselors’ Response Scores on Survey Items 54
Table 9 Number of Conferences Participants Attended 57
Table 10 High School Counselors’ Response Scores on Survey Items 58

vii
LIST OF FIGURES
Figure 1: The a–g course requirements (UC, 2016). 14
Figure 2: ASCA Model 2002 (ASCA, 2018). 17
Figure 3: The Four Pillars of the ASCA Model (ASCA, 2003). 22
Figure 4: Participants’ degrees. 38
Figure 5: Distribution of respondents’ ethnicities. 39
Figure 6: Distribution of respondents’ ages. 39
Figure 7: Respondents’ gender distribution. 40
Figure 8: Distribution of respondents current service years in their district. 41
Figure 9: Distribution of number of students in participants’ caseloads. 43

viii
ABSTRACT
High school counselors are vital advisors in the development of the Latino high school
students’ plans for the future. With such an impact come many other responsibilities, deviating
high school counselors from focusing on the most crucial part of their job, delivering college-
readiness resources. The purpose of this study was to examine California credentialed school
counselors in Los Angeles County from successful high schools that have a remarkable Latino a–
g completion rate. The researcher investigated the strategies school counselors utilize to ensure
students complete the a–g course requirements.
This dissertation focused on surveying and interviewing high school counselors
considered successful with at least 50% a–g completion rates as published in the Department of
Education on the California School Dashboard. It was imperative to examine successful high
school counselors who possess the skills, perform the appropriate interventions, strategies to
influence, motivate Latino students to graduate and meet the a–g course requirements. The
dissertation was meant to identify the knowledge and experience of thriving counselors, to share
effective strategies used to keep Latino students on the a–g track, enabling them to attend a
university and be more prepared academically for their post-secondary successes. This was a
mixed methods study aiming to investigate how high school counselors assist students to
complete their a–g course requirements. The population utilized for this study was California
credentialed school counselors in the Los Angeles County from successful high schools that have
a remarkable Latino a–g completion. The data was analyzed, effective interventions are
suggested for implementation to motivate and prepare Latino students to complete their a–g
course requirements to receive a higher learning education.
1
CHAPTER ONE: OVERVIEW OF THE STUDY
Social mobility is made possible through education, (Nickel, 2016), yet not all high
schools provide enough information for students to meet the college admission requirements.
Data demonstrate low-income students face several barriers to college access such as lack of
guidance, lack of support, and lack of preparation for college applications (College Possible,
2014). This lack of information is concerning for all populations, but affects first-generation
Latino students disproportionately. In California, disproportionate access among Latino students
has far-reaching ramifications, as this state has the largest Latino population in the country. In
fact, Latinos have now surpassed Caucasians as the state’s largest ethnic group (Panzar, 2015).
Nationally, Latinos make up 17% of the population, effectively making people of Hispanic
origin the largest racial minority in the United States (Flores, 2017; U.S. Census Bureau, 2017),
By 2060, the projection is that Latinos will make up 28% of the national population (CNN, 2018)
Specific to California, Latinos in the public education system face low a–g completion
rates, poor a–g progress monitoring, poor interventions, and inadequate support systems (Lutz,
2007). This subgroup of the population finds it hard to gain admission to the California State
University (CSU) or University of California (UC; Kirst & Venezia, 2004). This problem is
compounded by the fact that high school counselors may not be equipped with the strategies to
help Latino students meet the a–g course requirements (Walton Radford, Ifill, & Lew, 2012).
Previous research has identified organizational barriers preventing counselors from guiding
Latino high school students toward meeting the a–g course requirements: large caseloads, poor
training, lack of professional development, and lack of administrative support (Auger & Abel,
2014; Lutz, 2007; Storlie & Toomey, 2016; Walton Radford, Ifill, & Lew, 2012). For the
students themselves, these barriers exacerbate existing difficulties due to language access, lack of
2
information regarding college admission and financial aid, and lack of progress monitoring
(Lutz, 2007; Stern, 2009). Therefore, properly prepared counselors can provide college
admission information to remove some of the barriers to Latino students’ access to higher
education (Bettinger, Boatman, & Long, 2013).
Background of the Problem
McInerny (2014) surveyed over 400 high school counselors in Indiana and found
counselors were required to engage in many tasks unrelated to counseling, such as large amounts
of clerical work. School counselors also had a high number of students to counsel, making it
difficult to offer assistance to students who require additional support (McInermy, 2014). In
addition, a nationally representative longitudinal study of American high school counseling
departments from 2009 to 2012 reported school counselors spent 70% of their time selecting
courses and classes (Walton Radford et al., 2012). Participants reported caseloads and secretarial
work prevented them from connecting and building rapport with their Latino students (Walton
Radford et al., 2012). According to Auger and Abel (2014), it is difficult to be a successful
counselor when other duties take time away from meeting with students and counselors contend
with an average caseload of 471 students, which is much higher than the 250 recommended by
the American School Counselor Association (ASCA; Auger & Abel, 2014).
The connection between high school counselors’ effectiveness and the low Latino a–g
completion requires investigation due to the significant decrease of Latino student enrollment at
the CSU and UC (Kirst & Venezia, 2004). According to Ashkenas, Park, and Pearce (2017),
Hispanics are more underrepresented in universities now than they were 35 years ago. According
to Auger and Abel (2014), organizational barriers like ineffective counseling prevent Latino high
school students from receiving the support necessary to graduate from high school and be
3
eligible for college. Therefore increasing the number of these students who meet college
admission requirements requires examining how some counselors are successful in guiding this
population.
Statement of the Problem
Students have a higher chance of being successful in life if they enroll in a university
directly after high school (Bettinger, Boatman, & Long, 2013). Moore, Slate, Edmonson, Combs,
Bustamante, and Onwuegbuzie (2010) argued a postsecondary degree is required for most well-
paying employment opportunities. However, there are various reasons counselors fail to help
their Latino students complete the a–g course requirements. The researcher sought to examine
successful counselors and identify interventions to ensure Latino students are meeting college
admission requirements. It is believed these interventions will increase Latino students’ a–g
completion rate and college enrollment.
The fundamental problem is the low number of Latino students who graduate from high
school having completed the a–g requirements (Rodriguez, Rhodes, & Aguirre, 2015). Various
barriers prevent some high school counselors from helping Latino students to take the right
courses. This researcher identified a need to discover strategies, tactics, and programs utilized by
successful high school counselors in California public schools to help Latinos complete a–g
course requirements. It is also imperative to highlight the abilities counselors have developed
when assisting Latino students.
Purpose of the Study
Clark and Estes (2008) argued that, to meet the organizational goals, it is imperative first
to identify the organization’s current performance and goals. In this study, the researcher sought
to discover the performance goals of successful high school counselors in Los Angeles County
4
by examining their knowledge, skills, and motivation. For the purpose of this study, a high
school counselor was considered successful when at least 50% of their Latino students met the
a–g requirements when graduating from high school. This benchmark was set, as the California
School Dashboard revealed only 33% of Latino students in California complete a–g course
requirements and are eligible for college (California School Dashboard, 2018). The goal of this
study was to discover the strategies used by successful high school counselors to ensure Latino
students mee the a–g requirements. Based on the knowledge and experience of successful high
school counselors, the researcher explored the strategies they use to guide students toward
college eligibility. The results from the study will help formulate effective high school
counseling strategies to enable Latino students to attend a university and be more prepared
academically for their postsecondary endeavors. Thus, the purpose of this study was to examine
the strategies, tactics, and programs successful California high school counselors use to ensure
Latino students meet the a–g requirements.
Research Questions
Two research questions guided this study:
1. What strategies do California high school counselors use to ensure Latino students
meet the a–g requirements for admission to the California State University and the
University of California?
2. How do successful high school counselors overcome organizational barriers when
working with Latino students?
Importance of the Study
Addressing the problem of Latinos’ meeting the a–g requirements has an impact on their
future. School counselors, who have a profound influence on Latino high school students, can
5
make a difference in these students’ academic achievement (Gonser, 2018). Successful
counselors ensure a high school culture that encourages college attendance (Radcliffe & Bos,
2013). It is imperative to create a culture where students anticipate going to college. Research
has identified numerous organizational barriers to a–g course completion. Nonetheless, some
counselors have been successful in guiding Latino students toward meeting college admission
requirements. This study examined the strategies, tactics, and programs those successful
counselors used to increase a–g course completion rate for Latino students. Twenty-four
successful high school counselors were surveyed and five were interviewed to discover the
strategies, tactics, and programs they used.
Limitations
A limitation is that this case study was limited to successful high school counselors in
Los Angeles County. It was also not possible to make this a longitudinal study due to time
constraints. Interviews were limited due to the short period of time, and survey respondents may
have provided inaccurate responses.
Definition of Terms
The terms below were used throughout the study.
a–g requirements: High school courses which must be completed to be eligible for
admission the CSU and UC. These are presented in detail below.
Area A: History, 2 years
Area B: English, 4 years of college-preparatory courses
Area C: Mathematics, 3 years required, 4 recommended
6
Area D: Laboratory science, 2 years required, 3 recommended. 1 life science (biology)
and 1 physical science (chemistry), and physics as the 2nd physical science, counting as
the 3rd year
Area E: Foreign language, 2 required, 3 recommended
Area F: Visual and performing arts, 1 year
Area G: College-preparatory elective, 1 year, could also be a course from a–g after
satisfying the courses required (California State University, 2017; University of
California, 2016).
ACT: A standardized test required to apply for college admission. The test consists of
English, math, reading, and science sections. The score ranges from 1 to 36 for each section, and
the average rating of the four sections makes up the composite score (ACT, 2017).
Advanced Placement (AP): College-level high school courses which grant an extra point
towards students’ grade point average (GPA). A strong score on the AP exam earns the student
college credit. Most universities will consider that credit towards graduation requirements
(College Board, 2018).
College access: High school students gaining access to university information,
procedures, requirements, and tests required for admission (National College Access Network,
2015).
Culturally responsive counseling: Counseling programs designed to approach students in
culturally appropriate ways to motivate and support their access to colleges or universities after
high school (Hays, 2001).
7
English learner program: Specialized program for students who do not read, write, or
speak the English language. The purpose is to help these students improve their English language
skills (California Department of Education, n.d.).
Families /Latino culture: Family is central in the Latino culture and is considered a
priority. Families share their ideology, customs, traditions, beliefs, and values from generation to
generation (Torres, 2004).
Financial aid: Financial assistance provided by the federal and state governments for
students to pay university tuition through loans, grants, and scholarships (U.S. Department of
Education, n.d).
Grade point average (GPA): The number representing the average of students’ earned
grades, which universities use as part of determining eligibility. The CSU requires a GPA of 2.0,
and the UC one of 3.0 at minimum (Back to College, 2018; Cal State Apply, 2017; University of
California, 2016a).
SAT: refers to the Scholastic Assessment Test that was previously known as the
Scholastic Aptitude Test. The SAT is a standardized test administered by the College Board,
entailing evidence-based reading, writing, and math. The intent is to measure students’ skills and
knowledge. The SAT consists of 154 questions to answered in 180 minutes. Scores range from
400 to 1600 (College Board, 2018a).
Latino: Term used to describe people who are and/or identify themselves as being of
Hispanic heritage. This term includes individuals from Spanish-speaking countries who live in
the United States (Flores, 2017).
8
School counselor: A credentialed educator who possesses the qualifications, skills, and
knowledge required to guide and teach leadership, advocacy, and communication (Storlie &
Toomey, 2016).
Secondary education: Secondary school consists of middle or junior high school and high
school. Students receive a certificate or diploma upon graduation (Radcliffe & Bos, 2013).
Postsecondary education: Refers to education after high school (California
Postsecondary Education Commission, 2009).

9
CHAPTER TWO: LITERATURE REVIEW
This chapter explores the research pertaining to the following research questions:
1. What strategies do California high school counselors use to ensure Latino students
meet the a–g requirements for admission to the California State University and the
University of California?
2. How do successful high school counselors overcome organizational barriers when
working with Latino students?
This chapter discusses the theoretical framework for this study as well as the historical
background on the role of the high school counselor. It also presents current counseling duties,
the a–g course requirements, and current a–g course completion rates. This chapter explains why
Latinos’ college eligibility rates are lower than those of their non-Latino counterparts in terms of
organizational barriers, high school counselors’ knowledge and skills, training, and parent
involvement. The ASCA National Model and the Los Angeles Unified School District’s
(LAUSD) mode are presented alongside the projected impact of hiring more high school
counselors, implementing effective programs, and using technology to enhance counseling.
Theoretical Framework
Race is considered a social construct, and definitions can exclude certain groups in the
United States, contingent on historical moments (Stovall, 2010). The researcher used critical race
theory (CRT) as a theoretical framework to explain race in education and provide a
comprehensive review in Chapter 4. Latinos in this study, when viewed through a CRT lens,
experience a have a deficit in public education (Stovall, 2010). CRT, as a theoretical framework,
was intended to help reduce race and class oppression (Stovall, 2010). The second theoretical
framework used is school-based social capital theory (SCT). The researcher utilized this
10
framework to analyze school counselor surveys and interviews to investigate how participants’
contact with Latino students influences students’ a–g completion rates (Stjernqvist, Sabinsky,
Morgan, Trolle, Thyregod, Maindal, & Tetens, 2018). The school counselor serves as both
resource and support in Latino students’ attainment of social capital. CRT and SCT were used as
theoretical frameworks when analyzing the data.
Historical Background
In the 1900s, counseling focused on three aspects: societal changes in response to human
need, changes in psychological theory, and educational reform (IResearchNet, n.d.). School
Counseling has been in existence for over 120 years. According to the West Virginia Department
of Education, the vocational counselor position was created due to the high demand for
assistance during the Industrial Revolution when teachers performed counseling duties (Online
Counseling Programs, 2017). During the Industrial Revolution, human needs shifted. A
movement from farms to the cities to work in industries and factories occurred leaving
overcrowded cities (IResearchNet, n.d.). Teachers were not compensated for taking on dual
roles, but they were expected to assess skills and abilities, provide placement, advise, and
motivate students to go from school to the factories (Online Counseling Programs, 2017). Every
school’s purpose was to ensure students were prepared to go to work, and vocational counselors
would help students select the correct work path, depending on their interests (Gysbers &
Henderson, 2001).
In 1957, Congress passed the National Defense Act while the Cold War was occurring as
a reaction to Russia’s launching Sputnik (Online Counseling Programs, 2017). Counselors were
asked to guide and encourage overachievers to enter technology and science fields, creating the
guidance counselor position (Online Counseling Programs, 2017). Funds were used to support
11
and implement counselor preparation programs as a consequence of the dramatic growth of the
counseling profession in the following decades (Online Counseling Programs, 2017). Counselor
numbers tripled due to requirements under the Elementary and Secondary Education Act of 1965
to fight poverty through equal access to quality education (ESEA, 1965). More funds became
available, providing instructional materials, professional development, and additional programs
while promoting parent involvement in their child’s education (U.S. Dept. of Health, Education,
and Welfare, 1965).
The counseling profession is still evolving and influenced by changes in society
(Pflugshaupt, 2019). Counselors are no longer considered guidance counselors because they have
moved away from guiding students into the workforce; they are currently called school
counselors (Online Counseling Programs, 2017). Requirements have also changed over time. For
example, ASCA offers a model with guidelines on the different competencies required to be a
competent school counselor. Today, school counseling focuses on mental health, the well-being
of the student, academics and career aspects (Online Counseling Programs, 2017). Currently, the
role of high school counselors is to advice high school students to complete the a–g course
requirements and be eligible for college.
The Role of the High School Counselor
Counselors play a central role in advising students and parents their college and career
options, a–g requirements, tests, and coursework required for postsecondary education.
According to ASCA (2018), academic school counselors should provide a comprehensive
counseling program promoting academic, career, and social-emotional support to improve
student achievement and development. The College Board Advocacy & Policy Center’s National
Office for School Counselor Advocacy (2012) declared high school counselors are one of the
12
nation’s most significant yet understated resources in accelerating student academic
achievement. The findings from the 2012 National Survey of School Counselors showed school
counselors take on multiple roles in their schools. In terms of supporting students’ social-
emotional and academic development, the survey showed counselors provide administrative
support, fill in for teachers, coordinate tests, and act as a liaison between schools and
communities, among other responsibilities (College Board Advocacy & Policy, 2012).
Lieberman (2004) voiced that professional school counselors are often required to complete tasks
outside of their professional role. Most counselors and school administrators believe changes
should be implemented to counselors’ job responsibilities to create an educational system where
all students graduate from high school ready to succeed in both college and career (College
Board Advocacy & Policy, 2012).
High school counselors meet with all their students and provide individual planning
tailored to students’ personal and socio-emotional needs (Auger & Abel, 2014). As many Latino
high school students are not well informed about college entry requirements, high school
counselors can prepare them for postsecondary education (Stillman, 2011). According to Storlie
and Toomey (2016), the school counselor position was purposefully created to make meaningful
changes in the school and positively impact all students. Counselors are expected to have
working knowledge of the holistic college application process, including the a–g course
requirements, student GPA eligibility index, university requirements for the competitive student,
validation rules, community service, and participation in student groups and clubs. Also, high
school counselors provide information about fee waivers and help students register for university
examinations.
13
Former first lady Michelle Obama, in collaboration with The Education Trust and ASCA,
started initiatives such as Reach Higher and Better Make Room. In an attempt to support school
counselors, these initiatives help create awareness of the steps needed for students to take
ownership of their future by enrolling in a professional training program, community college, or
university after high school and applying for financial aid (Common App, 2017). According to
Marrero (2019), students who meet with their high school counselors to discuss the future are
three times more likely to attend an institution of higher learning and seven times more likely to
apply for financial aid when compared to students who do not have any contact with counselors.
Another purpose of this initiative is to increase awareness of the importance of high school
counselors and ways to increase their numbers (Marrero, 2019). The Education Trust, ASCA,
and Reach Higher recently noted the average counselor to student ratio is 464 to 1, 1 in 5
students do not have access to a counselor, and 11 million high school students are attending a
school with not enough counselors (Marrero, 2019). Despite their impact on schools, counselors
tend to be largely under-appreciated, as the public does not fully recognize the urgency and
importance of school counseling (Murphy, 2016).
A-G Course Requirements
The a–g course requirements, also called academic subject requirements, represent the
minimum academic preparation freshman applicants must have to be eligible for admission. The
CSU requires a minimum GPA of 2.0 in these courses, and the UC requires a 3.0 GPA and does
not accept grades below a C minus. There are seven subject areas included in the a–g
requirements, each with a minimum number of years of required study: history, English,
mathematics, language apart from English, visual and performing arts, and college-preparatory
elective (UCI, 2018).
14
The UC faculty established UC/CSU admission requirements in the Board of the
Admissions and Relations with Schools (BOARS; University of California, 2016). The BOARS
cabinet was established in 1934 (UC, 2016). BOARS regulates policies in the admissions process
and adheres to the academic senate regulations by ensuring best practices while promoting the
educational mission of the university (UC, 2016).
To be eligible for CSU and UC admission, students are required to attain grades of Cs or
better in the 30 semester-long courses (University of California, 2016). California high school
students must complete these a–g course requirements to be eligible for admission to either a
CSU or UC campus. Below are the a–g course requirements (Figure 1).

Figure 1. The a–g course requirements (UC, 2016).

Current Student Performance in Meeting a–g Course Requirements
15
Throughout California, Latino high school students’ a–g completion rates are far below
those of their non-Latino peers. The California School Dashboard (2018) shows 42% of
California students met the requirements last year. White students are meeting a–g course
requirements at 52% and Latinos have a significantly lower rate of 33% (California School
Dashboard, 2018). As a result, there was a need to explore the strategies successful high school
counselors in Los Angeles are utilizing to help Latinos meet the a–g course requirements.
Organizational Barriers
Counselors play a vital role in high school students’ lives by guiding and advising them
on which classes to take to be eligible for college. A primary responsibility of a school
counseling department is executing a coherent counseling program to prepare well-rounded
students. Auger and Abel (2014) argued high school counselors should collect and display
information on the impact of the counseling services for staff to understand the job. This would
enlighten the public on what school counselors do. The delivery component of the ASCA (2018)
model mentions responsive services are designed to fulfill students’ urgent matters and needs.
According to Marzano, Waters, and McNulty (2005), one of the most important aspects of being
an effective leader is the ability to be flexible and have situational awareness during difficult
times. Auger and Abel describe school counseling as an arranged program in which every
student should receive all services. However, it is difficult for counselors to meet with upwards
of 450 students multiple times a year (Lander, 2018).
High school counselors should be meeting the needs of all their assigned students as well
as ensuring they are making progress towards completing the a–g course requirements
(Patterson, 2001). Smaller caseloads are supported by findings from surveys performed by the
College Board Advocacy & Policy Center’s National Office for School counselor Advocacy
16
(2012) showing schools that send more students to college have, on average, smaller caseloads:
336 students at high college-attendance schools compared with 402 students at low college-
attendance schools.
School counselors face multiple challenges while implementing a sustainable and
comprehensive school counseling program (Stillman, 2011). They do not have sufficient time to
manage their caseload and meet with all of their students (Stern, 2009). As Lander (2018) stated,
“counselors are under-supported and shoulder unmanageable caseloads.” High school counselors
should be meeting the needs of their students to ensure they are healthy, content, and able to
focus, study, and meet the a–g course requirements. However, school counselors have
unnecessary work, also known as bureaucratic work, which is not aligned with the ASCA goals
and model (ASCA, 2003; Clark & Estes, 2008). The majority of high school counselors are
assigned non-guidance tasks unrelated to their profession and purpose (Baggerly & Osborn,
2006). In prior research, counselors have expressed concerns about having too many
administrative tasks, like substituting, record-keeping, standardized test coordinator, and
lunchroom duty, making it challenging to implement the counseling curriculum (DeMato &
Curcio, 2004; Pflugshaupt, 2019).
The additional tasks as described by ASCA (2018) drive the counselor away from the
duties they are supposed to perform. The duties mentioned previously keep professional high
school counselors, master’s degree holders, from performing well (McInermy, 2014). School
counselors reported being overwhelmed and stressed due to being off-task because of the excess
of non-guidance related tasks deviating them from providing counseling to students (Kolodinsky,
Draves, Schroder, Lindsey, & Zlatev, 2009). The issue of school counselors performing non-
guidance tasks hinders and diminishes the importance of a comprehensive counseling program
17
(Gysbers & Henderson, 2006; Nelson, Robles-Pina, & Nichter, 2008). In addition, Baggerly and
Osborn (2006) found school counselors’ self-efficacy and satisfaction are affected by performing
non-guidance related tasks. Thus, it is essential to understand the challenges high school
counselors face as these relate to the overall research focus. The list below in Figure 2 highlights
the appropriate and inappropriate activities for counselors presented by ASCA (2018).

Figure 2. ASCA Model 2002 (ASCA, 2018).
College Board National Office for School Counselor Advocacy (2012) created eight
components of College and Career Readiness Counseling to establish guidelines of appropriate
18
tasks for school counselors. The purpose of these eight elements is to provide an approach for
school counselors to implement across grades K-12 to ensure equity both in process and results
(The College Board, 2012). Clark and Estes (2008) explained that a clear understanding of
counseling helps people trust counselors. The creation of this model has helped spread awareness
of counselors’ primary roles, vital tasks, and categories of work implemented in a systemic
approach to make students eligible for college. According to a study by the University of
Massachusetts Amherst, there is a correlation between lower counselor to student ratio and fewer
discipline issues plus higher graduation rates (Lander, 2018). Similarly, research from ASCA
showed high school students with extensive access to a counselor are more likely graduate on
time (Lander, 2018). A study from the University of Maryland found students at schools with a
low counselor to student ratio are also most likely to apply to college (Lander, 2018). As noted in
the literature, high school counselors with lower caseloads have a higher impact on students’
lives and future.
Counselors’ Knowledge and Skills
Need for Training
Elected leaders do not prioritize counseling programs when they allocate money to
various development projects in education (Gonser, 2018). According to Rodriguez et al. (2015),
there is a high need for college access intervention programs. This will lead to an increase in the
number of Latino high school students eligible for college due to having been informed, guided,
and supported in their trajectory to meet eligibility requirements (Rodriguez et al., 2015).
Some school counselors have been exposed to multicultural classes in their counseling
program (Chao, 2013). However, not all school counselors possess the skills to empower,
engage, and nurture Latino students (Chao, 2013). Sue, Arredondo, and McDavis (1992)
19
mentioned counselors who are culturally competent continually reflect on students’ biases and
limitations. School counselors validate and respect the worldviews of the diverse student
population to improve strategies and skills required to be culturally competent (Sue et al., 1992).
Storlie and Toomey (2016) declare there is a high need for school counselors to consider the
culture of students when providing services to meet their diverse needs. Na and Ostvik-de Wilde
(2015) suggest it is imperative for counselors to receive multicultural counseling learning
opportunities to improve and develop their competencies to be more effective counselors and
reach students of different cultures. Villalba, Akos, Keeter, and Ames (2007) encourage
counselors to analyze their beliefs about different ethnic groups and how they can respect the
students’ culture and traditions. Na and Ostvik-de Wilde (2015) affirmed that, due to an
expression of interest and increase in multicultural counseling competencies, professional school
counselors should develop awareness, knowledge, and skills that can be applicable across
cultural and geopolitical boundaries in a global context. Culturally responsive counseling might
be deemed necessary to meet the needs of a diverse student body.
School counselors come from diverse backgrounds and should be trained and exposed to
culturally sensitive issues and tactics to assist Latino students graduate having met the a–g
requirements (Villalba et al., 2007). A survey also demonstrated there is a lack of focus, training,
accountability, and resources for counselors (College Board Advocacy & Policy, 2012). Districts
should provide relevant culturally responsive training according to their population to ensure
counselors are sensitive to their needs. Multicultural training should be offered as professional
development to understand, appreciate, and respect different cultures and to know how to
address the cultural issues.
Informing Parents to Motivate Students
20
Communication is vital for peoples’ success, and it is the way to share information to
benefit others. Na and Ostvik-de Wilde (2015) shared a true partnership among school,
community, and families entails sharing knowledge to empower each other and allowing open
dialogue to implement programs and services. In another study, Gonzalez (2012) explained the
decision of high school students when considering college is influenced by the foundation of
college-going information laid early in schools, family, and community.
Little (n.d.) shared six research-based strategies to improve family engagement:
evidence-based strategies for supporting and enhancing family engagement; have adequate and
welcoming space to engage families; establish policies and procedures to promote family
engagement; communicate and build trusting relationships; be intentional about staff hiring and
training to promote effective staff-family interactions; and connect families to each other, to the
program staff, to schools, and to other community institutions. In addition, according to
Reynolds, Crea, Medina, Degnan, and Mcroy (2014), parent involvement is based on perception
and expectations and associated with race or ethnicity. Parent involvement is necessary for
Latino high school students to ensure they complete a–g course requirements and enroll in
postsecondary education. Research has shown a relationship among socioeconomic status,
generation of immigration, educational legacy, and language proficiency (Gonzalez, 2012).
Thus, schools need to communicate with parents more often to educate and be able to motivate
students together.
ASCA National Model
The ASCA model describes the role of school counselors, outlines the definition of a
school counseling program, and provides a guide to implement and maintain an effective school
counseling program (ASCA, 2003). The ASCA characterizes school counselors as the
21
individuals at the school responsible for students’ academic, career, and personal/social
development (ASCA, 2018). High school students are in their adolescent years when they are
deciding who they are, what they are good at, and what to do upon graduation. Therefore, high
school students need guidance from counselors in making critical decisions that affect their lives
when facing the hurdles of college admissions, the challenging scholarship and financial aid
application process, and eventual entrance into a competitive job market (ASCA, 2018). High
school counselors are educators understand and actively promote success for today’s diverse
students. The school counseling curriculum implemented by school counselors teaches these
students knowledge, attitudes, and skills they need for holistic academic, career, and
social/emotional development (Na & Ostvik-de Wilde, 2015). Consequently, school counselors
serve as the foundation for these students’ success (ASCA 2018). The tools guiding the above
work are the ASCA mindsets & behaviors for student success, which tackle the aforementioned
students’ academic, career and social/emotional development, coupled with the ASCA National
Model, which is data-driven and results-based (ASCA, 2003).
The ASCA National Model outlined research that shows a comprehensive school
counseling program has a positive impact on student achievement (ASCA, 2003). ASCA
supports counselors with a national model to provide a foundation and awareness of the
competencies that should be covered. ASCA recommends a 250 to 1 ratio of students to
counselor while the national average rate stands at 482 to 1 (ASCA, 2018). According to Lapan,
Whitcomb, and Aleman (2012), the implementation of this national model as part of a
comprehensive school counseling program extended benefits for students to include better
attendance and graduation rates, as well as lower disciplinary incidents and suspension rates.
22
According to the ASCA National Model, research has found a comprehensive school
counseling program has a significant and positive impact on student achievement. The
development and implementation of school counseling programs require leadership from well-
trained, highly competent counselors coupled with a collaborative effort from classroom
teachers, school administrators, school staff, and community stakeholders (ASCA, 2018). Also,
high school students need guidance in using technology safely and appropriately to further their
academic and career goals. High school counselors should guide students in making concrete and
compounded decisions (ASCA, 2018).
The ASCA model has four pillars: foundation, accountability, management system, and
delivery system. These pillars have the ultimate purpose of promoting leadership, advocacy,
collaboration, and systemic change. The ASCA diagram can be found below in Figure 3.

Figure 3. The Four Pillars of the ASCA Model (ASCA, 2003).
The first pillar is a foundation based on providing a comprehensive school counseling
program focused on teaching students competencies and outcomes. School counselors design a
vision statement and mission aligned to their school’s mission. The student competencies
23
covered enhance the learning process for all students in the three different domains: academic,
career, and social/emotional development (ASCA, 2003). ASCA provides ethical standards for
school counselors to follow regarding behavior necessary to complete their tasks with integrity,
leadership, and professionalism (ASCA, 2003).
The second pillar is management, meaning the school’s needs are considered when
deciding how to manage time and the types of activities that will be performed. Counselors self-
evaluate areas of strengths and improvement for program activities and assess the time spent on
delivery (Gysbers & Henderson, 2006). The point in this pillar is developing and committing to
an annual agreement with planned goals for the year and having this plan approved by an
administrator to cement a mutual agreement (ASCA, 2003). Data help analyze the program to
ensure every student graduates college and career ready (ASCA, 2003).
The third pillar is the delivery component, which is considered 80% of the ASCA
National Model and includes providing services to students, school staff, parents, and the
community (ASCA, 2003). The most impactful methods are direct services, advocating for
students, one-on-one interactions, discussing topics such as individual student planning with the
purpose of establishing goals and work towards achieving future plans (ASCA, 2003). Another
method of delivering information is by structured lessons promoting appropriate developmental
skills as group activities and in classrooms (ASCA, 2003). The most popular service currently is
responsive services to meet students’ immediate needs individually, in a group, or as crisis
response. The indirect portion of the delivery is composed of making referrals to outside
agencies as well as collaborating and consulting with teachers, administrators, parents,
community-based organizations for the best interest of the student (ASCA, 2003).
24
The last pillar is accountability, wherein the effectiveness of the school counseling
program is demonstrated. It is imperative for the school counseling department to analyze data
on how students have improved, what worked, what did not, and what needs to be modified. The
data on student achievement is utilized to show the impact of the school counseling department
as a unit and further improvements needed to serve all students better while implementing a
comprehensive school counseling program (ASCA, 2003).
The ASCA created its national model to provide a framework and clarify roles due to
school counseling’s dramatic change. Research found that school counselors who implemented
the ASCA model with fidelity were more satisfied than those who did not (Baggerly & Osborn,
2006). ASCA expects the national model to be implemented throughout the country by school
counselors to guide and assist in a comprehensive school counseling program (Baggerly &
Osborn, 2006). In order for the ASCA model to be successfully implemented and followed with
fidelity, administrators at the schools and districts need to be supportive, demonstrate interest,
and allow school counselors to focus on what the model outlines (Hentschke & Wohlstetter,
2004). The researcher was not able to find current studies on the implementation of the ASCA
model, and, therefore, participants were surveyed and interviewed to hear at first-hand from
professional practitioners.
Impact of Adding More School Counselors
In 2016, Colorado invested $60 million in a counseling initiative by hiring 270 school
counselors to improve educational outcomes for low-income students and provide professional
development training to school counselors on how to better support students at 365 low-income
middle and high schools (Gonser, 2018). Colorado recognized school counselors had too many
students on their caseload and were, therefore, not able to provide quality time for all students.
25
Gonser (2018) declared, after a year of the Colorado Counseling Initiative, graduation rates
increased from 65% to 80%, dropouts declined, enrollment in career and technical programs
doubled, and FAFSA applications increased. In addition, 74% of students at the funded schools
were taking college-level courses while only 48% of students at non-funded schools were doing
so. Colorado has been highlighted across the nation due to demonstrating that lowering the
school counselor gap is effective (Lander, 2018). These are some examples of what can be
accomplished if more high school counselors are hired.
Effective Programs
Three institutions, LAUSD, Vallejo City Unified District (VCUSD), and San Francisco
Unified School District aligned their high school graduation requirements with the a–g course
requirements. These institutions had low Latino a–g completion rates before the alignment, but
the appropriate interventions made the institutions excel in terms these completion rates. This led
other institutions to align their graduation requirements to CSU and UC admission
requirements (Adam 2017; Leal, 2015).
According to Szymanski (2017), San Jose Unified School District required all students
earn a C grade in a–g courses. VCUSD also changed graduation requirements to mirror the a–g
requirements for CSU/UC (Rohrs, 2014). The number of VCUSD Latino high school students
who graduated having met the a–g requirements increased from 54% in 2011 to 72% in 2014
(Leal, 2015). VCUSD communicated and demonstrated the importance of completing the a–g
requirements by elaborating on some of the careers students could pursue after earning a
bachelor’s degree.
San Francisco Unified School District (SFUSD) focused on the class of 2014 to complete
a–g course requirements leading to an increase of college eligible students from 81% to 83% in
26
one year. Among the 83% of students eligible for college, there was a 25% increase in Latino
students (Leal, 2015). This increase was due to putting support systems in place for students who
needed them by hiring a sufficient number of counselors and intervention specialists (SFUSD,
2016). Also, SFUSD introduced credit recovery programs outside of the typical school day,
conducted after school, online, and on Saturdays (Leal, 2015).
LAUSD’s Model
The LAUSD launched the Graduation Progress Dashboard, an online student tracking
system that informs parents, administrators, and students of their progress in completing a–g
course requirements (Szymanski, 2017). This serves as a plan that can provide information
related to a student’s progress toward graduation and should be studied to determine if a–g
course completion rates increase when it is being used. Michelle King, former LAUSD
Superintendent, described the system as a revolutionary tool through which schools and students
can access and track their graduation requirements with ease (Szymanski, 2017). LAUSD is
utilizing this powerful platform to expose students and parents to their a–g progress and make
them accountable. It is important to discover which platforms successful high school counselors
use.
Use of Technology
Technology evolves rapidly, and counselors should be equipped with the latest programs
and technology to deliver services to all students effectively. Livingstone and Haddon (2008)
argue research in the field of education rapidly evolves with technology change. Institutions that
manage the practices of children continue to change as well (Livingstone & Haddon, 2008).
Latino students will be motivated to keep working hard to reach their goals if counselors adopt
technology change (Livingstone & Haddon, 2008). If technology is used to the counselor’s
27
advantage to supplant the work being done by hand, there would be better outcomes (Gonzalez,
2012).
An online academic progress platform would benefit students, parents, counselors, and
staff, since a–g progress would be readily accessible. Clark and Estes (2008) consider the lack of
equipment necessary for communication an organizational barrier. Lack of appropriate
instruments impede school counselors from performing to their maximum potential (McInermy,
2014). Gonzalez (2012) discovered that school counselors can review their students’ a–g
progress online, inquire about personal interests for careers, and create an online individual step-
by-step plan of action for the student and parents to access at any time and make the student
eligible for college. Murphy (2017) recommended using technology to support traditional school
counselors: “In counseling, it’s necessary to keep [digital] track of behavior and progress for
student success” (p. 12) In addition, studies show districts using online school information
management systems are benefiting all stakeholders (Hisham, 2018). Students are engaged in a
more natural way through tools like an online gradebook where data are shared and tracked.
Student and parent access to reports on students’ progress is an effective way of
communicating with including teachers, administrators, counselors, parents, and students
(Hisham, 2018). According to Fedena (2018), students perform better when solely focusing on
their studies. Another benefit, according to Fedena (2018), is access for everyone, which
streamlines tasks like tracking of students to ensure they live up to their potential. Fedena
explained having this type of high-quality software helps increase the effectiveness of all school
staff members to ensure maximum efficiency and freedom to focus on other relevant tasks. This
information reflects how much more successful, efficacious, and efficient school counselors can
be if they utilize the latest technology and allocate their time more constructively.
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Summary
The literature review in this chapter involved previous studies on high school counselors’
role help high school students meet a–g requirements as well as increase their academic
performance and social-emotional support to reach college and career goals. However, there is a
need for further research to address the barriers discussed that prevent high school students from
meeting the a–g requirements and the results of the appropriate implementation of the ASCA
model.

29
CHAPTER THREE: METHODOLOGY
This chapter discusses the research methodology adopted. The research methods selected
for this investigation are discussed in detail, including how the research questions were
developed and how data collection and analysis were performed. The methodology used to
collect and interpret data is explanatory sequential mixed-methods (Creswell, 2014). The mixed-
methods approach positively contributed detailed data from both quantitative and qualitative
sources to provide a thorough understanding of the findings.
Research Methods
According to Creswell (2014), the three approaches to research are quantitative research,
qualitative research, and mixed-methods research. Qualitative research is an approach where the
meaning individuals ascribe are explored pertaining to a human or social problem. The research
process performed includes collection of data in the participant’s setting, data analysis to
generate themes, and interpretations of those themes. Those involved in this research design
support a way of looking at research that honors an emphasis on the meaning of an individual, a
style that is inductive, and the importance of complex situation rendering.
Quantitative research explores the relationship among variables to test objective theories.
These variables can be measured by instruments, and statistical processes are used for analyzing
numbered data. The final written report structure includes an introduction, literature and theory,
methods used, results identified, and discussion of the results. Similar to qualitative researchers,
quantitative researchers consider building in protections against bias, deductively testing
theories, controlling for alternative deductions, and being able to generalize and replicate the
findings.
30
Mixed-methods research entails collecting both quantitative and qualitative data, two
forms of data integration, and using different designs that may involve philosophical
assumptions and theoretical frameworks. The central premise of this research design is the
combination of qualitative and quantitative approaches, offering a more complete understanding
of a research problem.
This study used mixed-methods to distinguish the skills, characteristics, abilities, and
essential knowledge of successful high school counselors. Creswell (2014) described mixed-
methods research as involving philosophical assumptions, use of qualitative and quantitative
approaches, and mixing or integrating of both approaches in a study. An advantage of using
mixed methods the ability to continually discover patterns that help the researcher generate and
refine the study to get more direct and precise data. The primary purpose of the mixed methods
used in this study was to investigate the strategies successful California high school counselors
use to ensure Latino students meet the a–g course requirements for admission to the CSU and the
UC. Interviews were used to enlighten the researcher on how successful high school counselors
monitor students. Also, surveys were used to collect data on participants’ knowledge, skills,
experiences, and effectiveness.
Research Design
The research approach used was explanatory sequential mixed-methods, very dynamic
from quantitative to qualitative. According to Creswell (2014), explanatory sequential mixed-
methods begin with data collection. The data are analyzed for interpretation (Creswell, 2014).
McEwan and McEwan (2003) stated qualitative research is descriptive, and researchers take in as
many details and information as possible. Qualitative research consists of various methods of
data collection, including interviews, focus groups, observations, and textual or visual analysis
31
(Creswell, 2014). The mixed-methods employed in this study involved surveys and interviews.
Competent high school counselors were the subjects of this mixed-methods study. The survey
results were analyzed to identify patterns and themes.
The California Department of Education publishes data and statistics on student
demographics, test results, course enrollment, and a–g completion rates by schools and districts
on the California School Dashboard. The researcher identified successful counselors who had at
least 50% or more Latino a–g completion rates from data available on the California School
Dashboard. The following criteria considered during selection of participants included their
credential, educational background, number of years working as a full-time high school
counselor, and how many years they have worked in their school district. Successful high school
counselors selected were subjected to surveys and interviews. Fink (2013) argues open-ended
questions in the surveys help collect a vast amount of information for evaluation. This
quantitative technique involved the use of 24 surveys sent to selected successful high school
counselors. Surveys consisted of a Likert scale and free response limiting answers to short and
straightforward responses.
The qualitative component of this study was possible through five personal interviews,
(Appendix A) each lasted 60 minutes. Qualitative inquiry provides direction for researchers to
discover essential nuances that are less visible (Johnson & Christensen, 2015). Participants are
more likely to disclose sensitive issues in face to face interview when feeling comfortable with
the researcher. Patton (1987) argues, the researcher should develop a rapport with the participant
and be sensitive on how the interviewee might be affected when discussing specific topics. The
interviews used open-ended questions allowing participants to share their experiences in terms of
what has worked for them and what has not.
32
Patton (1987) clearly explained that interviews allow participants to express their
opinions, beliefs, feelings, knowledge, and behaviors. The interviews were used to obtain data
that could not be retrieved through the use of the surveys. The focus of the interview questions
was on the strategies, tactics, and programs high school counselors implement to ensure Latino
students complete the a–g course requirements. Patton (2009) argues, interview questions should
aim to use cognitive and interpretative processes by inquiring about participants’ opinions, and
values as opposed to judging them by their responses to specific questions. The interview
questions were specifically designed to address the research questions.
Population and Sample
Purposive sampling was used for this study, specifying the characteristics of the
population of interest and locating them to conduct the study (Johnson & Christensen, 2015).
The population utilized for this study were 10 Los Angeles County high schools who have been
successful in getting Latino to complete a–g completion rates. For the purpose of this study, a
counselor is considered successful when they have at least 50% Latino a–g completion rate. The
survey was sent to 50 successful high school counselors in Los Angeles County. Merriam and
Tisdell (2016) state random probability would not work in this case since this method provides
generalizable data and the researcher needs a specific population. Purposive sampling was the
most appropriate methodology for this study due to pre-screening and selecting participants who
were aligned to the criteria.
The qualitative research component involved interviews with credentialed high school
counselors in Los Angeles County. For this study, a counselor is considered successful when
they have at least 50% of their Latino students meet the a–g requirements. The goal of this study
was to discover the strategies used by successful counselors to achieve these results. The five
33
participants chosen for the interviews were the ones with the highest Latino a–g completion
rates. They took part in interviews lasting 60 minutes and consisting of open-ended questions.
The purpose of the interviews was to discover strategies, tactics, and programs they use to ensure
Latino students meet the a–g course requirements.
Procedures
The researcher sent invitation letters to 50 successful high school counselors for surveys.
Twenty-four agreed to participate in the research. The researcher reviewed all the responses and
selected the five most successful candidates due to the wealth of knowledge expressed in the
open-ended questions. The setting of this research was in Los Angeles County public schools.
Instrumentation
The instruments were tested to ensure clarity on what was being asked and ease of
response for participants (Robinson Kurpius & Stafford, 2006). Examining the survey gave the
researcher the insight that the original survey was too long, and it was modified to be short,
simple, and still reliable to address the research questions.
Data Analysis
Data analysis involves drilling down to the essence of the research (Creswell, 2014). Data
analysis aids to identify significant statements, meaning units, structural and textual description,
and description of the essence of the findings. According to Creswell (2007), the researcher
should divide data into sections or groups of related information in codes or themes. The
interviews were recorded, transcribed, and coded to identify patterns and themes. Analysis of
data consisted of organizing and looking for patterns (Bogdan & Biklen, 2007). The researcher
conducted an additional manual review of the transcripts and compared them with the taped
34
recordings to validate their accuracy and generate meanings from the data (Creswell, 2014). The
data from surveys were cross-tabulated to filter the results to identify patterns.
Ethical Considerations
All practices and guidelines were in accordance with those set forth by the institutional
review board. Respect for the individual was addressed by providing complete and accurate
information to help the respondents make the voluntary decision to participate in the research.
All participants were introduced to the purpose and agreed to be part of this study. Participants
were also informed that the results of the research would be published.
Summary
The study used mixed-methods to collect and analyze data. This chapter described the
research process of collecting and interpreting data and outlined how the findings were
generated. The chapter showed how research aims emerged in response to the literature review.
Chapter 3 described the quantitative and qualitative methods, research design, population and
sample, procedures, instrumentation, data analysis and ethical considerations involved in
answering the research questions.

35
CHAPTER FOUR: RESEARCH RESULTS AND FINDINGS
This chapter presents the results of this on the strategies, tactics, and programs successful
California high school counselors use to ensure Latino students meet the a–g requirements
needed for admission to the CSU and the UC. The chapter starts with a review of the
triangulation methods employed, followed by an introduction to the results and the theoretical
framework. The next section entails the presentation and interpretation of the results, starting
with survey findings and, later, interview responses. The chapter ends with a summary of
research findings with respect to the research objectives.
Research Questions
Two research questions guided the study:
1. What strategies do California high school counselors use to ensure Latino students meet
the a–g requirements for admission to the California State University and the University
of California?
2. How do successful high school counselors overcome organizational barriers when
working with Latino students?
Triangulation
The findings from the survey and the interview responses were jointly compared and
analyzed to answer the two research questions. Results from the survey data were analyzed using
descriptive statistics, while the interview responses were comprehensively reviewed to provide
more insight into the survey findings.
Findings
The findings explained how the research was conducted and the results obtained. The
study followed a mixed-methods approach which incorporates the use of qualitative and
36
quantitative research method. The quantitative data were collected through an electronic survey
emailed to 50 successful high school counselors in Los Angeles who had at least 50% or more
Latino student meeting the a–g course requirements, as evidenced by data from the California
School Dashboard. Twenty-four high school counselors responded to the survey, meaning a
response rate of 48%. For this study, 24 surveys were included in data analysis. A purposeful
sample of five respondents was interviewed. The interview questions were formulated and
piloted beforehand. The five interviewees were assigned pseudonyms of high school counselor A
through high school counselor E. The interview protocol consisted of 21 semi-structured
questions to allow the interviewer to ask clarifying questions.
The responses were recorded and later transcribed for analysis. The surveys and
interviews were analyzed using an explanatory sequential mixed-methods approach, which
provided a thorough understanding of the findings. Triangulation of survey responses and
interview findings was then performed to address the research questions. Google highlight tool
was also utilized to create the codebook and to perform open coding, axial coding, and selective
coding of the interview data. The findings are presented by research question, categories, and
themes obtained from the data.
Theoretical Frameworks
The author utilized school-based SCT to analyze the surveys and interviews in
connection with the CRT framework mentioned in the literature review (Stjernqvist et al., 2018).
The theories helped unveil how participants influence Latino students’ perceptions of education
and a–g completion. The theoretical framework, SCT and CRT, were incorporated in the analysis
of the strategies and tactics used by the participants. As well as the essential leadership skills
required to understand and work with Latino students (Bassani, 2007).
37
Developing a personal relationship between counselors and Latino students is a crucial
step to improving the a–g completion rate (Lutz, 2007). Moreover, having a positive relationship
among parents, students, and school can help create awareness of the importance of a successful
academic journey, which enhances the a–g completion rate. The following sections explore the
research findings from the interviews and survey questionnaires and their relation to the study
address the two research questions. The findings of this research may help high school
counselors, administrators, assistant superintendents, and superintendents understand the trends
and patterns of strategies, tactics, techniques, and practices used by successful high school
counselors.
Demographic Analysis
This section analyses the characteristics of the study respondents in terms of their age,
gender, ethnicity, education level, years of at their current district, and students under their care.
These data are essential in this study to have a better understanding of the participants’
background.
Respondents’ Education Level
Table 1
Distribution of Highest Level of Education of Respondents
Highest Level of Education ƒ %
Bachelor’s Degree 0 0
Master’s Degree 0 0
Master’s Degree with a PPS Credential 24 100
Doctoral Degree 0 0
Doctoral Degree and a PPS Credential 0 0
Total 24 100.0

38

Figure 4. Participants’ degrees.
As Table 1 demonstrates, all the respondents held a master’s degree with a pupil
personnel services (PPS) credential. Therefore, all surveys were analyzed due to the participants’
meeting all qualifications for this study.
Ethnicity
Table 2
Distribution of Respondents’ Ethnicities
Ethnicity ƒ %
African American 1 4.2
Asian 1 4.2
Caucasian 9 37.5
European 0 0
Hispanic 9 37.5
Filipino 0 0
Other 4 16.7
Total 24 100.0

39

Figure 5. Distribution of respondents’ ethnicities.
The distribution in Table 2 shows 37.5% of respondents were Hispanic, 37.5% were
Caucasian, 4.2% were African American, 4.2% were Asian, and 16.7% were of other ethnicities.
Age
Table 3
Distribution of Respondents’ Ages
Age Bracket ƒ %
29 years or younger 0 0
30–39 6 25
40–49 10 41.7
50–59 5 20.8
60–69 2 8.3
70+ years old 1 4.2
Total 24 100.0

Figure 6. Distribution of respondents’ ages.
40
As seen in Table 3, the survey participants’ ages varied between 30 and over 70. The data
showed no participants aged 29 or younger, 25% were in the age group of 30 to 39, 41.7% were
40 to 49 years old, 20.8% were 50 to 59 years old, 8.3% were 60 to 69, and 4.2% were at least
70. The majority of the survey participants were between 40 and 49 years old at the time of the
study. In the qualitative component of this study, the participants’ age range was 30 to 49. High
school counselor B was the youngest interviewee in this study. The purpose of reporting their
age is to better understand the respondents.
Gender
Table 4
Respondents’ Gender Distribution
Participation category ƒ % ƒ % ƒ %
High school counselors 17 70.8 7 29.2 24 100

Figure 7. Respondents’ gender distribution.
Out of the 24 survey participants, 17 (70.8%) were females and 7 (29.6%) were male, as
shown in Table 4. Information on gender helps researchers identify whether a high school
counselor’s gender affects a–g completion.

41
Current Service Years in the District
Table 5
Distribution of Respondents Current Service Years in their District
Current Service Years in their District ƒ %
2 years or less 3 12.5
3–5 years 4 16.7
6–10 years 2 8.3
11–15 years 7 29.2
16–20 years 3 12.5
21–25 years 4 16.7
Table 5, continued
Current Service Years in their District ƒ %
26–30 years 1 4.2
31–35 years 0 0
36–40 years 0 0
41+ years 0 0
Total 24 100.0

Figure 8. Distribution of respondents current service years in their district.
As evident from Table 5, 12.5% of participants had been in their current district for 2
years, 16.7% for 3 to 5 years, 8.3% for 6 to10 years, 29.2% for 11 to 15 years, 12.5% for 16 to
20 years, 16.7% for 21 to 25 years, and 4.2% for 26 to 30 Years. Also, 41.7% had worked at a
different school and 58.3% had always been in their current district. Seventeen (70%)
participants had spent between 6 and 30 years at their current district.
42
Number of Counselors in the School
Table 6
Distribution of Number of Counselors in their School
Number ƒ %
1 School Counselor 0 0
2 School Counselors 0 0
3 School Counselors 1 4.2
4 School Counselors 4 16.7
5 School Counselors 3 12.5
6 School Counselors 2 8.3
Table 6, continued
Number ƒ %
7 School Counselors 4 16.7
8 School Counselors 0 0
9 School Counselors 1 4.2
10 School Counselors 5 20.8
11+ School Counselors 4 16.7
Total 24 100.0

Table 6 shows the number of counselors by school, ranging from 3 to at least 11. As
shown in Table 6, one (4.2%) respondent mentioned having three counselors at their school, four
(16.7%) had four, three (12.5%) had five, two (8.3%) had six, four (16.7%) had seven, one
(4.2%) had nine, five (20.8%) had 10, and four (16.7%) have 11 or more.
Number of Students in Participants’ Caseloads
Table 7
Distribution of Number of Students in Participants’ Caseloads
High School Counselors’ Caseloads ƒ %
249 students or fewer 0 0
250–349 students 5 20.8
350–449 students 11 45.8
450 students or more 8 33.3
Total 24 100.0

43

Figure 9. Distribution of number of students in participants’ caseloads.
As presented in Table 7, 33.3% of participants confirmed they have 450 students or more,
45.8% have between 350 and 449 students, and 20.8% have between 250 and 349. The survey
results demonstrate 11 participants’ (45.8%) have caseloads of between 350 and 449 students.
Further, the survey responses showed the majority of participants were females and
originated from different cultures and backgrounds. The majority (75%) of the participants were
between 40 and 70 years of age, which implies they had acquired relevant expertise and
experience. The survey findings presented various school districts had relatively few high school
counselors (2 to 7) with caseloads of at least 350 students each. These findings were triangulated
with the interview findings to identify factors such as caseload and number of counselors per
district affect a–g completion rates.
Major Findings
The findings are presented by research questions, categories, and themes obtained from
the data. The following data analysis examined the strategies, tactics, and programs participants
use to ensure Latino students meet the a–g requirements. The section also presents the themes
that emerged from the research findings regarding the strategies, barriers, leadership skills, and
strengths experienced by participants when working with Latino students.

44
Research Question 1
The first research question asked, “What strategies do California high school counselors
use to ensure Latino students meet the a–g requirements for admission to the California State
University and the University of California?”
Strategies
Quantitative and qualitative analysis of Likert-scale questions and open-ended responses
to surveys and interviews are presented in this chapter. As mentioned earlier, open coding, axial
coding, and selective coding of the interview data were conducted. The coding revealed themes
related to strategies, skills, barriers, and assets.
Individualized meetings. One of the most successful tactics is having personalized
sessions with each student at least twice a year to go over college and career goals as well as a
personalized 4-year plan. Participants track students’ performance and commitment to
completing the a–g courses. At the time of this study, high school counselor D had between 16
and 20 years’ experience, was part of a counseling team of four and had a caseload of between
350 and 449 students. This interviewee reported using the following interventions to ensure
students take the correct courses:
I do an individualized graduation plan with each student once per semester for them to
always stay up-to-date on completing their a–gs, graduation requirements, and apply to a
4-year college. Summer school is mandatory to make up Ds to get back on the a–g track,
if needed.
These meetings allow time for this participant to connect, share personal experiences, encourage
good grades recommend rigorous classes where appropriate.
45
Availability. A personal relationship entails being available for students to feel
comfortable talking, sharing ideas, and setbacks with high school counselors. High school
counselor A reported developing a personal bond with the students: “If you get them on your
side, and they feel you’ve got their back, they’re loyal as they can be, and even the parents for
that matter.”
In addition to the previously mentioned strategies, participants promote student self-
advocacy with teachers and navigate teacher access and tutoring support. A survey respondent
answered students must reach the necessary classes and grades to be eligible for a 4-year
university starting in 9th grade. High school counselor A emphasized the importance of
preparing students since the 9th grade:
High school counselors need to get 9, 10, and 11th graders on track to be ready as 12th
graders and apply for admission to a UC, CSU, or private school. High school counselors
need to be actively involved if students are failing or failed classes to ensure Latino
students repeat the courses during the school year or summer school.
Transcript evaluation. Transcript evaluation entails an extensive examination of
transcripts to students who are behind. High school counselor E had between 6 and 10 years of
experience, worked with a team of 11 or more counselors and had a caseload of 250 to 349
students. High school counselor E shared the transcript evaluation process used to identify
students who are credit or requirement-deficient and bring them up to speed: “We go through a
transcript evaluation and find some opportunities available for those students that are not on
track.”
High school counselor B had between 3 and 5 years’ experience and worked with a very
supportive team, which allowed this individual to learn very fast and become an asset to a team
46
of six and to a caseload of 350 to 449 students. This participants informed 8th graders of high
school expectations:
I tell kids, “If you want to be eligible for college, a–g admission, you need to make up
your Ds.” That is shared when visiting the 8th grade classes at the feeder middle schools.
Always setting that expectation. “If you get a D or an F, you’re going to have to make up
the class.’” We offer credit recovery after school and summer school.
Guidance. Guidance, in this case, refers to providing insight to students regarding a–g
course requirements, transitioning to high school, college application procedures, and financial
aid availability. Based on the surveys, participants monitor grades, guide, and support students
through the college and financial aid application process. High school counselor B stated
believing that following students from 9th to 12th grade allows them to get to know each other
and develop a strong relationship. To determine the appropriate students to focus on, participants
run reports every quarter to identify students with low grades and to find out the need and
adequate support students need. Participants stated that squeezing pull-outs randomly between
meetings has been effective, as even a quick check-in can make a difference. High school
counselor B has also utilized technology, the Remind App, to connect with students via text
regarding grades and attendance. High school counselor D mentioned the UCLA Collaborative,
which allows the school to have additional money for support.
Workshops. Participants hold workshops and meet with parents and students to express
the importance of a–g completion, financial aid, and how they can be involved in their children’s
education. The survey responses confirm participants hold workshops, offer bilingual parent
education opportunities and grade-level parent assemblies once a semester, and have resources
available to help with parent engagement. High school counselor D presented the expectation
47
and intervention undertaken to inform parents as follows: “I always reach out to parents and let
them know their child is struggling, earning a D or a fail, and set up a parent conference with the
students.”
Culture-specific events. This strategy targets Latino families through culture-specific
events. Participants and their Latino families can come together to assess students’ readiness for
college and provide an opportunity to mentor them. Coordinating culture-specific events that are
targeted to the college readiness goals of Latino students has helped participants. Also, bringing
Latino former students to speak with Latino families and mentor current students influenced
participants’ students decision regarding postsecondary education. High school counselor E
described parent support as follows:
It’s a very college readiness driven district. So, they’ve already been hearing it for a long
time. Our families tend to be pretty involved. They may not know what the a–g’s are, but
they know, they need to pass courses with Cs or better. It’s part of the district and
community culture.
Spanish fluency. Language barriers can be a significant setback when communicating
with Latino parents and students. Numerous participants emphasized the importance and positive
impact of having a Spanish-speaking counselor to make it easier to communicate with parents
and students. High school counselor B has a large ELL population and speaks with them in
Spanish to ensure they understand and get the same information that all English-speaking
students receive: “I think the fact that I’m able to speak Spanish is compelling and helps me
connect more with my students, too.” High school counselor D argued that being a Latina who
helps her make connections:
48
Some students do know English but are more comfortable and confident in having a
conversation in Spanish. I think they’re more open to just being able to have that
communication in their language. I find I am able to make a connection.
High school counselor E believes being bilingual is helpful, and having cultural
awareness is another skill needed to work with this population. High school counselor E
mentioned,
Always presenting in the language and mailing communication to them. Spanish-
speaking parents fought to continue to have documents sent to them in Spanish because
it’s understandable. Not many Latino families have, check an email, or listen to the
voicemail.
High school counselor E added,
We have a Latino parent group, and we do go to their college-related meeting. Either my
coworker or I will go since we’re fluent in Spanish. And of course, all other college
career center events are open to them. Grade-level parent assemblies are offered once a
semester, due to our population, we have a bilingual meeting, in English and Spanish.
One high school counselor says it in English and another in Spanish. After assessing the
crowd, and if they are all Spanish speakers, then the meeting is in Spanish only.
Curriculum. Incorporating the right counseling curriculum is imperative, as it helps
participants with guidelines for obtaining the best output from Latino students. The school
counseling curriculum entails using the appropriate grade-level lesson plans during class visits.
Some of the classroom presentations are about a–g course requirements, financial aid, graduation
progress, colleges, careers, trade schools, and postgrad plans.
49
High school counselor C has between 21 and 25 years; experience and works with a team
of 10 and a caseload of 350 to 449 students. This participant C and the counseling team teach
valuable grade-level lessons:
We go into every grade level twice a year and do guidance curriculum presentations
where we talk about postsecondary options starting freshman year, a–g, other options,
and trade schools. Then, we have one-on-one meetings with each of our students.
In addition, High school counselor A listed all the intervention the counseling team did to create
a college-going culture. They doubled AP course offerings, and had every class a–g approved on
the University of California Office of the President (UCOP) a–g course management portal
allowing students to take courses counting towards the 30 semesters needed for CSU/UC
admissions. They also offered numerous credit recovery options, and having an adult school on
campus was convenient, as students did not need to travel to another campus. High school
counselor A shared the process used to keep students a–g ready: “Every student starts on the a–g
pathway with a 4-year plan. High school counselors print transcripts every semester and review
them with students twice a year.” This high school counselor makes an effort to educate Latino
students regarding minimum grade requirements, retaking classes, financial aid, explaining their
financial aid options in terms of Cal Grants and Promise Grants through visuals.
Other participants discussed strategies used to make connections with students and the
power of speaking the same language. High school counselor A explained some Latino students
with a 3.5 GPA do not plan to apply to universities due to feeling unable to handle the workload
(Stern, 2009). High school counselor A explained, “This is one of the reasons why high school
counselors make such a significant impact by inspiring students to discover their talents,
passions, potential, motivating them to apply and attend a higher learning institution.” High
50
school counselor A shared how to make connections, depending on the students’ personalities
and attitudes. Other tactics this participants tried were telling jokes, learning, using students’
lingo, and going out during nutrition break and lunch to play ball with students to create a bond.
Moreover, participants get to know their students by disseminating information
differently with a variation of conversations depending on the type of student and using
technology towards their advantage to always be in contact. High school counselor A shared
there is a 35-year-old former student goes back to visit the high school counselor, every year: “A
lot of students come back and want help to fill their FAFSA again. That’s how you know if
you’re doing a good job, is if those students come back and still rely on you.” High school
counselor B added that it is all about building a relationship with the students: “I feel when you
have that relationship, after building that rapport, it’s when you start seeing results. Relationship
building is imperative, developing a plan, revising as they go along, making schedule
adjustments, and doing check-ins.” High school counselor B mentioned relationship building is
important in making the student feel like, “Hey, there’s someone that’s looking out for me.
There’s someone that cares about me.”
The identified strategies are essential to enhancing the a–g completion rate. Participants
strive to have a personal relationship with the students as well as conduct individualized
meetings, present guidelines, offer the Practice Scholastic Aptitude Test (PSAT) and SAT prep,
and conduct more check-ins with students who are not on the a–g track. Participants adopted a
comprehensive guidance curriculum, introduced culture-specific events and utilized Spanish-
speaking counselors to engage parents and students.
51
Leadership skills. The leadership skills participants reported possessing are
understanding, communication skills, and empathy. Participants make themselves available for
students to provide them social-emotional, academic, and career support.
Understanding. High school counselor B is a product of a high school in the district that
currently employs them and knows the struggles and barriers. The past experiences shaped this
participant to understand the needs of the community. Many students have a lack of cultural
upbringing with the mentality that college is unattainable. This participant stated being attuned to
the needs of Latino students and being able to address them requires culture-specific practices. In
addition, high school counselor E explained the skills a high school counselor should possess:
You need interpersonal skills: the desire to want to work with Latino students because
when there is want, any need that comes up will be done. The counseling empathy–
sympathy component is awesome in that it also stems from the want.
Strong communication skills. Participants attract Latino families by providing multiple
workshops in English and Spanish during school hours, evenings, and weekends. Strong ability
to communicate promotes a counselor-student-family relationship. Participants build rapport and
share resources with parents and students to explain the processes for graduation, remediation,
special education, college, and career as options. High school counselor A provided an opinion
on the type of conversations that should be happening, and recommended “having courageous
conversations with teachers and admin by being a champion of equity and access.”
A strategy to have a substantial impact on Latino students is bringing Latino guest
speakers to share their stories and trajectories on how they got to where they are now.
Participants also explained that showing students that the counselors are genuinely interested in
52
their future and support them through all their issues is influential. High school counselor C
shared their experience with first-year students through powerful conversations.
Empathy. High school counselor D expressed the skills needed to work with Latino
students: “Having empathy, willingness to be supportive, and assisting students. Being able to
listen to what is being provided by an individual, speaking with honesty, providing referrals and
resources.” Participants have a specific caseload help all students without hesitation.
Participants’ willingness to invest their time to help every student makes them passionate and
devoted to their career. Devotion in service is noticeable among participants, as the majority of
them will stay in this position until they retire.
Barriers
This section outlines the various barriers participants face while working with Latino
students and promoting a–g completion. They include lack of knowledge, study gaps, and
cultural background.
Lack of knowledge. Insufficient knowledge about a subject can lead to ignorance or
misconception about the subject despite its importance. Results showed one participant who did
not consider their school as having a college-going culture explained their high school had a
higher than 60% Latino a–g completion rate. However, only 40% apply, and less than 20% who
are accepted report they will be attending a 4-year university. This interviewee explained the
belief that there is a need to both graduate Latinos who have met the a–g course requirements,
and inform them of their postsecondary options. Many Latinos do not understand or unaware of
college as an option. One respondent stated, “Sometimes, students are not aware of the support
services that are available to them.” The barriers mentioned by participants are students’ lack of
knowledge regarding the college process, a–g course requirements, credit recovery opportunities,
53
college applications, deadlines, financial aid, fee waivers, and community college covering two
years of tuition as part of a promised grant.
Study gaps. Gaps in the learning process have a negative effect on students’ academics,
affecting their overall results. On the survey, participants highlighted students who had gaps in
their learning struggled to complete a–g course requirements as they did poorly on SAT and
ACT exams. According to participants, there is a lack of a college-going culture that starts at
home due to parents being unfamiliar with the college process.
Cultural background. Cultural background refers to cultural beliefs, language, and
background. The cultural background differs among individuals depending on their background,
which gives rise to various disparities. Participants noted Latino students’ cultural background
the affects their a–g completion rate. For instance, participants have attempted to convince some
parents that their students will be able to attend a university due to meeting a–g course
requirements. However, in some cases, Latino parents do not want to support their children due
to being afraid of the process. In the Latino culture, parents expect their children to stay local,
forcing students to attend a community college and limiting their options.
One survey respondent shared Latinos are less likely to venture out to private schools
who are well-equipped to subsidize their education. Latino students do not have the monetary
means to pay for college and may choose not to attend or drop out. A survey respondent declared
“Latino students need a trusted adult to help them navigate this scary and unknown process, who
happens to be their high school counselor.”
Research Question 2
The second research question asked, “How do successful high school counselors
overcome identified organizational barriers while working with Latino students?”
54
Overcoming Organizational Barriers
High school counselor survey responses. The responses below elaborate on how
participants overcome organizational barriers while working with Latino students. A Likert scale
with response options ranging from strongly disagree (1) to strongly agree (5) was utilized to
gather data. Table 8 presents the results.
Table 8
High School Counselors’ Response Scores on Survey Items
High school counselors’
Response Scores
1 2 3 4 5 ƒ %
Is it important to hold people
accountable?
5 19 24 100
It is essential to have a close
relationship with the other
school counselors at your
school site.
1 1 7 15 24 100
Is it important to be
knowledgeable of the a–g
course requirements.
24 24 100
It is important to empower
and inspire students to take a–
g courses.
8 16 24 100
School counselors help
students think about their
career goals.
3 10 11 24 100
Do you have high
expectations for your Latino
students?
2 22 24 100
Do you feel your school
administrators support school
counselors toward improving
student success?
2 1 14 7 24 100
Do you feel appreciated by
the district?
3 4 4 9 4 24 100
Do you feel appreciated by
your site administrators?
1 4 4 8 8 24
Do you feel you have the
necessary resources and
professional development to
effectively do your job?
8 2 8 7 24 100
55
As seen in Table 8, 19 participants strongly agreed it is essential to hold people
accountable. In conclusion, all of the participants agreed or strongly agreed it is important to
keep people accountable. Fifteen strongly agreed with having a close relationship with the other
counselors at their school site, seven agreed, one was neutral, and one disagreed. The fact that
91% of the participants agreed or strongly agreed they have close relationships with the other
counselors, leads to the conclusion that they felt supported by their coworkers and had a happy
working environment, which increased their self-efficacy. All 24 participants strongly agreed
with the importance of being knowledgeable regarding the a–g course requirements.
Sixteen strongly agreed it is important to empower and inspire students to take a–g
courses, and eight agreed. Two-thirds of the participants strongly believed Latino students should
be empowered and inspired to take the a–g courses while the remaining third agreed. During the
interviews, the participants explained some chose the response “agree” due to having a firm
college-going culture where all students are expected to complete the a–g courses, as doing so is
part of the school culture.
Eleven strongly agreed high school counselors help students think about their career
goals, 10 agreed, and three answered neutral. Eighty-seven percent of participants agreed and
strongly agreed to help students think about their career goals. In addition, twenty-two strongly
agreed and two agreed with having high expectations for their Latino students. Seven
participants strongly agreed, 14 agreed, one was neutral, and two disagreed with feeling their
administrators supported them towards improving student success. In all, 87% of participants
agreed they felt supported by the administration to ensure student success. According to the
results, participants who felt supported by their administrators stayed in their position longer,
performed well, and had the highest a–g completion rates.
56
Four participants strongly agreed with feeling appreciated by the district, nine agreed,
four felt neutral, four disagreed, and three strongly disagreed. All options were selected, but the
most popular answer was agreed. Eight felt strongly appreciated by their site administrators,
eight agreed, four were neutral, four disagreed, and one strongly disagreed. Sixty-six percent of
participants agreed or strongly agreed with feeling appreciated by their administrators.
Seven strongly agreed they had the necessary resources and professional development to
do their job effectively, eight agreed, two responded neutral, and eight disagreed. Fifteen
participants agreed or strongly agreed with having the necessary resources and professional
development to be active and efficient with a vast array of knowledge to give the proper
guidance to all Latino students. Even though participants reported not having the necessary
resources and professional development, they still managed to have high a–g Latino completion
rates.
The survey findings showed that, to eliminate barriers encountered while working with
Latino students, it is imperative to uphold very high ethical values and moral standards as well as
establish a personal relationship with students, be knowledgeable of the a–g course requirements,
and encourage students to think about their career goals. Participants affirmed attending
conferences to enlighten themselves on ways to work with Latino students, as illustrated below.
Number of conferences attended. Table 9 illustrates the distribution of the number of
conferences participants attended. The conferences were held to learn more about working with
Latino students and exchange ideas with high school counselors from other districts.

57
Table 9
Number of Conferences Participants Attended
Conferences Attended ƒ %
1–2 Conferences or fewer 10 41.7
3–5 Conferences 9 37.5
6–8 Conferences 1 4.2
9–11 Conferences 2 8.3
12+ Conferences 2 8.3
Total 24 100.0

From Table 9, 10 (41.7%) participants attended 1or 2 conferences or professional
development meetings per year, 9 (37.5%) attended 3 to 5, 1 (4.2%) attended 6 to 8, 2 (8.3%)
attended 9 to 11, and 2 (8.3%) attended 12 or more. As Elmore (2005) noted, activities with
specific goals are considered active professional development. participants were asked to list of
all the conferences they attended:
Advanced Placement Conference
ASCA Conference
Cal Grants workshops
CARPE College Access Network
College Board Conference
College Fly-In programs
College Visits
CSU Conference
CTE Conference
DACA Conference
Drug Counseling workshops
FAFSA workshops
Hatching Results - Data-Driven Comprehensive School Counseling program
(two-year on-going professional development).
High Symposiums
NACAC Conference
Local community college Conferences: Cerritos, Long Beach, Rio Hondo
Monthly District Professional Development meetings
Naviance Training
NCAA Conference
Mental Health workshops
School-wide Professional Development
Stress/Anxiety workshops
58
UC Conference
University-specific Conferences: CSUDH, CSULA, CSULB
USC Conference
WACAC Conference

Participants’ time allocation. Table 10 illustrates the amount of time participants spent
on different activities while interacting with students. The response scores were examined using
a Likert scale with response options ranging from far too little (1) to far too much (5).
Table 10
High School Counselors’ Response Scores on Survey Items
Time Spent on Each of These
Categories
1 2 3 4 5 ƒ %
School schedules 1 2 3 11 7 24 100
Student’s academic planning 2 3 16 3 24 100
Student Mental Health Issues 2 6 3 5 8 24 100
Job, career counseling and
exploration
5 13 1 5 24 100
Professional development 6 6 10 2 24 100
Building a college-going
culture
1 6 14 3 24 100
Assist student apply the
college/university
applications and financial aid
applications
5 13 1 5 24 100

As seen in Table 10, seven participants believed they were spending far too much time on
school schedules, 11 thought it was the right amount, three spent somewhat too much time, two
somewhat too little, and one spent far too little time modifying school schedules. In terms of
academic planning for students, three answered they spent far too much time on student
educational planning, 16 felt they spent the right amount of time, three felt it was somewhat too
little, and two felt it was far too little time. The majority (66%) of the participants felt they
worked the right amount on student academic planning.
59
In terms of promoting students’ mental health, eight participants felt they spent far too
much time on student mental health issues, five spend the right amount, three spent somewhat
too much, six spent somewhat too little, and two spent far too little time. The majority (54%) of
the participants were spending the right amount or too much time on mental health issues. At the
same time, 13% reported being overwhelmed and having to put the majority of their efforts into
working with students’ mental health issues.
On career counseling and exploration, five participants claimed they spend the right
amount of time, one somewhat too much, 13 too little, and five far too little. The majority (75%)
of the participants affirmed not spending enough time assisting students with career counseling
and exploration due to focusing on other tasks.
In terms of enhancing professional development, 10 participants confirmed they spent the
right amount required, two spent somewhat too much, six spent somewhat too little, and six
spent far too little. Fifty percent of the participants allocated the right amount or somewhat too
much, and the other 50% spent somewhat or far too little time on their own professional
development.
On building a college-going culture, three participants expressed they spent far too much
time, 14 felt they spent the right amount, six spent somewhat too little, and one spent far too
little. The majority (58%) of the participants felt they spend the right amount building a college-
going culture.
Regarding time spent assisting students in applying to college/university and financial
aid, five claimed they spent the right amount, one spent somewhat too much, 13 spent somewhat
too little, and five spent far too little time. The majority (75%) of the respondents reported
spending somewhat too little or far too little time on these tasks. The findings affirmed
60
participants spent a considerable amount of time modifying schedules, supporting students with
mental health issues, and building a college-going culture. In contrast, participants reported
spending less time assisting students with applying to college and for financial aid.
These measures illustrated CRT aspects in the commitment to social justice and racial
equality. These measures are essential as high school counselors instill and emphasize the
importance of the implementation of the a–g completion and help overcome barriers. The
participants apply and understand the aspects of CRT by adopting various measures to combat
and enhance social justice to eliminate oppression. Participants achieve this by continually
involving themselves in the students’ academic experience and keeping in contact to assure
students that they are capable and can move past their deficits in public education (Stovall,
2010).
Organizational barriers. This section outlines the organizational barriers encountered
by participants. Responses include large caseloads, lack of time, lack of knowledge, and
students’ perception.
Large caseload. The most significant barrier mentioned by every participant was the
large number of students on their caseload. They were also being asked to work outside of their
credentials by having to perform administrators’ duties, not allowing them to focus on supporting
students emotionally and academically. One survey respondent expressed, “We are bombarded
by scheduling, discipline, etcetera, which takes time away from working with our students.”
Time. The second largest barrier was time, as participants needed time to meet with
students both about academics and navigating the social/emotional issues that students bring to
campus and which interfere with their academic success. Due to a large number of students on
their caseloads, there is not enough time for early interventions. Moreover, there is a lack of
61
resources, which implies that, if more counselors were hired then, the caseloads would be
smaller, making it more manageable to take care of students’ needs (Lutz, 2007). For
participants, freeing up time would have allowed them to meet with all their students and provide
additional support.
Lack of knowledge. Participants stated that families’ lack of college knowledge is a
barrier to increasing the rate of students who are college eligible. Students narrow their
perspective because they do not want, or their parents do not allow them to leave their families.
Participants have parent nights with Spanish translation to help educate parents and understand
the process.
Students’ perceptions. This study revealed that, as new structures of households become
more prevalent, many linkages and activities that provide social capital, such as parent’s
involvement and extensive comprehension of the subject matter, are no longer present. Their
absence is detrimental to Latino students’ a–g completion rate. To overcome the barriers,
participants shared they implement school counseling programs that help meet the students’
needs and promote the a–g completion rate, as discussed below.
School counseling program. The significant strengths in participants’ counseling
programs were having a cohesive team, working together, cooperating, reliability, experience,
availability, engaging with students, agreement, and truly caring for their students. High school
counselor A shared beliefs about counseling strengths:
Having confident high school counselors, approachable, with ability to talk to students.
Also, weekly meetings as a counseling team, same vision, and purpose of making sure all
students complete their a–gs apply to a 4-year university. All students have college access
62
and are college-ready by the time they graduate high school. Visiting classrooms,
reviewing the expectations to ensure students are prepared for college and career.
The majority of the respondents emphasized the importance of getting along with their
team members, collaborating, working productively, supporting each other, and being open to
new ideas. They mentioned collaborating well together, offering the counseling program, having
many different perspectives, and allowing counselors to excel in their best domains. Still, the
results are the same: following the ASCA model and doing what is best for students. High school
counselor C discussed how their counseling team collaborates:
We are 10 high school counselors. Everyone is an expert in a different area, and help
each other’s kids to get the appropriate support. All 10 of us get along and are
incorporating off-campus meetings without administrators once a month, just us 10.
That’s something the other high schools do, too, and I think it is the key to success.
If the current interventions are ineffective, then the team gets together to discuss, bring in ideas
on how to tackle, and together make a data-driven decision. Another participant confirmed their
school administrators fully support their counseling team, as all work well together and support
each other. Participants work together with the common goal of supporting and caring for all
students. High school counselor D believed respect and reflection were components of a good
counseling team: “A team should be open to change, reflection, being respectful of the choices
our students make, and able to guide the students to find their path because not every student has
the same path.”
One survey respondent agreed having a smaller caseload allowed them to get to know the
students at a personal level. Participants declared that having a counseling curriculum enables
them to prepare and present appropriate grade-level guidance lessons. In each grade level,
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students have a formal evaluation with their high school counselor, which is considered their
one-to-one meeting. Participants give hope and find ways to benefit the students. For example,
they offer credit recovery in different ways to ensure students retake the Ds and Fs to complete
their a–g course requirements. Moreover, participants continuously monitor their students’
attendance and credit recovery progress as well as sign up students for summer school when they
need it. In addition, College fairs as well as financial aid and personal statement workshops are
held on campus during regular school time. Having partnerships with different colleges and
mental health agencies helps participants refer students to the appropriate professional to fulfill
the students’ needs.
Dividing the different supports: academic, personal, mental health therapists and
college/career counselors has shown an impactful change (Lutz, 2007). It was mentioned several
times that having a parent center has been helpful where there is parent help offered to work
together and support their children (Lutz, 2007).
Weaknesses and possible remedies within the school counseling program. High school
counseling programs face a wide range of faults from parental involvement, financial problems,
among others. However, various changes can be made to improve opportunities for Latino
students to attend a four-year institution of higher education. One survey respondent mentioned,
There are multiple reasons why Latino students do not attend the 4-year institutions.
What students have mentioned to me is that they don’t have the money. If they are going
to commute to a 4-year university, they don’t have a car, and by taking the bus, it would
take too long. These students also have to help out at home with siblings or by working to
help their families. These students are also afraid. Some of these students have never left
the community, they have never left their city.
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Participants noted parental involvement at an early age would better set up Latino
students for success in high school. They noted counselors would have to start monitoring
students at the elementary school level, teach parenting strategies to enable families to pay closer
attention as their student transitions out of elementary into middle and high school. The majority
of the participants affirmed it is necessary to educate parents on how to use email and the
school’s parent portal to support their children throughout high school and the college process.
They also noted schools need more Spanish translators available to assist rapidly and make
parents feel welcomed.
Participants wanted to share dos and don’ts with middle school students with the hope
that students will be more mature and take high school seriously. The hope was for students to
learn good study habits starting in elementary school and develop as they move up to high
school. High school counselor A admitted students tend to miss important deadlines:
Seniors miss deadlines and do not check their portals. We have to do a better job of not
disseminating the information but having some system in place where we have them
follow through on these deadlines they do not quite understand.
Participants also wanted opportunities for professional development to become up-to-date
and better serve their Latino students. A survey respondent explained that,
If freed from those non-counseling duties that can be reasonably done by someone else
and is not the best use of a high school counselor skill set, they would have more time to
do regular, on-going check-ins with all subgroups of students.
Another survey respondent felt like a quasi-administrator because of having to handle
discipline, attendance, and all meetings related to students with disabilities. This time takes away
from focusing on counseling goals. Nonetheless, a survey respondent declared schools are not a
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perfect world, sometimes, high school counselors are called to do things outside their service
guidelines. Other participants perform many roles and are expected to take on multiple tasks,
making it difficult to follow the ASCA model. Participants try to embrace their best practices,
but the numbers overwhelm their intentions.
Based on the interview responses, it is evident most of the respondents do not fully
comply with the ASCA model owing to their diverse caseloads and duties routinely demanded of
them. The participants also acknowledge their work was influenced by the ASCA model.
Professional development programs. To work through organizational barriers,
participants receive professional development related to their role in the counseling programs,
which enlightens them on how to support Latino students. When asked about the kind of
professional development programs received, participants mentioned, implicit biased training
provided by the county office of education, CARPE college access training, and the UCLA
collaborative.
Interview responses showed participants received professional development from
CARPE College Access, UCLA Collaborative, and the county office of education. The
professional development programs were introduced to participants through different
organizations. The majority of the participants learned about the professional development
programs from district mandates or colleague recommendations. High school counselors A and
B both mentioned learning about the programs from their districts. High school counselor D
stated,
It is a collaborative, UCLA with LAUSD. The program selected high schools with a high
percentage of African American students and Latino students. This is our seventh year
since becoming part of the collaborative. I happened to be asked to be part of it because
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being part of the performing arts magnet, my student population was at a higher
percentage rate of African American and Latino students.
High school counselor E stated their school heard about CARPE, and a coworker received
information from a High Tech High counselor he met at a counselor fly-in.
Participants acknowledged receiving support through professional development training,
which enlightened them on how to work with Latino students. High school counselor B said,
Support, the most recent would be the CARPE College Access Network. We are seeking
out resources when we go to CSU/UC conference. Just getting informed and having all
that information so we could educate students about what kind of help is out there for
Latinos.
High school counselor C shared Cerritos College has a conference every year for their
demographics of dreamer, and undocumented students. High school counselor E mentioned,
CARPE is probably the most focused and direct training we’ve explicitly had for Latino
and African American, first-gen students. All other professional development
opportunities have been for all college admissions, access, and awareness. High school
counselor E makes it a personal goal to ask, ‘What are you offering for first-gen students.
What are you offering to lower SES students?’ Because they need to have something in
place to not only accept the student and for the student to enroll, but to graduate the
student as well.
Research results show support is provided to participants from different organizations.
Moreover, participants received their support to assist Latino students through college
counselors, training, databases, academic counselors, a–g counselors, at-risk counselors,
wellness programs, and different campus program. Participants had different motives while
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attending professional development programs. High school counselor A admitted attending to
learn more about working with Latino students. High school counselor B stated,
I wanted to go to that conference because I want to grow to be of service to my students.
The more I prepare myself, the more connections I have. Whatever I’m learning, I know I
could bring back to my school.
High school counselor C acknowledged learning and comprehending the various strategies or
adjustments to use while working with Latino students could be challenging. Therefore,
counselors must attend professional development programs to continuously incorporate
strategies as best practice:
I try to stay up on that stuff on my own, but always like to hear a presentation of any new
laws that are changing, assembly bills, and how the funding changes. I think we need to
be informed about these things if we’re going to be having conversations that are so
sensitive and private with our students.
High school counselor D felt the program would instill essential skills to learn how to work with
Latino families and promote a–g completion:
I felt this was a positive way to get UCLA and that collaborative, working to have
resources and provide information to parents. From there, our AP program has increased.
The enrollment with our Latino and African American populations has increased. The
number of AP courses we’ve offered has increased in the last seven to eight years here on
this campus as well.
High school counselor E also added the professional development programs were
central in guiding them on how to advise, evaluate, and motivate Latino students on their career
and education:
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CARPE. We need it. Our district knew we needed it. It provides the guidance we
professionals need to improve. I knew I wasn’t going to receive the advice, evaluation,
and the more specific college and career experience from our school administration, but
CARPE provides the mentorship.
Due to the complex nature of working with Latino students, high school counselors
affirmed the professional development programs were an essential platform to learn more about
the strategies, tactics, and measures they can use to increase the a–g completion rate among
Latino students. High school counselor A saw the professional development program as a
platform where colleagues can come together and openly talk about counseling and the Latino
community:
For me, it was a better way to discuss a topic that nobody wants to discuss between
colleagues. With students, it seems very easy to talk about whatever it is they or you want
to talk about. So, learning new ways to approach colleagues without putting that person
on the defensive, to maybe, possibly have them look at the students in a different light, it
was beneficial.
Similarly, high school counselor B, and E appreciated CARPE for providing a common ground
where high school counselors can interact and share ideas on the strategies they use and how to
enhance their strategies. The professional development programs were also seen as a reminder
for equality and the importance of uplifting the Latino community. High school counselor E
explained,
CARPE has been pretty integral to the work we are now doing. It is resetting our
approach to college awareness, acceptance, and access. Because it’s so easy for us to be
tied down by the very high maintenance families and students. We easily forget and
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quickly drained by that, which then allows no energy or effort for those who need it. So
CARPE has kind of turned things upside down and reminded us, not why we’re in the
field, but more of how we can do better. Just like CARPE says, “Let’s work smarter, not
harder.” How we can come back to those who need, desire, and could do better with more
information.
The professional development program presents a significant strength to participants. The
development programs enlighten them on topics of which they may be unaware and possible
ways to increase the a–g completion rate. CARPE also provides time for high school counselors
to interact, share, and learn different strategies.
Parental Involvement
Little (n.d.) emphasized staff members can help by supporting families and their basic
needs to build rapport quicker. In addition to the strategies mentioned before, engaging families
supports all of the school’s efforts. Participants have undertaken different initiatives to
incorporate Latino parents in the career development journey of their children. Holding grade-
specific meetings with parents and inviting them to use their parent portal to monitor their
children’s grades are strategies. Moreover, they create awareness during parent meetings on a–g
course requirements, financial aid, and benefits of supporting their children in high school
(Common App, 2017). To avoid language barriers when working with Latino parents,
participants use the most preferred language to communicate. High school counselor C reported,
We always offer a Spanish component to all our meetings. We do a parent university, a 4-
week series in the evenings starting in September. Geared toward focusing on first-year
students, but any grade level parent can attend. It’s just for parents, and we go over the a–
gs. We always offer it in English and Spanish in a separate classroom. Throughout the
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year, we have grade-level assembly nights. We do the freshman in September then, senior
night in the fall. We do juniors early spring and sophomores in March.
Based on the interview findings, the Latino parents who are concerned with the a–g
requirements, eligibility, and college process are informed on a personal level. Participants
communicate with Latino parents and update them on student. High school counselor B shared,
We have a lot of walk-ins, which is a good sign because it shows parents feel
comfortable. We get back to them and try to be as cordial and welcoming as we can. A
lot has been addressed through the guided curriculum and then also in the evening parent
nights. We try to address their concerns right there as quickly as possible. If not, we’ve
asked them for information, call them back and follow up with them.
High school counselor D affirmed,
I will try to be a part of the whole process, just walking over there with them,
communicating, going back and forth with the conversations. We have a parent center
that is a welcoming area, and a lot of our parents do come. We have many different
workshops for them during the regular school day. Our counseling team participates
during the coffee with the parents. Parents are provided with many opportunities to come
on campus.
Participants make Latino parents feel as comfortable as possible by inviting them to
parent meetings where they are introduced and reminded on the a–g requirements, eligibility, and
college process. The schools also organize a regular meeting during school days and sometimes
coffee with the counselors for parents to ask questions in a smaller setting.
In an ideal setting, high school counselors devote time communicating to Latino parents
the a–g course requirements and benefits of attending college. High school counselor B
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mentioned their high school counseling team hosts grade-level assemblies once a semester, and
High school counselor C prepared meetings with parents quarterly. However, high school
counselor C and the counseling team use platforms such as email, text messaging, and
counseling centers to send hard copy letters for specific grading periods. High school counselor
D admitted that, in an ideal setting, their counseling team would communicate to parents all the
time:
In a perfect environment, we would be available at all times. Always try to make
ourselves available. We don’t turn away parents. It’s a known knowledge, if a parent has
taken time off of work, or made the time to come to our campus, we will make ourselves
available. Perhaps, set something up for a more extended period. I can honestly say we
are available regularly.
High school counselor C sought to make students understand how close they were with
timelines, SAT, college applications, and the financial aid application. High school counselor C
and the counseling team communicated with other support systems on campus to ensure
everyone delivered the same message encouraging students to complete their a–g requirements.
Constant communication with Latino parents is essential to improving the a–g
completion rate. Participants, therefore, suggest grade-level assemblies should be held at least
once a year and parent programs throughout the year.
Summary of the Research Findings
This chapter reported results obtained from 24 survey respondents and five interviewees
who served as high school counselors in Los Angeles County. The intent was to discover the
strategies, tactics, and programs they use to ensure Latino students meet the a–g requirements
needed for admission to the CSU and the UC. The results from this study affirm participants
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utilize a range of strategies and tactics to ensure Latino students meet the a–g requirements. The
procedures used include assistance with financial aid and college application, workshops during
and after school, offering PSAT and SAT, and incorporating appropriate grade-level lesson plans
during class visits.
The research also identified various tactics used by participants, including telling jokes,
learning and using students’ lingo and bonding with students during nutrition and lunch breaks.
The strategies and tactics employed by the participants incorporate school-based SCT. The
adoption of the theory helps to enhance relationships among Latino students, parents, school
counselors, school, and community. School-based SCT, in this case, is evident in the
understanding of parents’ expectations, obligations, and the social network established within the
family, school, and community to enhance a–g completion rates (Bassani, 2007).
Participants identified various barriers, including the number of students on their caseload
and non-counseling tasks which limit time for early intervention. To overcome barriers,
participants establish close relationships their team members. This makes them feel supported by
their coworkers and creates a happy working environment, which improves self-efficacy
(Associated Press, 2014). Moreover, participants spend adequate time on school schedules,
student academic planning, mental health issues, and building a college-going culture. This
empowerment and strive to enhance a–g completion rate among Latino students can be
elaborated using CRT, which elaborates on the inclusion of voices of those in the margins
(Daftary, 2018). A potential strength for the participants is the ability to divide the caseload
depending on needs (ASCA, 2003).
The research results support the theoretical study framework. The aspects of the school-
based SCT were evident in survey and interview responses on how the participants’ contact with
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Latino students influences students’ a–g completion rates (Bassani, 2007). The participants apply
and understand the aspects of CRT by adopting various measures. Participants achieve this by
continually involving themselves in the students’ academic experience. Chapter Five presents a
summary of the research findings and implications for practice. Recommendations for future
research are also presented.
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CHAPTER FIVE: SUMMARY, CONCLUSION, AND IMPLICATIONS
The purpose of this study was to examine the strategies, tactics, and programs successful
California high school counselors use to ensure Latino students meet the a–g requirements
needed for admission to the CSU and the UC. Research shows this ethnic group is increasing
throughout the United States, with Latinos making up to 17% of the population (Flores, 2017).
This makes the people of Hispanic origin the most significant racial minority in the United States
(U.S. Census, 2018). The Census Bureau predicts that, by 2060, 28% of the population in the
United States will be Latino (CNN, 2018). With the increasing Latino population, it is essential
to nurture and promote a culture of education among youth.
The high school counselor role has changed dramatically over time (Pflugshaupt, 2019).
While these counselors have an idea of what they want to achieve in a day, they understand it
might not go as planned due to unforeseen barriers and circumstances. To understand and
address the two research questions, 24 proficient high school counselors with high Latino a–g
completion rates completed the survey. Five were interviewed due to the wealth of knowledge
they possessed. The interviews and survey questions sought to address the following research
questions:
1. What strategies do California high school counselors use to ensure Latino students meet
the a–g requirements for admission to the California State University and the University
of California?
2. How do successful high school counselors overcome organizational barriers when
working with Latino students?
Mixed-methods research were utilized for this study. The basis of this research design
was the combination of qualitative and quantitative approaches to gain a complete understanding
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of the research problem (Creswell, 2014). Responses from the survey (See Appendix B) and
interviews were used to address the formulated research questions. The study participants held a
Master of Art degree in Counseling and a PPS credential with at least 50% of their Latino
students achieving the a–g course requirements in Los Angeles County.
The study findings indicate schools with high Latino a–g completion rates have district
administrators’ support and are influenced by the ASCA model. High school counselors should,
therefore, advocate for a comprehensive counseling program, promoting academic, career, and
social-emotional support to improve student achievement and development (ASCA, 2018). High
school counselors are fundamental to improving Latino a–g completion rates by providing
support, services, and resources. The study identified various strategies used by California high
school counselors to ensure Latino students met the a–g requirements for admission to a CSU or
the UC. They include assistance with financial aid and college applications, offering the PSAT
and SAT at their schools, incorporating the appropriate grade-level lesson plans during class
visits, and holding regular meetings with students to challenge and encourage them to perform to
their highest potential. The current study findings are consistent with Sue et al.’s (1992)
argument that school counselors should validate and respect the worldviews of the diverse
student population to improve strategies and skills required to be culturally competent.
There are various barriers faced by high school counselors. In this study, barriers
included working with a considerable number of students on their caseload, which limits time for
early intervention. Language and financial barriers are also identified as a significant setback for
the inter-relationship between high school counselors, Latino students, and their parents.
High school counselors highlighted some of the strategies used to overcome the
organizational barriers arising when working with Latino students. Strategies on overcoming
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organizational barriers included attending professional development programs to gain insight on
how to manage the issues, utilizing the support from the district and programs such as CARPE
and UCLA Collaborative, building constant communication with Latino students and their
parents, and educating parents on a–g requirements and funding a college education. These
findings are consistent with the reviewed literature which outlines the importance of creating
effective communication between parents, teachers, and students to enhance a–g completion rate.
The following sections will cover recommendations, limitations, implications, future research,
and conclusion.
Recommendations
Districts should support the counseling department by having a comprehensive
counseling curriculum aligned and influenced by the ASCA model. It is recommended for
districts to integrate the ASCA model as an educational program in all high schools. This will
ensure all students receive all the services they need to transcend (ASCA, 2018). Numerous
stakeholders contribute to students’ success, and everyone needs to collaborate to ensure students
finish high school and meet the a–g course requirements. District administrators should create
awareness to school administrators on the importance and benefits of following and respecting
the comprehensive counseling curriculum to obtain successful outcomes. Moreover, high school
counselors, school, and district administrators can collectively evaluate the effectiveness at the
end of the school year to plan and modify strategies to suit the needs for the following year. All
stakeholders should, therefore, contribute to this process to get to an agreement and implement it
with fidelity.
Secondly, districts need to strive to bring the most up-to-date information to address
prevalent issues in the field. Storlie and Toomey (2016) recommended more training for high
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school counselors. Proper multicultural training would benefit the diverse student population,
families, and community. Just like technology is changing, new trends and challenges are
occurring. Therefore, preparing school counselors to face these new trends will eliminate adverse
outcomes. Site visits to schools with high Latino a–g completion rates should be considered for
professional development. Professional development programs and being part of college access
networks allow high school counselors to collaborate and see what strategies, tactics, and
programs are being used in other schools (Gonser, 2018). The support of an outsider looking into
the organization can provide new strategies. The purpose of professional development is to train,
motivate, educate, and expose counselors to best practices that have worked for high school
counselors with different experiences.
Third, technology is evolving, and high school counselors need to be well-equipped to
fulfill the demands of the 21st century in education (ASCA, 2018). It is important to integrate an
online system displaying graduation checks and evaluations where students can log in to request
classes and communicate with their high school counselor. This can serve as a graduation plan
that can be started in middle school and high schools to create awareness and motivate
students. Also, a–g tracking systems have shown a positive impact on counselors, students,
parents, school and district administrators, teachers, staff members, and college access programs
Szymanski (2017). It is beneficial to easily track the a–g completion rate, as it provides students
and stakeholders with knowledge on what it takes to meet these requirements. These progress
tracking systems make students accountable and responsible for their learning and high school
career, as it makes them be independent and self-sufficient (ASCA, 2018). This could improve
the sequence, but counselors will still need to meet with all their students to review their 5-year
plans and discuss potential opportunities. The a–g online progress tracking system is not
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intended to eliminate time with students; it is to have more time to check-in with students as part
of ASCA’s delivery component,
Also, being able to run reports of a–g progress will allow high school counselors to make
data-driven decisions, start groups, or move to the next level of support for particular students
(ASCA, 2018). The implementation of online systems will eliminate paperwork and trivial tasks,
allowing counselors to meet with students individually at least twice a year and intervene when
students are not fulfilling the a–g course requirements. This information will demonstrate and
reflect how much more successful counselors can be utilizing and allocating their time more
constructively. Technology can be used to the high school counselors’ advantage as a reliable
method of communication with students. By removing trivial tasks such as paperwork, high
school counselors will have abstract conversations, build rapport, provide in-depth college
application guidance. Having more time to meet with students will support more interventions,
parent meetings, individual counseling, college, and financial aid application workshops
(Gonser, 2018).
Fourth, ninth graders should be informed early on the importance of meeting the a–g
course requirements, consequences, and benefits. The students should also be enlightened about
the opportunities associated with their academic achievements. To accomplish this goal, the
school counseling curriculum needs to be age-appropriate and have clear objectives and
outcomes for all stakeholders to understand and appreciate its impact (Chao, 2013). Introducing
college information at the beginning of high school and informing students on what is expected
of them will give them a sense of responsibility over their academics. Continuous discussion of
universities will move from whether the student will apply to college to what university that
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student will attend. All these efforts will create a stronger college-going culture where students
will understand a postsecondary education is a necessity.
Fifth, schools need to host bilingual grade-level assemblies in the mornings and evenings
at least once per semester. Grade-level assemblies can be tailored with information pertaining to
the students’ grade level and what is expected of the student, parents, teacher, and counselor that
year. During these meetings, the parents and students can be reminded of their progress and the
steps needed to get on track if they are not already. These meetings will create a strong bond and
partnership among the students, parents, and the school.
Moreover, having a bilingual liaison and parent centers help maintain parents’
involvement by coordinating conferences, presentations, activities, fundraising events, and
bringing in resources (Lutz, 2007). It is also important to involve parents in their children’s
education early by informing on college admission requirements, college process, and financial
aid. The earlier the parents are exposed to these college process, the sooner students will receive
support from their parents. Families will also be empowered by receiving the most up-to-date
information on the expectations and requirements for their students to succeed in high school and
qualify for a higher learning institution.
Recommendations to School Counselors Based on Key Findings
There are four recommendations for school counselors on how to work with students
based on this study’s key findings. The first recommendation calls for high school counselors to
be in contact with middle school counselors regarding incoming freshmen’s academic and
social/behavioral needs. This guarantees appropriate class placements and attention to other
necessities before the first semester begins. For instance, any inconsistency between academic
performance in eighth grade and the state-level middle school academic assessment scores need
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to be addressed before scheduling freshmen’s classes to ensure proper supports (Miura &
Tromiski-Klingshirn, 2013). The second recommendation is for high school counselors to
actively participate in freshman orientation, which helps identify their role as helpers to
incoming first-year students and their families. High school counselors should also inform
students about the resources available at the school and the community (ASCA, 2018). The third
recommendation is for high school counselors to meet regularly with students (Lutz, 2007).
Pulling reports from the student information system on graduation requirements, credits, and
progress towards college eligibility will ensure an individualized plan tailored to students’ needs.
The frequent meetings will help foster optimal learning and close monitoring of students who are
struggling. Lastly, the fourth recommendation is for high school counselors to identify and refer
students to appropriate mental health trained professionals. High school counselors support and
advocate for students dealing with adjustment, family, and health issues that may affect their
academic performance (Miura & Tromiski-Klingshirn, 2013; Miura & Tromiski-Klingshirn,
2016).
Limitations
The scope of the study was limited by the geographical area, Los Angeles, which hinders
the generalization of the results to other high schools in California or other states. Extending the
study and interviewing more high school counselors might support and validate this study. There
is a potential for bias in the survey and interview data due to the possibility that participants were
dissatisfied with their administrators and/or district leadership. Responses reflect individual high
school counselors’ perceptions. The research method utilized entailed the collection and analysis
of qualitative and quantitative data.

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Implications
The research findings imply all stakeholders at high schools must work as a team and
collaborate in preparing students to advance to university after high school. High school
counselors and school administrators should also formulate policies to overcome the barriers that
hinder awareness of Latino students’ a–g completion rates (Auger and Abel, 2014). The results
also imply high school counselors should implement the identified strategies and tactics as well
as leadership skills. This will enable them to efficiently handle barriers when working with
Latino students. The school district, organizations, and government should also support high
school counselors in achieving the goal of increasing the Latino a–g completion rate. All
members of the task force need to be on the same page, be supportive, and emphasize college
admission information to all students in all conversations to change the social culture of the
school (ASCA, 2003).
Future Research
The study identified the strategies, tactics, and programs successful California high
school counselors use to ensure Latino students meet the a–g requirements for admission to the
CSU and the UC. The research findings also revealed the implementation of the ASCA model in
the high school counseling curriculum could positively influence results, although there is little
research on the subject. This calls for additional research to determine how many districts are
working to ensure the ASCA model is being followed with fidelity in their counseling
departments. Future studies should also consider investigating the districts using the ASCA
model with accuracy and the nature of their results and numbers. It would be worth investigating
what strategies and tactics high schools with Latino a–g completion rates of 33% or lower utilize
to understand and discover where the lack of preparation and support lays. Such a study would
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provide insight into what the school counselors are experiencing. An examination of the tasks
high school counselors are expected to perform each day may provide ideas on how to
effectively provide Latino students with the guidance and support they need. Ideally, further
study would assist districts or schools with rates lower than 33%. Researchers can also track the
information over 2 to 3 years to see how the numbers fluctuate and what the data explains.
Moreover, there is a need for continuous extensive research on what other districts with
high a–g Latino completion rates are doing to improve Latino achievement (ASCA, 2003).
Future research is also needed to investigate the relationship between school administrators and
high school counselors and how they can work together to achieve high Latino a–g completion
rates. Lastly, further exploration of school counseling is needed to demonstrate and advocate for
the impact of increasing the a–g Latino completion rate and promoting academic achievement.
Conclusion
Every high school’s priority is the academic success and well-being of its students, which
would not be possible without all stakeholders collaborating to achieve this goal. O’Day (2002)
proclaimed that, for change to happen, the behavior of all the members of the organization needs
to change, starting at the individual level. High school counselors should be included in the
planning and implementation of new policies, rules, and programs to share their professional
experiences. High school counselors should also provide staff members with training and insight
for preparing Latino students to be college and career ready. The district can align high school
counselor accountability goals with ASCA’s to better serve Latino students. A significant
component of starting and continuing a college-going culture is to have all staff members support
students higher education goals. Districts and school administrators can use this research to
support high school counselors and reach higher a–g completion rates. This study informs
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current high school counselors, interns, school and district administrators, and educators working
with high school counselors about the challenges and barriers to increasing a–g completion rates.
As we are aware, the high school counselor role continues to change, and it is necessary to
establish the expectation that students will mee the a–g requirements. With unconditional support
from high school counselors, more Latino students will continue their dream of attending a
higher learning institution to have a better and brighter future.

84
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APPENDIX A
Interview Protocol

A. What strategies do California high school counselors use to ensure Latino students meet
the a-g requirements for admission to a California State University or University of
California?
Interview Questions:
1. Describe what skills are needed to work with Latino students.

2. How do you make connections with them?

3. What strategies do you use if there is a language barrier, if any?

4. Describe how you work to prepare Latinos to complete their a-g course requirements.

5. What are some things you do well as a counselor at a high school with a high percentage
of Latino students?

6. What strategies (a careful plan of action to achieve a major or overall aim) do you utilize
when assisting Latino students to complete the a-g course requirements?

7. What tactics (an action or method that is planned and used to achieve a particular goal)
do you use to motivate and get Latino students to complete their a-g course requirements?

8. What college access programs do you utilize at your school?

9. How do these programs help Latino students complete their a-g course requirements?

10. What do you perceive are the essential characteristics of a counseling team that enables
and supports Latino students complete their a-g course requirements?

B. How do successful high school counselors overcome identified organizational barriers
when working with Latino students?
Interview Questions:

11. Tell me about the support you receive as a counselor to work with Latino students?

12. Who provides this support?
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13. What does this support look like?

14. Can you describe any professional development you have received in the last year related
to your role in the counseling program on how to support Latino students?

15. How did you hear about this professional development?

16. What were some reasons you decided to attend?

17. What do you think were the strengths of this PD?

18. Do you hold specific meetings just for the Latino parents?

19. How are the Latino parent concerns on a-g requirements, eligibility, and college process
handled at your school?

20. In an ideal setting, how much time would be devoted communicating information to
Latino parents? How much time is devoted to disseminating information to all parents of
the specifics on how to complete the a-g course requirements and the benefits of
attending a 4-year university?

21. Are you following the ASCA model with fidelity?

Closing Question (Anything else to add)
Is there is anything that you would add to our interview that I might not b

98
APPENDIX B
Survey Protocol

Demographics

1. What is your gender?
Male
Female

2. What is your ethnicity?
African American
Asian
European
Hispanic
Filipino
White
Other

3. What is your age?
29 or younger
30-39
40-49
50-59
60-69
70+

4. Highest level of education?
Bachelor’s Degree
Master’s Degree
Doctoral Degree

5. How many years have you been a school counselor in your current district?
2 or less
3-5 years
6-10 years
11-15 years
16+

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6. How many school counselors are working in your school?
1
2
3
4
5
6
7+

7. How many students are in your caseload?
249 or less
250-349
350-449
450 or more

8. Have you worked as a school counselor at a different school district?
Yes
No

9. If so, how many years?
Free Response

For questions 10 to 19, please use this Likert scale for your responses.

1=Strongly Disagree
2=Disagree
3=Neutral
4=Agree
5=Strongly agree

10. Is it important to hold people accountable.
1 2 3 4

11. It is important to have a close relationship with the other school counselors at your school
site.
1 2 3 4

12. Is it important to be knowledgeable of the a-g course requirements.
1 2 3 4

13. It is important to empower and inspire students to take a-g courses.
1 2 3 4

14. School Counselors help students think about their career goals.
1 2 3 4

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15. Do you have high expectations for your Latino students.
1 2 3 4

16. Do you feel your school administrators support school counselors toward improving
student success.
1 2 3 4

17. Do you feel appreciated by the district.
1 2 3 4

18. Do you feel appreciated by your site administrators.
1 2 3 4

19. Do you feel you have the necessary resources and professional development to
effectively do your job.
1 2 3 4

20. How many conferences or professional development meetings do you attend per year?
0
1-2
3-5
6-8
9-11
12+

21. If so, what kind of conferences are you allowed to attend? Which conferences have you
attended?

For questions 22 to 28, please use this Likert scale for your responses.

1=Far too little
2=Somewhat too little
3=Somewhat too much
4=Right amount
5=Far too much

How much time do you spend on each of these categories:

22. School schedules
1 2 3 4 5

23. Student’s academic planning
1 2 3 4 5

24. Student Mental Health Issues
1 2 3 4 5
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25. Job and career counseling exploration
1 2 3 4 5

26. Professional development
1 2 3 4 5

27. Building a college-going culture: (College-going culture defined by NACAC, the
National Association for College Admission Counseling as practices in schools and
communities that encourage students and their families to obtain the information, tools,
and perspective to enhance access to and success in post‐secondary education).
1 2 3 4 5

28. Assist student apply the college/university applications and financial aid applications.
1 2 3 4 5

For questions 29 to 32, please respond yes or no.

29. Is it important to have and effective a-g monitoring system district-wide?
Yes
No

30. Which system do you use? Do students have access to see their progress?
Free Response

31. Do you have a college-going culture at your high school?
Yes
No

32. Do school counselors help students develop socially and emotionally?
Yes
No

For the last questions, please feel free to type your responses.

33. From a school counselor’s perspective, what do you think school counselors should focus
more on?
Free Response

34. What strategies do California high school counselors use to support Latino students in
getting admitted to four-year universities?
Free Response
35. What organizational barriers do California high school counselors face when working
with Latino students in supporting their admission to four-year colleges and universities?
Free Response

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36. What leadership skills possessed by school counselors have the strongest impact on
effectively supporting Latino students?
Free Response

37. What barriers do California high school Latino students face when applying for
admission to four-year colleges and universities?
Free Response
38. What are the most significant strengths currently existing within your School Counseling
Program?
Free Response

39. What are the most significant weaknesses currently existing within your School
Counseling Program? What would you change to improve opportunities for Latino
students to attend four-year institutions of higher education?
Free Response

40. If you would like to support my study even further, will you be willing to provide more
detailed information during an interview?
Yes
No

Best email or phone number to be reached and schedule the interview?
Do you have a preferred time?

103
APPENDIX C
Letter to Survey Participants

(Date):

Dear School Counselor:

I am currently a graduate student pursuing an Ed.D. in Educational Leadership with an emphasis
in Educational Psychology at the University of Southern California under the guidance of Dr.
David Cash and Dr. Rudy Castruita. The purpose of this study is to investigate the strategies,
tactics and programs successful California high school counselors use to ensure Latino students
meet the a-g requirements for admission to the California State Universities and University of
California. You have been identified as a successful school counselor in your district and I very
respectfully request your cooperation to continue with my research.

I am completely aware of your time constraints as a school counselor at this time of the year. I
would appreciate your assistance by participating in a survey. The information you provide will
be crucial for my research and to complete my degree. If you do agree, I have provided a link for
the survey. The survey has been designed and tested to take no more than 15 minutes. If you
would like to support my study even further, please select yes on the last question of the survey
indicating you are willing to continue to an interview and provide more detailed information.

My research study has been approved by the University of Southern California Institutional
Review Board for Human Subjects Research. To clarify, the information you provide will only
be utilized for the study, kept confidential and anonymous. Once the study is complete, the
information will be destroyed.

If you do agree to the interview, could you please reply to my email soniaroj@usc.edu and give
me a couple of dates and times when you are available.

Thank you very much for your patience, valuable time, and essential support.

Sonia Rojas, M. A.
Doctoral Candidate
University of Southern California
soniaroj@usc.edu

104
APPENDIX D
Letter to Interview Participants

(Date):

Dear School Counselor:

I am currently a graduate student pursuing an Ed.D. in Educational Leadership with an emphasis
in Educational Psychology at the University of Southern California under the guidance of Dr.
David Cash and Dr. Rudy Castruita. The purpose of this study is to investigate the strategies,
tactics and programs successful California high school counselors use to ensure Latino students
meet the a-g requirements for admission to the California State Universities and University of
California. You have been identified as a successful school counselor in your district and I very
respectfully request your cooperation to continue with my research.

I am completely aware of your time constraints as a school counselor at this time of the year. I
would appreciate your assistance by participating in an interview. The interview will take
approximately 45 to 60 minutes. The information you provide will be crucial for my research and
to complete my degree. The interview focuses on your leadership and has been designed to take
no more than an hour.

My research study has been approved by the University of Southern California Institutional
Review Board for Human Subjects Research. To clarify, the information you provide will only
be utilized for the study and will be kept confidential and anonymous. Once the study is
complete, the information will be destroyed.

If you do agree, could you please reply to my email soniaroj@usc.edu and give me a couple of
dates and times when you are available.

Thank you very much for your patience, valuable time, and essential support.

Sonia Rojas, M. A.
Doctoral Candidate
University of Southern California
soniaroj@usc.edu

Abstract (if available)

Abstract High school counselors are vital advisors in the development of the Latino high school students’ plans for the future. With such an impact come many other responsibilities, deviating high school counselors from focusing on the most crucial part of their job, delivering college-readiness resources. The purpose of this study was to examine California credentialed school counselors in Los Angeles County from successful high schools that have a remarkable Latino a–g completion rate. The researcher investigated the strategies school counselors utilize to ensure students complete the a–g course requirements. ❧ This dissertation focused on surveying and interviewing high school counselors considered successful with at least 50% a–g completion rates as published in the Department of Education on the California School Dashboard. It was imperative to examine successful high school counselors who possess the skills, perform the appropriate interventions, strategies to influence, motivate Latino students to graduate and meet the a–g course requirements. The dissertation was meant to identify the knowledge and experience of thriving counselors, to share effective strategies used to keep Latino students on the a–g track, enabling them to attend a university and be more prepared academically for their post-secondary successes. This was a mixed methods study aiming to investigate how high school counselors assist students to complete their a–g course requirements. The population utilized for this study was California credentialed school counselors in the Los Angeles County from successful high schools that have a remarkable Latino a–g completion. The data was analyzed, effective interventions are suggested for implementation to motivate and prepare Latino students to complete their a–g course requirements to receive a higher learning education.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Rojas, Sonia G. (author)

Core Title Strategies used by California high school counselors to help Latino students complete a–g requirements

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/09/2020

Defense Date 03/16/2020

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

Tag ACT,Advanced Placement (AP),a–g requirements,a-g tracking systems,ASCA model,bilingual,California State University (CSU),college access,Communication,comprehensive counseling curriculum,connection,culturally responsive counseling,English language learner,financial aid,Grade Point Average (GPA),grade-level assemblies,high school counselor,Latino,Latino culture,Motivation,OAI-PMH Harvest,orientation,parent liaison,parental involvement,postsecondary education,SAT,school counselor,secondary education,strategies,Technology,universities,University of California (UC)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Cash, David (committee chair), Castruita, Rudy (committee member), Hausner, Larry (committee member)

Creator Email soniaroj@usc.edu,soniarojas08@hotmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-280888

Unique identifier UC11674939

Identifier etd-RojasSonia-8257.pdf (filename),usctheses-c89-280888 (legacy record id)

Legacy Identifier etd-RojasSonia-8257.pdf

Dmrecord 280888

Document Type Dissertation

Rights Rojas, Sonia G.

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