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What We Do
School counselors are certified/licensed educators who improve student success for ALL students by implementing a comprehensive school counseling program. They support students within three specific domains:
The goal for all K-12 school counselors is to support all students with application of academic achievement strategies, management of emotions and application of interpersonal skills, and planning for postsecondary options (higher education, military, work force). In order to deliver services effectively, school counselors are recommended to follow the ASCA National Model. Click this link to find out more:
https://www.schoolcounselor.org/About-School-Counseling/School-Counselor-Roles-Ratios
How We Deliver Services
School counselors have evolved the approach to counseling nation wide to expand their reach of services on students. To do this, school counselors categorize their implementation of services into three tiers:
Tier 3: These are individual services that are provided to students. Theses services are intended for the most at need students or for students who have general questions. These services are provided by the counselor of the day, which responds to urgent concerns, or by appointment through the student's counselor.
Tier 2: These are targeted interventions that prioritize a specific population in the school. Theses are provided in a group setting. Examples may include grief services, study skills, anxiety, etc. Theses services are voluntary and require consent of students. Participation is highly recommended if selected.
Tier 1: These are universal services provided to all students. These are the foundational mindsets and behaviors that school counselors believe all students should receive in order to be successful at school. School counselors at Balboa will implement up to 4 lessons per grade level per year and will base the lessons on the three domains.
Student-to-School-Counselor Ratios
Although ASCA recommends a 250-to-1 ratio of students to school counselors, the national average is actually 408-to-1 for the 2021–2022 school year (the most recent year for which data is available). See how the individual states stack up:
https://www.schoolcounselor.org/getmedia/b9d453e7-7c45-4ef7-bf90-16f1f3cbab94/Ratios-21-22-Alpha.pdf
Why does ASCA recommend a ratio of 250 students per school counselor?
Since 1965, ASCA has recommended a student-to-school counselor ratio of 250:1. Although this ratio may be optimal, grade level and socioeconomic factors require close consideration. According to data from the U.S. Department of Education National Center for Education Statistics, the 2021–2022 national student-to-school-counselor ratio was 408:1. National ratios are higher in elementary schools and lower in high schools, based on estimates using the NCES data. However, because some states do not designate school counselors by grade level, average ratios can only be calculated in ranges: The national average for grades K-8 ranges from 613:1 to 787:1. The national average for grades 9-12 ranges from 204:1 to 243:1. (National Center for Education Statistics, http://nces.ed.gov/ccd/elsi/).
Several studies have noted that smaller ratios support increases in standardized test performance (Parzych et al., 2019), attendance (Carey et al., 2012), GPA (Goodman-Scott et al., 2018) and graduation rates (Lapan & Gysbers, 2012), as well as decreased disciplinary infractions (Carrell & Carrell, 2006; Lapan et al., 2012). Additional studies have shown that lower ratios also increase the likelihood of students having conversations with school counselors regarding college-going and postsecondary plans (Bryan et al., 2009; Danos, 2017; Engberg & Gilbert, 2014; Hurwitz & Howell, 2013; Woods & Domina, 2014; Lapan et al. 2019). Further, in an ASCA-grant-funded meta-analysis of student-to-school-counselor ratio outcome studies, Kearney et al. (2021) found that a one standard deviation change in the ratio is likely to result in a 6% standard deviation in student outcomes, especially in terms of improving attendance, decreasing disciplinary infractions, and increasing high school graduation.
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