Journal of the Effective Schools Project, Volume 18, 2011 Page: 11
The following text was automatically extracted from the image on this page using optical character recognition software:
Given the constantly changing
performance standards imposed on
schools from legislative bodies
and the increasing demands upon
teachers to focus on test prepara-
tion and performance, the role of
the school counselor has changed
dramatically in recent years. In
many instances, school counselors
have been forced to become the go
-to professional since they repre-
sent the only person in the school
building with extensive training in
both mental health and a minimum
of three years in the classroom as
an educator. Charged with design-
ing and implementing a compre-
hensive school counseling pro-
gram that includes a statutory dic-
tate to provide information about
higher education options for every
graduating senior, our data suggest
that the counselor faces a daily
disconnect and constant job dissat-
What can be done? Are adminis-
trators willing to recognize this
disconnect? Will state policy mak-
ers continue to refine and redefine
school achievement outcomes
without regard to this unanticipat-
ed consequence relative to the
frustration level of the school
counselor? With a continual ex-
pansion of academic performance
accountability for districts, will the
role of the school counselor come
into clearer focus and become the
target for greater scrutiny with
punitive actions? These and relat-
ed questions and concerns are rele-
vant to future investigation.
American School Counselor Asso-
ciation. (2010). Student-to-
counselor ratios. Retrieved
Dallas Morning News. Retrieved
from lttp://wxv\v.dal lasne\ws.coli
Rado, D. (2009, September 29).
Dallas school counselors over-
whelmed by huge caseloads.
Texas Education Agency. (2004).
A model comprehensive, devel-
opmental guidance and counsel-
ing program for Texas public
schools: A guide for program
development pre-K-12' grade.
Austin, TX: Texas Education
Texas Education Code 61.107.
Alisa Carter graduated with her
bachelor and master 's degrees
from Stephen F. Austin State Uni-
versity. She taught mathematics in
public school and junior college
for 23 years. She is currently a
doctoral graduate student in the
Department of Educational Lead-
ership and Policy Studies at Tar-
leton State University.
Dr. Koy Floyd received his Ed.D.
and Ph.D. from the University of
New Mexico. After several teach-
ing and administrative positions,
he joined administration at Tar-
leton State University in 1992. Dr.
Floyd recently retired as Vice-
President of Institutional Advance-
ment from Tarleton to return to the
classroom as a doctoral faculty
member in the Department of Edu-
cational Leadership and Policy
Charged with designing
and implementing a
counseling program that
includes a statutory
dictate to provide
information about higher
education options for
every graduating senior,
our data suggest that the
counselor faces a daily
disconnect and constant
Here’s what’s next.
This issue can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Periodical.
Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 18, 2011, periodical, 2011; Stephenville, Texas. (texashistory.unt.edu/ark:/67531/metapth201694/m1/13/: accessed October 17, 2017), University of North Texas Libraries, The Portal to Texas History, texashistory.unt.edu; crediting Tarleton State University.