Keywords

Counselor Assignment Models, Student Achievement Outcomes, High School, Organizational Structure

Abstract

The purpose of this quantitative, causal comparative study was to analyze the effect of Counselor Assignment Model (CAM) and student outcomes as measured by FLDOE achievement scale scores, grade point average (GPA), and graduation classification. For this study, all 16 public high schools in a Central Florida School District (CFSD) were selected using purposeful sampling to examine the effect of CAM upon student outcomes. The sample of participants for graduating Cohort 2022 were comprised of approximately 4,630 students in Grade 12 who attended one of the sixteen high schools selected. The data analyses of this study were quantitative that used ANCOVA, independent sample t-tests, and chi-square test of independence, while controlling for gender, socioeconomic status, and ethnicity. Study results indicated in research question one, that there were statistically significant findings indicating the Alpha Model had a positive small effect on student outcomes for the FSA Algebra 1 assessment. Additionally, there was statistical significance with the covariate, ethnicity, for Algebra 1; socioeconomic status and ethnicity, for ELA; ethnicity for Geometry; and gender, socioeconomic status, and ethnicity for U.S. History. In research question two, while the mean score difference in GPA reflected no statistically significant difference, and the magnitude of effect in the comparison was considered small, it is worthwhile noting that GPA is approaching significance. The finding favored the mean GPA of participants receiving counseling through the Alpha Model. In research question three, the finding implied that the observed frequencies were not significantly different than the expected frequencies in the analysis. Based on the findings, CAM did not influence graduation classification. By determining the effect CAM had on student achievement outcomes, this study assisted educational leaders in making decisions about the organizational structure of CAMs in high school guidance departments.

Completion Date

2024

Semester

Summer

Committee Chair

Gordon, William and Ceballos, Marjorie

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership, (Executive Track)

Format

application/pdf

Identifier

DP0028884

URL

https://stars.library.ucf.edu/cgi/viewcontent.cgi?article=1460&context=etd2023

Language

English

Rights

In copyright

Release Date

2-15-2030

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Campus-only Access)

Campus Location

Orlando (Main) Campus

Accessibility Status

Meets minimum standards for ETDs/HUTs

Download

Restricted to the UCF community until 2-15-2030; it will then be open access.

Share

COinS