Counselors Experiences with College and Career Advisement

by
Ashley Allgood

TABLE OF CONTENTS
Page
Chapter
1

ORIENTATION TO THE PROBLEM ............................................................... 1

Statement of the Problem .................................................................................... 1
Statement of Purpose ........................................................................................... 2
Research Questions.............................................................................................. 2
Theoretical/Conceptual Framework .................................................................... 3
Significance ......................................................................................................... 4
Study Limitations .. ............................................................................................. 4
Definition of Terms ............................................................................................. 4
Summary .............................................................................................................. 5
REVIEW OF THE LITERATURE ..................................................................... 6
Lit Review Section 1 ........................................................................................... 6
Lit Review Section 2 ........................................................................................... 9
Summary ............................................................................................................ 12
METHODOLOGY ............................................................................................ 13
Research Design ................................................................................................ 14
Bounds of Case .................................................................................................. 14
Participants ........................................................................................................ 14
Research Context ............................................................................................... 15
Researcher Background and Role...................................................................... 16
Summary ............................................................................................................ 17
Data Collection .................................................................................................. 18
Data Analysis Procedures .................................................................................. 20
Reliability and Validity/Credibility and Consistency ....................................... 21
Ethical Considerations ....................................................................................... 22
Summary ............................................................................................................ 22

DATA PRESENTATION ................................................................................. 23

DISCUSSION .................................................................................................... 31
Appendices.36
References125

1
CHAPTER 1
ORIENTATION TO THE PROBLEM
Deciding what path to pursue after graduation is a decision that shapes a young adults
life. School counselors play a vital role in assisting students to make this decision during the
college and career advisement process. The roles of counselors have well been established by
prior studies. Counselors facilitate students with completing graduation requirements, provide
students with on postsecondary options, connect them with resources, and offer them advice
(McAllister, 2013). They influence the school culture and can establish an expectation for
students to continue their postsecondary education (Perna et al., 2008). Prior research has shown
that having access to quality college counseling increases the college enrollment rates
(McDonough, 2005); however, there are many factors that affect the quality of counseling. A
lack of career and college curriculum training, school administrators priorities, and large student
to counselor ratios affect the quality of college and career counseling (McDonough, 2005).
Additionally, advising students is challenging when the students aspirations differ from the
counselors recommendations. Rosenbaum, Miller, and Krei (1996) reported that some
counselors avoid discouraging students with harsh realities; and therefore, recommend college
for all students no matter the students interests or abilities. While research has illustrated the
value of college and career guidance, research fails to describe the counselors side of this
experience.

Statement of the Problem

While studies have illustrated the importance of counselors and college and career
guidance, research provides limited information on a counselors insights into the college and
career advisement process. Due to the limited information on their perspectives and experiences,

2
there is no way to have an inclusive portrayal of college and career advisement process. Without
a complete understanding, there is little that can be done to improve the quality of this type of
counseling. Quality college and career advisement is vital to increasing college enrollment rates
(McDonough, 2005). This study sought to fill in this gap in research by exploring the
counselors view of college and career counseling.

Statement of Purpose
Through this study, the researcher aimed to provide a vivid description of the advisement
process from the point of view of the counselors. In order to do so, three high school counselors
were interviewed about their experiences and perspectives. Previous studies have illuminated
challenges experienced by counselors. These challenges include large student to counselor
ratios, limited college and career curriculum training (McDonough, 2005), and educational
policies (Perna et al., 2008). These challenges undermine the quality of the college and career
advisement. Prior studies have demonstrated that quality counseling is essential for increasing
college enrollment rates. By understanding the advisement process, steps can be taken to ensure
that all schools have quality college and career counseling. Therefore, the purpose of this study
was to describe the counselors perceptions and experiences with college and career advisement.

Research Questions
The objective of this study was to examine the counselors perceptions of advising
students on their postsecondary options. In order to do so, the researcher interviewed three high
school counselors. In order to gain a rich description of their experiences and to understand their
perspectives, the participants were asked the following interview questions:

3
1) What is a typical senior advisement/review session like?
2) How do you view your role in preparing students for the next steps after graduation?
3) What do you think about the emphasis on preparing all students for college? Can you
give an example......
a) Can you give an example of a counseling session you had with a student who did
not want to go to college? How did you advise them?
b) Can you give an example of a counseling session you had with a student who
wanted to go to college but was not prepared? (maybe?)
4) Does CCRPI play a role in how you counsel seniors? How?
5) Tell me how CCRPI and college enrollment rates affect our school rating?
6) Tell me how the district trains you to advise seniors on their post-secondary options.
Based on their responses, the researcher asked clarifying or probing questions in order to have
the participants expand upon their answers. These questions provided the researcher with
valuable insight into the participants experience in college and career advisement.

Theoretical/Conceptual Framework
There is a great disparity in the quality of college and career counseling among high
schools. Prior studies have shown that this inequity is due to a lack of training, administrative
priorities, large student to counselor ratios (McDonough , 2005). However, this study suggests
that a lack of understanding of the counselors experiences with college and career counseling is
another factor causing this gap among schools. By gaining insight into the counselors
experiences, administrators and district personnel would be able to find ways to enhance the
quality of the advisement. A lack of proper college and career counseling is putting students at a

4
serious disadvantage. McDonough (2005) showed that having access to quality guidance
increases a students chance of enrolling in college, especially when the parents of the student
did not attend college themselves. Therefore, it is important to provide all students with proper
college and career advisement.
Significance
This study sought to describe the counselors experiences advising students on their
postsecondary options. This case study was designed to collect data that had previously been
overlooked. This study will provide a unquie perscepective on the roles of high school
counselors. It will also add to the existing research college and career advisment. By obtainting
an insiders perspectives, there is potential for recommending changes to alter or improve the
advisement process. By improving the quality of college and career advisment, schools can
improve their graduation and college enrollment rates (McDonough, 2005).

Study Limitations
Due to the nature of case studies, this study has some limitations. Primarily, the results
are generalized due to the sample size of the participants. For this study, the participants were all
female counselors under the age of forty. These counselors all worked at the same large,
suburban school in the Southeast. Therefore, their experiences and perceptions may not be
universally applied to all counselors. However, their vivid description of the advisement process
and positive experiences and perceptions may help researchers find methods of improving
college and career counseling at other schools.
Definition of Terms
The following terms are used throughout this study. In order to ensure complete

5
understanding, it is necessary for the reader to understand the researchers definition of the
following words.
Advisement refers to that act of providing one with recommendations or guidance on
what should be done (Advising, 2015.
College and career counseling refers to methods by which the counselors advise and
prepare students to select their next step after high school graduation (McAllister, 2013).
Postsecondary options refer to the options from which students can choose to pursue
after graduation. Typically they refer to enrolling in college, finding a job, or enlisting in the
military (McAllister, 2013).

Summary
The chapter provided an overview of the study to investigate the high school counselors
experiences with college and career advisement. The participant provided a vivid description of
their experiences. Their description of the advisement process provides a better understanding of
what college and career counseling looks like and how it helps students select their path after
graduation.

6
CHAPTER 2
REVIEW OF THE LITERATURE
The main research objective of this study was to explore the high school counselors
experience with college and career advisement. The following discussion is a review of related
literature related to specifically addressing the research objective: what are a school counselors
experiences with college and career advisement? The sub-questions were:
1. How does the advisement process help graduating seniors choose their postsecondary
option?
2. How do district policies and procedures affect the advisement process?
This chapter is organized into three sections: experiences and perceptions of the
advisement process, the effects of district policies and procedures, and the summary. The first
section, experiences and perceptions of the advisement process, reviews literature pertaining to
the roles and perceptions of a high school counselor during the process of advising graduating
seniors on their postsecondary options. The second section, the effects of district policies and
procedures, includes literature that illustrates how actions and initiatives within the district affect
the college and career advisement process. The final section is a culmination of this chapter.

Lit Review Section 1

Experiences and perceptions of the advisement process
A qualitative case study performed by Stone-Johnson (2015) explores perceptions of
teachers and counselors regarding the counselors roles in career and college readiness. Data
was collected through one thousand student and teacher surveys, sixteen teacher and counselor
interviews, and eleven small-group student interviews. The participants were asked about the

7
roles of the counselor, both in general and pertaining to career and college advisement. The
results indicated that the teachers, students, and counselors had varying different perceptions of
the counselors roles (Stone-Johnson, 2015). The counselors felt that the absence of a defined
role and lack of awareness on the part of the teachers resulted in the counselors being given work
undesired by others. The result of counselors being the dumping ground is that they felt that
they have been cut out of the college and career policies. Their role in career and college
readiness is a passive one even though historically counselors have been the leaders in advising
students (Stone-Johnson, 2015). Even though the results illustrated the sometimes restricted
roles of the counselor in career and college readiness, these results are only generalizations of
perspectives since this study only examines one suburb school. However, this study does
illustrate the need for the role of counselors to be moved to the forefront, especially due districts
emphasis on the Career and College Readiness Performance Index (CCRPI).
McAllister (2013) performed a qualitative study to understand the counselors role in
advising students on postsecondary options. She interviewed five high school counselors to
ascertain how the counselors viewed their role and effectiveness in the advisement process.
Findings indicated the counselors are vital in college and career preparations. They viewed their
role as a counselor who empowers, a collaborator who cooperates, a conductor who directs, a
consultant to advises, and a confidant who listens (McAllister, 2013). The participants believed
that their actions had a direct effect on students enrolling in college; however, the counselors felt
that they were not provided adequate training in the career and college curriculum. Despite their
lack of training, they felt assured in their skills that they gaining on the job site and in their
ability to seek information from other resources (McAllister, 2013). The finds are limited since

8
the participants all lived in the same state; nonetheless, they illustrate the pivotal role of
counselors, and therefore, are relevant to this study.
Barker (2000) published an article which evaluated the counselors perceptions of the
necessary workplace skills and career development. The purpose of this study was to expand the
research of Blochs (1996) which explored school facultys perceptions of the importance of
workplace skills and career competencies for three groups of students: college-bound, at-risk,
and work-bound. Barkers research was focused on how the counselors perceive the necessity
of work and career skills for work-bound students verses college-bound students. Barker
collected data by surveying 151 counselors from different schools in one Southeastern state
(Barker, 2000). This survey contained fourteen skills and competencies statements, which were
first developed and used by Bloch (1996). The results indicated that counselors viewed these
skills to be necessary for both groups, but with some slight differences. Counselors believed that
work-bound students had a greater need for acquiring skills pertaining to seeking and obtaining a
job while college-bound students a need for the skills necessary to find and act upon information
regarding postsecondary education (Barker, 2000). Due to this view, there are discrepancies in
the time devoted to each set of skills. Barker referenced a study by Olson (1997) that illustrated
that work-bound students receive significant less counseling time than college-bound students.
Barker asserted that both sets of skills were of great importance for each group since all students
will need to search for a job and many adults decide to further their education later in life
(Barker, 2000). While these results reveal the discrepancies between advising work-bound and
college-bound students, the results are limited since the study only reviewed one school and the
participants were majority female.

9
In a qualitative study, Rosenbaum, Miller, and Krei (1996) explored how counselors
perceived their influence on students deciding on their postsecondary options and what strategies
counselors use when advising students. The researchers performed 27 interviews in eight
different metropolitan schools where they asked the participants to describe the college and
career advisement process. The results indicated that the counselors felt hesitant to discourage
students plans, even if they were unrealistic. Rosenbaum, Miller, and Krei (1996) stated we
find that counselors do not like giving students bad news about their future prospects, do not
want the responsibility and do not believe they have the authority to do it, especially when
parents have opposing views. Instead, they advocate college for all and emphasize personal
counseling, which allows them to avoid addressing unpleasant realities (p. 257). The
researchers referenced prior research outlining the shifting focus of a counselors role from the
1960s to 1990s and asserted that these changes resulted in the counselors desire to avoid
offending students during the career and college advisement process. The examination of
counselors perceptions, roles, and advisement strategies make the results applicable to this
study, even though the results are limited by the relatively small sample size, which are derived
from several participants at several diverse schools.

Lit Review Section 2

Effects of district policies and procedures
As a result of a qualitative study, Morgan, Greenwaldt, and Gosselin (2014) suggested
that high school counselors are not receiving adequate training in the college and career
readiness curriculum. This assertion was made after the researchers interviewed nine high
school counselors in two Midwestern states. The purpose of the study was to explore the

10
counselors perceptions of their roles and their advisement strategies concerning college and
career preparations (Morgan, Greenwaldt, and Gosselin, 2014). The participants responses
illustrated insecurity and uncertainty in their answers, and the researchers linked these feelings to
a lack of formal training and education in the subject matter. The researchers referenced a study
by Clinedinst, Hurley, and Hawkins (2011) that revealed that high school counselors only spend
23% of their time dedicated to college and career advisement and preparations, even though the
ASCA report (2012) recommend counselors devote 40% of their time to this area. Additionally,
the researchers stated that most counseling education programs only offer one class on college
and career advisement. Therefore, the lack of formal training in combination with the limited
amount of time allotted for the curriculum resulted in counselors feeling unprepared when
advising students on postsecondary options (Morgan, Greenwaldt, and Gosselin, 2014). While
the results are compelling and applicable for this study, they might be slightly skewed due to the
relationship between the counselors and one of the authors.
In their case study, Perna et al. (2008) outlined the important role of high school
counselors on college enrollment. While previous research stated that academic or financial
differences in students have resulted in varying college enrollment rates among students, Perna et
al. (2008) contended that these differences were a result of access to proper counseling in career
and college curriculum. They state that the counselors foster a school environment where
attending college is an expectation and provide college advisement accordingly (Perna et al.,
2008). The purpose of this study was to explore the effects of the quality of college counseling
as molded by educational policies and procedures. Data, in the form of interviews and
documents, was collected from fifteen high schools in five different states. The results indicated
that college counseling is limited due to large student to counselor ratios, school priorities,

11
characteristics of the school environment, and the policies of the location of the school. These
constraints result in students having inadequate access to college information, which can be
detrimental especially for students whose parents are unfamiliar in the college enrollment
process (Perna et al., 2008). The limitations of this study are due to the limited sample size of
fifteen schools in five states, which caused a generalizing of the results. Additionally, the
researchers focused on local and state policies that affect counseling while overlooking other
policies that affect the entire school.
McDonough (2005) published an article that outlined the role and effects of counselors
on college enrollment. He stated we know that counselors impact students' aspirations, plans,
enrollments, financial aid knowledge and that meeting frequently with a counselor increases a
student's chance of enrolling in a four-year college, and if students, parents, and counselors work
together and communicate clearly students chances of enrolling in college significantly
increases (p. 22). In referencing previous studies, he asserted that there was strong evidence
that quality college counseling increased college enrollment. However, counselors were not able
to perform their jobs to the best of their abilities as a result of having large case loads and a lack
of training in college counseling. Additionally, there were vast disparities in counseling among
schools due to the available resources, professional development in counseling, school
environment, and policies of the school (McDonough, 2005). These constraints resulted in many
students not receiving adequate college advisement. McDonoughs (2005) findings showed that
without proper guidance, it is less likely for students to enroll in college, especially those who
are socioeconomically disadvantaged.

12
Summary
The chapter included a review of the literature related to counselors experiences with
advising students on postsecondary options. The literature on experiences and perceptions of the
advisement process indicate that counselors play a crucial role in preparing students for making
their postsecondary goals (McAllister, 2013). Counselors foster a college-bound school
environment (Perna et al., 2008) and participating in college counseling increases college
enrollment (McDonough, 2005). However, the counselors can struggle to provide all students
with ample college and career guidance due to educational policies and procedures. The
literature on the effects of district policies and procedures illuminated how counselors are not
able to perform their jobs optimally due to large student to counselor ratios, limited resources
(McDonough, 2005), school environment and priorities, limited college and career curriculum
training (Morgan, Greenwaldt, and Gosselin, 2014), and insufficient access to counselors (Perna
et al., 2008). However, there is no specific information describing the counselors experiences
and process when advising students on postsecondary options. This gap in research validates the
necessity of this study.

13
CHAPTER 3
METHODOLOGY
The purpose of this study was to determine the high school counselors experiences with
college and career counseling. Counselors have varying roles and responsibilities, one of which
is to prepare high school seniors for the next step after graduation. This study aims to acquire an
understanding of the counselors views of preparing students for college or careers. A case study
research design was used because the researcher was trying to explore and understand the
participants experiences and views of a central phenomenon (Creswell, 2015). Additionally, the
data needed to gain insight into the counselors perspectives would result from interviews and
collecting documents, which further supports a qualitative research design (Creswell, 2015). A
case study methodology was used to examine the participants perceptions regarding college and
career readiness since this particular method enabled the researcher to explore the phenomenon
with all of its variables in a real-world setting (Yin, 1994).

Research Design
For this research project, a case study was the desired methodology since a
contemporary phenomenon in its real-world context will be studied (Yin, 1994). The social
phenomenon that was being explored was how high school counselors view of students college
and career readiness. According to Yin (1994), research questions that explore how a social
phenomenon works were appropriate topics for case studies. The advantage of using a case
study was that it enabled the researcher to explore a complex, social situation involving many
variables (Merriam, 1998).

14
However, the amount of time needed to perform a proper and thorough case study was
the drawback of this research design (Yin, 1994). The phenomenon being explored may require
lots of participants, interviews, observations, and documents in order to obtain a complete picture
of the social situation. A further concern of case studies is that they are controlled by the
researcher. This fact can lead to potential issues, for example the results of the study could be
skewed due to the integrity or biases of the researcher (Merriam, 1998).

Bounds of Case
This case study was bound by activity and place. It described the experiences and
perspectives of three high school counselors who all were employed by the same suburban high
school. The data collected from interviews and documentations was limited to the scope of
understanding the counselors perceptions of college and career advisement. The College and
Career Readiness Performance Index (CCRPI) is a factor that has included the advisement
process. It has been in place in Georgia since 2013, so the researcher focused data collection on
the time after the institution of the CCRPI.

Participants
Each of the selected participants was purposefully selected according to their training and
experiences. Purposeful sampling was used since the selected participants have firsthand
knowledge and experience with the central phenomenon of college and career readiness. The
sample of participants was kept small in order for the researcher to provide a detailed depiction
of the central phenomenon (Creswell, 2015). The participants were selected based on their years
of experience and familiarity with county and state educational policy. The three participants

15
were employed as a counselor in the same suburban public high school in a large school district.
They have been involved and trained in counseling high school seniors on the post-secondary
options.
The researcher contacted the counselors via email to ask if they were willing to
participate. The counselors were provided with information on the study and a consent form
(Appendix A). The consent form stated that their information would be kept confidential and
would only be used for the educational purpose of this study. In order to maintain anonymity,
they have been referred to by pseudonyms in this case study.
All three participants were white, female counselors who advise seniors on their postsecondary options. The three counselors had multiple degrees in various fields related to
counseling. These counselors annually advised approximately two hundred high school seniors
each. The first counselor, called Phyllis, had been a counselor at Rockcreek for seven years, and
she was employed previously as a counselor in another suburban school in a different district for
two years. She had a bachelors degree in psychology and a masters and specialist degree in
school counseling. The second counselor, called Alice, had been a counselor at Rockcreek for
nine years. Before working at Rockcreek, Alice was a counselor for three years at another
suburban school in the same district. She had a bachelors degree in child and family
development, a masters degree in school counseling, and doctorate degree in counseling and
student personal services. The third counselor, called Leigh, had been a counselor at Rockcreek
for six years. She had a bachelors degree in child and family development and a masters
degree in school counseling. Overall, these counselors had a wealth of knowledge, education,
and experience regarding career and college readiness.

16
Table 1.
Pseudonym

Gender

Race

Degree

Degree Field

Exp.

Phyllis

Specialist

School Counseling

Alice

Doctorate

Counseling and student personal

services

Leigh

Masters

School Counseling

Participant Demographics
Note: F = Female. W = White. Subject = main subject area the participant teaches. Exp = number of
years of experience in counseling. Degree = the highest degree achieved.

Research Context
The participants were counselors at a large, suburban public high school, which has been
referred to as Rockcreek for the purpose of maintaining anonymity during this study. Rockcreek
had eight counselors for its student body of 3,340 students. It had a diverse population with
fifty-two percent minority students. Rockcreek ranked first in the district and sixteen in the state
with a College Readiness Index score of a fifty-four out of one hundred. With such high
rankings, it was important to the Rockcreeks administration to maintain a high level of
excellence; therefore, the school profile, college enrollment rates, graduation rates, and CCRPI,
which are all factor that guide the advisement process, were important factors. The counselors
are the key players in advising students on their postsecondary options and were able to provide
the researcher with a deepened understanding of this phenomenon based on their experiences at
this school.

Researcher Background and Role

Throughout this case study, I had two major roles as the researcher: the interviewer and
the interpreter. As the interviewer, I created and administered the introductory survey. I also

17
created the interview questions and performed the interviews, including creating audio
recordings of the interivews. As an interpreter, I reviewed, coded, and analyzed the data to gain
insight into the counselors perceptions and experience.
In attempts to maintain an unbiased perspective, I had to acknowledge and control my
preconceived notions. Because of my observations and experiences as an educator, I have
witnessed how unsure students are when it comes to the next step after graduation. They have
discuessed with me the pressure that they feel to enroll in college, pressure steming from their
parents, peers, teachers and counselors. This pressure has resulted in many students enrolling in
college, even if they were relucant. Before this study, I believed that counselors were pressuring
the students to enroll in college, even if that recommentation was not the most appropriate one
for the student. I thought that the pressure from the counselors was a result of the pressure they
felt from county policy to encourage all students to enroll in college.
Throughout the study, I kept my bias in check by asking broad, open-ended questions
which enabled the participants talk freely and take the discussion in any direction, instead of
forcing their answer to go in a certain direction. During the interviews, I made sure to not
interject and add my opinion, but rather to ask probing questions to gain deeper insight and
understanding. Throughouth the study, I maintained a journal to record my reflections and
observations. Lastly, I participated in peer-checking in order to have an unbiased third-party
opinion.
Summary
The results of this study will offer an understanding of the central phenomenon.
Educators will be able to apply these results to suggest ways to create quality of college and
career counseling.

18

Data Collection
Data was collected from an online survey, interviews, and documents. Data collection
took place over a period of three weeks. After the participants provided signed consent to
participate (see Appendix B), background data was collected through an online survey (see
Appendix C). Then a date and time for the interviews were arranged via electronic
communication. Each counselor was interviewed individually through Google Hangouts. After
the completion of the interviews, the participants provided the researcher with documents that
they use during senior advisements. These documents were shared via Dropbox and email.
Survey
After the participants agreed to participate, they answered an eight-question online survey
in order to gather background information (see Appendix C). The survey was facilitated through
Google Forms, an online survey software program. The survey asked for demographic
information including age, level of education, and degree fields. The other questions pertained
to the participants employment as a counselor including number of year as a counselor, years of
employment in the district, number of seniors advised annually, and view of ones role as a
counselor.
Interviews
Three high school senior counselors were interviewed in order to gain an understanding
of their perspective of career and college readiness. A senior counselors role is to advise
graduating seniors on their post-secondary options; therefore, these individuals have experience
with career and college readiness. The interviews were scheduled via email correspondence.
The research asked each counselor to select a date and time for the interview. The researcher

19
was unable to meet the participants in person to conduct the interviews; therefore, the
participants were asked whether they preferred to conduct the interview online or on the phone.
Due to their shared preference in online chat tools, the interviews were conducted via Google
Hangouts. This method of conducting the interviews enabled the researcher to both hear the
words and see the expressions of the participants. These interviews were recorded and
transcribed (see Appendix E). The following table illustrates the date, time, length, and
communication method of each interview.
Participants

Date

Time

Length

Method

Pseudonym
Interview 1

Alice

9/28/2015 1:00pm

21 minutes

GoogleHangouts

Interview 2

Leigh

9/29/2015 11:00am

17 minutes

GoogleHangouts

Interview 3

Phyllis

9/29/2015 2:00pm

20 minutes

GoogleHangouts

During the interview, the researcher asked open-ended questions regarding the roles and
experiences of the counselors in order to gain insight into their perceptions of career and college
readiness (see Appendix D). The counselors were asked to describe their tasks and roles as they
guide seniors through the senior review advisement sessions. They were asked about their views
on the emphasis placed on attending college. To dig deeper into the participants perspectives,
they were asked to describe a specific example of how they advised a student who did not want
to go to college and how they advised a student who was not prepared for college. They were
asked how the Career and College Ready Performance Index (CCRPI) factors into the
advisement process. From these interviews, the researcher was able to gather an understanding
of the counselors experiences and perceptions.

20

Audiovisual materials and documents

The participants provided documents that they use to counsel seniors on their postsecondary options. These documents, which included fliers, presentations, and handbooks,
provided support for the participants answers to the interview questions and deepened the
researchers understanding of how counselors guide graduating seniors. Some of the documents
were produced by the College Board and others were produced locally, either by the school or
district. These documents provided the researcher with detailed view of how seniors are guided
in making the next step after high school graduation.
Data Analysis Procedures
This research study used content analysis to analyze the data. First, the researcher
surveyed the data to obtain a general sense and to detect emerging patterns and themes. Based
on the discoveries, the data was divided into segments, which were labeled with codes describing
the sense of that segment (Creswell, 2015). In the process of coding and analyzing, the data was
read several times. Multiple readings of the data provided the researcher each time with a deeper
understanding of the participants perceptions and experiences (Creswell, 2015). Once all the
interview transcripts and documents were coded, the researcher then created a list of the codes.
Creating this list enabled the researcher to look for redundant codes and to discover the major
concepts within the data (Creswell, 2015). From the act of grouping codes, the researcher
discovered two major categories that affect the counselor experiences with advising graduating
seniors: the advisement process and district policy and procedures.

21
Reliability and Validity/Credibility and Consistency
In order to increase reliability and credibility, the researcher utilized a number of
strategies including triangulation, member checking, reflexivity, and peer review. In
triangulation, the researcher verified the data by comparing participants statements and
supporting documentation and examining all data to find support of the theme. This process
enabled the researcher to craft an accurate and credible study since the information was taken
from multiple sources (Creswell, 2015).
The researcher shared the interview transcripts, notes, and documents with the
participants in the process of member checking. By sharing these resources, the participants
were able to review each one for accuracy (Creswell, 2015). For this study, the researcher
performed this task electronically by send an email requesting their review and sharing the
documents electronically. The participants all confirmed the authenticity of the interview
transcripts, notes, and documents. Moreover, the researcher asked the participants if the
description and interpretations of their experiences and perceptions were comprehensive, fair,
and authentic. Each participant believed that the researcher provided a realistic depiction of their
experiences and perceptions.
In order to avoid personal biases interfering with the reliability of the findings and
interpretations, the researcher maintained a reflexive journal. In the journal, the researcher
recorded thoughts on what was happening in the study, evidence of support from the literature,
questions that arose, views of participants comments, and emerging interpretations. This
process enabled the researcher to acknowledge personal biases and keep them in check.
Lastly, the researcher participated in peer review. For this study, the peer was a graduate
student who was familiar with qualitative studies. The researcher shared codes, documents,

22
transcripts, and each chapter of the study with a peer in order to gain feedback. The peer
reviewed each item and noted any errors or inconsistencies. She also checked to make sure the
findings and interpretations were logical and not affected by the researchers biases.

Ethical Considerations
Numerous efforts were made to protect the participants in this study. The researcher
provided the participants with a consent form, which informed them of the studys purpose,
requirements, benefits, and potential risks. Each participant signed and returned the consent
form to the researcher before the interviews occurred. At the time of the interviews, the
researcher gained permission from the participants to create an audio recording of the session.
The researcher assured the participants that confidentially would be maintained. All the data
gathered from the participants was stored in a password-protected file to which only the
researcher had access. Furthermore, the researcher maintained anonymity throughout the study
by using pseudonyms for the participants and for the school. Finally, during the data analysis
process, the researcher recorded potential subjectivity through journaling and peer-debriefings.

Summary
The researcher performed data collection and analysis in a logical, systematic, and
thorough manner to ensure the studys credibility and validity. During the coding process, the
researcher deepened her understanding and discovered themes. To ensure valid and consistent
interpretations and findings, the researcher took multiple steps, such as triangulation, member
check, reflexivity, and peer review. Throughout the entire process, the researcher protected the
participants and maintained confidentiality.

23
CHAPTER 4
DATA PRESENTATION
Prior research shows the value of college and career advisement. Studies have shown
that having access to college counseling improves the likelihood of students enrolling in college
(McAllister, 2013); however, there is no research on describing the advisement process through
the eyes of the counselors. The purpose of this study was to explore the high school counselors
perceptions and experiences advising seniors on their postsecondary options. This case study
also examined the factors that affect the advisement process, such as administrative priorities,
educational policies, and college and career counselor training. Qualitative data was collected
through interviews of three high school counselors and collected documentation used in the
advisement process. This data was used to answer the prevailing research question: what are the
high school counselors experiences and perceptions of the career and college advisement
process? Two major themes emerged from the data: a) description of the advisement process; b)
factors that affect the advisement process.
In their interviews, the participants provided a vivid description of the college and career
advisement process. This process begins with going over the credit necessary for graduation.
The counselors referred to this step as application for graduation. One of the participants,
Leigh, described this step:
We meet with them at junior year and senior year and we go over something called an
Application for Graduation. It's basically a 4 year map of what they taken and what they
still need to take in order to graduate. We go section by section with that and just go over
the classes that they're currently enrolled in and just reiterate what they need in order to
graduate. We go over whether they taken that SAT or the ACT, what their scores are.

24
In discussing graduation, the counselors also broach the topic of postsecondary options in order
to determine the students aspirations. The participants stressed the importance of this initial
step since it is their major opportunity to talk to the students.
Then the counselors meet with the entire senior class for a presentation (see Appendix F
Document 2) on postsecondary options. This presentation is dominated by addressing the steps
for college enrollment; however, the counselors address all options. As one of the participants,
Alice, explained how these options are handled:
So we try to validate every part of that spectrum. 90 percent of Rockcreek students attend
the four year school upon graduation. But we make sure that in our presentations that
you're not lesser if that's not your plan. So we try to really speak highly of two year
schools and technical colleges. Some students are going to go into the world of work;
some students want to go into the Military. And so we make sure we touch on all of
those.
All of the participants stated that they highly encourage students to continue their education.
They stated that postsecondary education has expanded beyond just four-year universities, which
provides students with many options. However, there are still students who do not want to attend
college; therefore, the counselors strive to remain respectful of each students choice. Alice
explained how she handles this situation: it is hard not to lecture. We know the statistics on like
earning potential and with less than a high school diploma, with just high school diploma, with
some college, with four years of college. We have those statistics that we can share with them.
So we just try to make sure that it's an informed decision. They all said that they try extremely
hard to convince students to change their minds and attend college by exhaustively going

25
through all their options, like taking a year off, enrolling part-time, or attending a two-year
college.
The counselors see themselves as advocates for continuing education, a sentiment echoed
in the case study by Perna et al. (2008). They described counselors as the ones who create a
school's college-going culture and shape students' and parents' perceptions and expectations of
potential college options (p. 141). Based on the documents provided by the participants, there
is a clear expectation that students enroll in college. The counselors perpetuate this expectation
in the way they advise students and promote college. The participants saw themselves as playing
an important role in shaping the futures of these students. It was their task to listen to students,
connect them to resources, help them explore all options, and guide them through the graduation
and post-graduation process. These roles are consistent with McAllisters (2013) case study on
the perceived roles of counselors. McAllister (2013) found that counselors are the key players in
providing students and their parents with the information necessary to prepare academically and
financially for college. The documents (see Appendix F) provided by the participants in this
study are used when presenting to students and parents on postsecondary options. It is apparent
that these documents support McAllisters (2013) statement about the roles of counselors.
Each participant had many positive things to say about the process and their role in it.
Alice described how satisfying the advisement process can be: I think my favorite piece is when
we have first generation college students. And they come in with their parents just because the
parents really, maybe they went to college in another country, or they never went to college and
they just really want some directions for their child. So those are really satisfying. Her
statement reflected research by McDonough (2005), which affirmed that first-generation students
are more likely to enroll in college if they receive college counseling. Prior research has shown

26
that counselors have a positive effect on college enrollment rates. The findings of the case study
by Perna et al. (2008) indicated that students whom did not receive college counseling or did not
attend a school where college enrollment was an expectation were more unlikely to pursue
postsecondary education. The participants in this study felt that the advisement process was a
positive experience as it assisted students in making informed decisions about the next step after
graduation.
Even though the counselors have a generally positive view of the advisement process,
there are some aspects that are less desirable. For example, when asked about how they advise
students who want to go to college but are not prepared, each counselor expressed how
uncomfortable and complicated it can be. They want to encourage students to have great
aspirations, but they want the students to also be realistic. However, the counselors do not want
to be the ones to deliver this news. As Leigh stated:
it's such a hard thing, it's a hard conversation and you know I think we all have that
perception like I've heard the story a million times that my high school counselor told me
that I should not apply to x amount of school because I wouldn't get that or they said I
was a college material so I never ever want to be that counselor that people grow up and
talk about and of my counselor didn't believe in me or support me.
This reluctance to encourage students to set realistic expectations is reflected in the case study by
Rosenbaum, Miller, and Krei (1996). After interviewing twenty-seven counselors, they found
that counselors try to avoid giving students advice contrary to the students aspirations. Even if
the student was academically or financially unprepared for college, the counselors still
recommended college for all students in order to avoid angering the parents or discussing
unpleasant realities (Rosenbaum, Miller, and Krei, 1996). Leigh stated that discussing realistic

27
options with the students and parents needs to be handled delicately. She does not blatantly tell
the student and parent that the choice school is unattainable, but rather she shows admission
statistics and encourages the student to apply to a safety school just in case.
There are policies and procedures that affect the advisement process. In the state in
which these counselors work, there is no technical diploma option. Only a college preparatory
diploma is offered. Additionally, at the school in which these participants work, there was an
expectation that students should attend college. When asked about their views on this emphasis
on college, the participants believed that it was a positive thing. They all expressed a desire to
see as many students as possible to continue their education, but they understand that they should
not force students. Alice stated that she thinks that exclusively offering a college preparatory
diploma creates more opportunities for students. It enables students to maintain college as a
possibility instead of ruling it out completely by seeking a technical diploma. She explained how
she viewed this matter: I tend to fall on the side of the spectrum of we do need to prepare all
students for college. And hopefully allowing them to choose what those post-secondary options
are instead of us determining that for them. She acknowledged that not all students will choose
to attend college but was glad that the students have the choice. All the participants felt
passionate about providing students with the necessary information for them to create an
informed decision about their postsecondary options. They stated that guiding them in making
an informed decision is the goal of the advisement process.
A lack of formal training in college and career curriculum is an additional challenge for
counselors. According to a study by Morgan, Greenwalt, and Gosselin (2014), counselor receive
minimal training in postsecondary advisement. They stated that many counseling educational
programs only offer one course throughout the entire program (Morgan, Greenwalt, and

28
Gosselin, 2014). The participants in this study expressed a similar lack of preparation. Leigh
described her college and career training as a learn as you go model, and Alice called it on the
job training. Not only do the counseling educational programs not train them, but the districts
also do not provide much training. The participants stated that the district training is more
focused on mental health than college and career guidance. In order to prepare for advising
students on postsecondary options, the counselors stated that they have to seek out resources
themselves. Even with the lack of formal training, the participants in this study felt confident in
their ability to obtain information and provide proper guidance to the students. However, this
confidence does not apply universally to all counselors. According to Morgan, Greenwalt, and
Gosselin (2014), due to the lack of training and preparation, the participants in their study
questioned their competency in counseling students on their postsecondary options. The positive
self-efficacy of the counselors in this study and the school culture of creating college-bound
students are important factors that have resulted in 90% of Rockcreek students attending fouryear universities.
The college-bound school culture is influenced additionally by the administrations focus
on how the school is ranked. Two scores affect how the school is viewed: the school profile and
the College and Career Readiness Performance Index (CCRPI). For the school profile, the
college enrollment rate is a factor. An additional factor is how much scholarship money is given
to students. The counselors have the ability to influence both of these factors. By emphasizing
college and providing financial aid information, counselors are able to increase the percentages
in these areas. Therefore, the administration provides the counselors with the necessary
resources to provide students with quality career and college advisement. One of the necessary

29
resources was time. The counselors needed opportunities to address the students and their
parents both during and after school hours, which the administration granted.
In addition to the school profile, the College and Career Readiness Performance Index
(CCRPI) is another method of ranking the school. The counselors also play an important role in
increasing the schools score. The graduation rate and Scholastic Aptitude Test (SAT) scores are
two indicators of the CCRPI. As part of the senior advisement process, the counselors address
these matters. Alice stated that reviewing the necessary credits for graduation and discussing
SAT scores are both part of the Application for Graduation step of the advisement process.
The counselors help to ensure that the students are prepared. They arrange credit recovery
courses if student has not passed one of the required credits for graduation. They also work with
the administration to arrange test preparation courses in order to assist students in raising their
SAT scores. The counselors play an important role in increasing the schools CCRPI score.
When asked about how the CCRPI affects the advisement process, the participants
contended that it provided support and justification for their job. Phyllis stated that SAT scores,
graduation rates, and college enrollment have always been factors of the advisement process, so
now the emphasis on CCRPI and the school profile justifies the counselors roles: Not that
those things werent important before but now they are part of CCRPI, its easy to see on an
assessment tool how much it weighs its not arbitrary anymore, it just justifies what we do.
Due to this inclusion of SAT scores and graduation rate on the CCRPI, she stated that the
counselors have been given more time in the classroom advising students. Overall, the
participants felt that the administrations focus on the school profile and CCRPI validated their
roles in the school.

30
The findings of this study indicated that the participants have a generally positive view of
the advisement process. They feel that the play an important role in the school and in the lives of
students. Their actions have a positive effect on guiding students through advancing towards
graduation and choosing their postsecondary options. They feel that they have helped students
and parents properly prepare for academic and financial decisions regarding college enrollment.
There are challenges to the advisement process such as administrative pressures, lack of college
and career training, and giving students advice contrary to their aspirations; however, the
counselors represented advising seniors as an overall encouraging aspect of their job.

31
CHAPTER 5
DISCUSSION
The purpose of this case study was to explore the counselors experiences with college
and career advisement. Prior research has shown the importance of quality college and career
counseling (McDonough, 2005) and the challenges experienced by counselors (Perna et al.,
(2008); however, there is limited existing research that describes the college and career
counseling process from counselors point of view. Without the counselors perceptions of the
process, there is only a partial understanding of college and career advisement. It is vital to
obtain a complete picture in order to seek out methods of improvement. The vivid description of
the college and career advisement process as illustrated by the counselors have filled in the
whole present in previous studies and will enable researchers to find ways to improve the quality
of college and career counseling. Recommendations for improving the advisement process will
be found in this chapter in addition to the researchers conclusions and the studies implications.

Conclusions
The counselors have a generally positive view of the college and career advisement
process. They acknowledge the importance of providing students with quality counseling in
order assist students in exploring their postsecondary options. In order to provide quality
counseling, the participants use a multi-step advisement process, in which they meet with the
senior class collectively, students individually, and finally parents and students together. During
these meetings the counselors strive to help students obtain the necessary information to decide
on and to pursue their postsecondary options. The participants at this school designed their

32
college and career advisement process themselves and feel that it provides students with the
information and guidance they need.
While the participants in this study illustrated overall satisfaction with the college and
career advisement process, they revealed certain challenges. The lack of formal training
provided by counseling educational programs and by the school district has resulted in the
counselors having to discover for themselves how to provide college and career advisement.
They have had to seek out resources and create a comprehensive process to meet the needs of the
diverse student body. McAllister (2013) and Morgan, Greenwalt, and Gosselin (2014) all
discovered the same issue; therefore, it is likely that a lack of formal training is a regular
experience of high school counselors. The fact that counselors consistently are forced to design a
college and career advisement program without formal training is resulting in the varying quality
of programs.
Another challenge that affects college and career counseling is educational policies and
procedures. For example, the reduction of school funding has resulted in fewer counselors,
which has led to a higher student to counselor ratio. Additionally, counselors are under
increased pressure by administrators to increase the schools performance ratings, like the
College and Career Readiness Performance Index. These policies and procedures are increasing
the work load of the counselors. Counselors are struggling to implement programs to increase
the schools ratings while meeting the demands of counseling ever larger student body. As
Morgan, Greenwalt, and Gosselin (2014) showed, counselors are spending less time on college
and career advisement than recommend by the American School Counselor Association. This
lack of time allotted to the college and career curriculum is also affecting the quality.

33
In order to overcome these challenges, the participants in this study have used their
resourcefulness. Each participant explained how they use the Internet to seek out information on
college and career expectations. Since they have received limited training in college and career
counseling, they use Internet resources and their experiences year after year to refine and
improve the advisement process. In order to compensate for a large case load, they start meeting
with students in their junior year in order to ensure that all students receive individualized
attention. They use educational policies, like CCRPI, to their advantage to convince
administrators of the necessity to have more classroom time to help improve the schools ratings
and student achievement. The participants in this study had generally positive experiences with
college and career advisement because they have found ways to work within the current system
in order to provide a high level of counseling to the students.
Implications
Even though this study only provides a description of the advisement process at one high
school, the findings are consistent with prior research, which indicates the quality of college and
career advisement is affected by a lack of training (Morgan, Greenwalt, and Gosselin, 2014), a
high student to counselor ratio (McDonough, 2005), and educational policies and procedures
(Perna, et al., 2008). The findings in this study have implications for counseling education and
high school counselors.
Implications for Counseling Education
The findings of this study can be used to assist counseling educational programs to
improve the quality of training provided to high school counselors. Each participant noted a lack
of formal training in college and career advisement has forced them to learn on the job. By
gaining an understanding of the counselors experiences and perceptions, educational programs

34
can discover ways to expand their curriculum to meet the needs of counselors. They can provide
counselors in education in understanding current policies that affect college and career
advisement and methods of developing and implementing an advisement program.
Implications for High School Counselors
High school counselors can use the findings in this study to compare to their own
experiences. They can use the description of the process designed by the participants in this
study to explore the quality of their own advisement process. By providing a point of
comparison, counselors can discover ways to improve the quality of college and career
advisement despite the challenges they face.
Recommendations
Based on the findings, there are several recommendations for action. Counselors must be
provided with the necessary support and resources in order to provide a higher quality college
and career counseling. These resources include formal training, proper staffing, time to address
students and parents, and administrative support. Counseling educational programs must expand
to add more college and career advisement training classes. Schools must receive increased
funding in order to higher more counselors to meet the needs of the ever increasing student
population. Administrators must make college and career advisement a priority and allot this
program the necessary time and resources in order to support counselors.
Until training and educational policies improve, counselors can use technology to provide
a higher quality college and career advisement. Counselors can create websites where they can
share resources, tutorials, and information with students and parents. Through the addition of a
website to the advisement process, counselors can help all students obtain the necessary
information to guide their postsecondary decisions, despite the high student to counselor ratio.

35
Additionally, counselors can use websites to share their resources and experiences with
other counselors. The findings in this study indicate that counselors are forced to design their
advisement process, seek out information, and create materials. However, the counselors could
save time if they would share materials between themselves via learning management systems,
file sharing sites, or websites. By sharing materials, counselors can also see how others have
designed their college and career counseling process, and in turn, can use the knowledge and
materials gained from the websites to improve their own process.
In spite of the current challenges that counselors are experiencing, they can use their
experiences as well as those of other counselors to develop quality college and career advisement
for all students. Prior research has illustrated the importance of providing all students with
quality counseling; therefore, counselors must be advocates for obtaining the necessary resources
to ensure proper college and career advisement. As evident by the participants in this study,
counselors have to be creative and resourceful in the current system in order to provide all
students with access to proper college and career counseling.

36
APPENDICES
Appendix A: Initial Contact of Participants
Dear _______________,
I am writing in hopes that you will be a participant in my research study. I am currently
working on my specialist degree through Kennesaw State University. For my research class, we
are completing a case study. My research question is "What are high school counselor's
perceptions of college readiness and enrollment?"
As a senior advisor, you have experience and knowledge that would be valuable into my
research question. Would you be willing to be a participant? I would keep your information
confidential. I will not even use your real name. If you choose to participate, I will conduct a
short interview to gain insight into your perspectives. Since I am about to go on maternity, we
can conduct this interview online via Skype, Google hangouts, etc. Also, I will collect
documents from you to deepen my understanding. These documents would be items that help
you counsel seniors as they make their choices for the next step after high school (example:
scripts, planning tools, prompts, pamphlets, etc). You can share these documents via email of
Dropbox.
Please look over the attached consent form. If you are willing to participate, please sign
it and send it back to me. Please let me know if you have any questions. Thank you for your
time and consideration.

Sincerely,
Ashley Allgood

37
Appendix B Informed Consent

SIGNED CONSENT FORM

Title of Research Study: The High Schools Counselors Experience with College and Career
Readiness
Researcher's Contact Information:
Ashley Allgood
latinsallgood@gmail.com
678-773-9478
Introduction
You are being invited to take part in a research study conducted by Ashley Allgood of Kennesaw
State University. Before you decide to participate in this study, you should read this form and
ask questions about anything that you do not understand.
Description of Project
The purpose of the study is to explore the perceptions of high school counselors regarding
college and career readiness. By conducting interviews and gathering documents, the researcher
will gain insight into the experiences of high school counselors as they help students decide the
next step after high school graduation.
Explanation of Procedures
As a participant, you will be asked to complete an online introductory survey to gain background
information. Then you will be interviewed regarding your experiences, knowledge, and
perceptions pertaining specifically to college and career readiness. You will also be asked to
gather documents that you use when counseling seniors. All of this data will be analyzed in
order to understand an understanding of your perceptions regarding college and career readiness.
Time Required
The introductory survey will take you about five minutes to complete. The interview will take
fifteen to thirty minutes. Gathering and sending documents may take up to one hour, depending
on which documents you choose.
Risks or Discomforts
There are no known risks or anticipated discomforts to you during in this study.
Benefits
Although there are no direct benefits to you for participating in this study, you will be helping

38
the researcher gain an understanding of an important facet of the education process. From this
study, the researcher will learn more about the roles, experiences, and perceptions of high school
counselors regarding college and career readiness.
Confidentiality
The results of your participation will remain anonymous. In the study, you will be given a
pseudonym in order to maintain anonymity. The collected data will be safeguarded and stored
in a password protected file. The results may be shared for educational purposes with Kennesaw
State University staff.
Inclusion Criteria for Participation
In order to participate, you must be over the age of twenty-one. You must be an employed high
school counselor, who advises seniors.
Signed Consent
I agree and give my consent to participate in this research project. I understand that participation
is voluntary and that I may withdraw my consent at any time without penalty.

__________________________________________________
Signature of Participant or Authorized Representative, Date

___________________________________________________
Signature of Investigator, Date
______________________________________________________________________________
PLEASE SIGN BOTH COPIES OF THIS FORM, KEEP ONE AND RETURN THE OTHER
TO THE INVESTIGATOR
Research at Kennesaw State University that involves human participants is carried out under the
oversight of an Institutional Review Board. Questions or problems regarding these activities
should be addressed to the Institutional Review Board, Kennesaw State University, 585 Cobb
Avenue, KH3403, Kennesaw, GA 30144-5591, (470) 578-2268.

39
Appendix C Interview Prompts
Qualitative Interview Protocol
Project: Counselors Views of College and Career Readiness
Time of Interview:
Date:
Place:
Interviewer: Ashley Allgood
Interviewee:
Position of Interviewee:
This research project is designed to explore college and career readiness. I aim to answer the
question: What are the high school counselors perceptions of college and career readiness?
In order to answer this question, I will interview three counselors order to understand their
perceptions of and experiences with this central phenomenon. To deepen my understanding of
the policy, I will gather documents that the counselors use to advise seniors on the next step after
graduation. The data that is collected from these interviews and documents will be used to help
me describe the phenomenon of college and career readiness. No identifying information will be
used and none of this information will be disseminated beyond my class project, so whatever you
say will remain confidential. This interview will only take about 15-30 minutes.
Questions:
7) What is a typical senior advisement/review session like?
8) How do you view your role in preparing students for the next steps after graduation?
9) What do you think about the emphasis on preparing all students for college? Can you
give an example......
a) Can you give an example of a counseling session you had with a student who did
not want to go to college? How did you advise them?
b) Can you give an example of a counseling session you had with a student who
wanted to go to college but was not prepared? (maybe?)
10) Does CCRPI play a role in how you counsel seniors? How?
11) Tell me how CCRPI and college enrollment rates affect our school rating?

40
12) Tell me how the district trains you to advise seniors on their post-secondary options.

Conclusion: Thank you so much for your cooperation and participation in this project. I assure
you that your responses will be confidential.

41
Appendix D Interview Transcripts
Alice Coded Transcript

42

43

44

45

46

47

48
Phyllis Coded Transcript

49

50

51

52

53
Leigh Coded Transcript

54

55

56

57

58
Appendix E Observation Notes

For the purposes of this study, a third participant was interviewed in lieu of an observation.

59
Appendix F Sample Documents

60

ROCKCREEK HIGH SCHOOL

Counseling Department

IMPORTANT PLANNING!

Junior Year *ALL Parents of Juniors should attend the Parent Meeting
on Thursday, March 5th, 7:00 pm in the Theater.
*Junior students will complete a Junior Review with a
counselor during guided study to review course history
and graduation requirements.
*Register to take the SAT/ACT. Register for the SAT, and
ACT with writing.
*Review materials that colleges send you.
*Read the Junior Bulletin REGULARLY.

61

62

63

64

65

66

Questions to
ask during the
college search
Tips for Involved Parents and Students
Before you jump into looking at colleges, you must first begin by thinking about yourself and what you
want from your college experience. Here are some questions to ask as you develop a college profile for
your search:
Take a look at yourself (and be honest).
What are your personal strengths and qualities of character? Are you independent, resourceful, creative,
motivated, etc.?
What kind of academic record do you have?
Do you work to your potential or work to get by?
Based on your answers, what level of challenge is realistic for you?
Do you have any particular careers in mind?
Take a look at your finances.
Do financial limitations affect your choice of college? Keep in mind that scholarships and financial aid
may be available. Based on information that you provide about your familys finances, the college will
decide if you qualify for financial assistance.
If you qualify for financial aid, how much debt can you reasonably handle after graduation based on
your intended career plans?
Will your family be able to help financially? Have a serious discussion with your family about
finances and everyones expectations.
Will you need to work to pay for college? If so, what options will you have and what kind of class load
will you be able to handle? If you can only take a part-time load (fewer than 12 hours), be aware that you
may not be eligible for some financial aid and scholarships and it will take longer to complete your
degree.
Take a look at your preferences.
Do you want to commute from home, live on campus, or live on your own near campus?
Do you want to attend college in a city or a small town?
In what region of the country would you like to attend college?
Is it important to you to be close to home or will you be coming home just for holidays and breaks?
What size college appeals to you? How big is too big? How small is too small?
Would you prefer a single-gender or co-ed college?
Do schools youre looking at have any rules or regulations of which you need to be aware? Can you
handle them for four years?
Do you want to participate in extracurricular activities? What activities are must-haves?
Do you want an athletic program? Will it not feel like college to you if the school doesnt have a
winning football or basketball program?
Do you need a gym, a swimming pool, or other recreational amenities?
Do you want a strong creative arts program?

67
Do you want an academically challenging program?
Does the college offer your desired major?
Do special programs, internships, work programs, study abroad options interest you?
Do you want to join a sorority or fraternity? If not, does Greek life dominate the social scene?
Do you want a campus thats highly social, one thats pretty focused on academics, or something in
between?
Take a look at factors for each school.
What will it cost?
Where is it located?
What scores, GPA, etc., are required for admissions?
What percentage of applicants are admitted?
What percentage of freshman receive financial aid?
What is the schools reputation for academics?
What are the strongest programs or departments?
Does the school have my likely major? Is the program well regarded?
Will the school accept my AP/IB classes for credit?
What is the average class size for underclassmen? For upperclassmen?
Does the school offer additional programs (study abroad, internships, etc.) that are important to me?
What percentage of graduates are in graduate school or have a job within six months of graduation?
What is campus life like?
Is it a commuter school where most students live at home or live nearby and go home on weekends?
What are options for housing? (on-campus: single-gender dorms, co-ed dorms, apartment-style dorms;
off-campus: apartment, condo, house, co-op.
Finalize your college search and selection
After considering these questions and developing a profile of whats important to you in a college, start
assembling a list of schools to consider. Talk to your counselor, your advisor, and your family to decide
which schools offer you a good shot at admissions, are a good fit academically, and are possible with
your family finances/financial aid options. Narrow your list to a handful of schools you could definitely
get into, schools that youd probably get into, and schools you would like to get into. Decide how many
schools from each category youll apply to and develop a plan, noting deadlines, required materials, and
application costs. Budget how much you can afford for application submission. If the submission costs
for 12 or more schools is too high, narrow your search to 3-3-3.
Colleges/universities where you feel you could definitely get in (Safety Schools). Im at
the high end academically for admitted students
at___________________________________________________________
___________________________________________________________________________
Colleges/universities where you probably would be admitted (Reach Schools). Im in the
middle academically so I feel pretty good about my chances
at________________________________________________
___________________________________________________________________________
Colleges/universities where you would like to be admitted (Dream Schools). These

68
schools would be an academic stretch for me, but Id like to try to go
to___________________________________________
___________________________________________________________________________

Take a final look at your schools to make sure they meet your career plans. Make sure you meet
the schools admissions requirements (GPA, exam scores, etc.). For schools that made the cut,
find an application online or contact the college to request an application. Be aware of deadlines,
required fees, etc. (Note: Some schools offer free or discounted fees if you complete your
application online.) Make sure your application is complete before the deadline, including the
submission of letters of recommendation, transcripts, and other required materials.

A publication of Gwinnett County Public Schools 437 Old Peachtree Road, NW, Suwanee, GA 30024-2978 678-301-6000
www.gwinnett.k12.ga.us

PAYING FOR COLLEGE / TECHNICAL SCHOOL

Careful planning and being aware of available options is extremely
important in financing education.
Financial Aid is money for college awarded to you based on the
familys financial need. Most financial aid money comes from federal
or state governments. There are three basic types of financial aid:
Grants - money awarded that does not have to be paid back.
Loans - money borrowed from a lender that must be repaid with
interest.
Work Programs - a job that the school has found for you or work which
a student obtains on their own.
Scholarships are provided by a variety of institutions and
organizations including colleges, government agencies, corporations,
professional organizations, civic groups, etc... The following tips may
help in the search for scholarships.
-Scholarships are given based on grades, test scores, community
service, leadership, course selection, rank in class, recommendations,
talent, and
athletic ability.
-Keep grades up!!!!!
-Make note of eligibility requirements and deadlines.
-Retake SAT/ACT to achieve the highest score you can.
-Contact colleges and request their financial aid and scholarship
information.

69
-Scholarship listings are located on the Junior and Senior Bulletin as
well as gacollege411.org and bigfuture,collegeboard.org.
-Make use of the college/career room.
-Update your resume on a regular basis.
-Scholarships are competitive so do not give up!

The Hope Scholarship is provided through the state of Georgia. It is

money for tuition awarded to students who graduate from a school in
Georgia and who plan to attend a college/technical college in Georgia
to pursue an associate or bachelors degree.
The Hope Grant is available to students who plan to attend a
Technical College to earn a certificate or diploma.

70

71

HOPE SCHOLARSHIP
Rigor Requirements for the Class of 2015
Beginning with students graduating from high school on or after May 1, 2015, in order to be eligible to
receive a HOPE Scholarship, a student must receive at least two credits in courses from the following
categories listed below, prior to graduation from high school.
Advanced Math, such as Advanced Algebra & Trigonometry, Math III, or an equivalent or
higher course taken at an eligible high school or taken for degree level credit at an eligible
postsecondary institution;
Advanced Science, such as Chemistry, Physics, Biology II, or an equivalent or higher course
taken at an eligible high school or taken for degree level credit at an eligible postsecondary
institution;
Advanced Placement courses in core subjects (English, Math, Science, Social Studies, and
Foreign Language);
International Baccalaureate courses in core subjects (English, Math, Science, Social Studies, and
Foreign Language);
Advanced Foreign Language courses taken at an eligible high school or taken for degree level
credit at an eligible postsecondary institution;
Courses taken at a unit of the University System of Georgia in core subjects where such classes
are not remedial and developmental courses.

Courses Offered at Rockcreek High School

That Fulfill Rigor Requirements:
English
AP Language and Composition, AP Literature and Composition
Math
Integrated Algebra II, Integrated Trigonometry, PreCalculus, AP Statistics,
AP Calculus AB and AP Calculus BC
Science
Chemistry, Physics, Anatomy/Physiology, Forensic Science,
AP Biology, AP Chemistry, AP Physics, AP Environmental Science, and AP
Computer Science
Social Studies
AP Human Geography, AP World History, AP US History, AP Psychology, AP
Government, AP Macroeconomics
Foreign Language
Spanish II, Spanish III, Spanish IV, AP Spanish
French II, French III, French IV, AP French
German II, German III, German IV
Latin II, Latin III, Latin IV, AP Latin

72

ACCESSING AND REQUESTING ELECTRONIC TRANSCRIPTS

A student can now request that electronic transcripts be sent to participating Georgia
colleges using the Georgia College 411 website.
1.
2.
3.
4.
5.
6.
7.

Log on to www.gacollege411.org
Log into your account.
Click on the College Planning tab at the top of the page.
Select Applications and Transcripts
Select Request and Track your Transcripts
Select the college that should receive the transcript.
Select Continue.

ACCESSING YOUR HOPE AVERAGE

The preliminary HOPE Scholarship calculations are available through Georgia College
411
(www.gacollege411.org). Follow the steps below to view your preliminary
HOPE average.
1.
2.
3.
4.
5.
6.
7.
8.

Log on to www.gacollege411.org
Sign into your account.
Click on the Financial Aid tab at the top of the page.
Under Quicklinks, select Your HOPE GPA
Enter Name, Date of Birth, and Social Security number.
Select Rockcreek High School
The final screen displays your HOPE GPA.
Select View Your Detailed GPA Report

*Questions about how to access your Preliminary HOPE GPA on gacollege411.org can
be directed to Mrs Varzaly in the college and career room. Questions about HOPE
specifics such as qualifications, amount of tuition covered, or requirements (beyond
what is covered in this guide) should be directed to the Georgia Student Finance
Commission:
E-mail
gacollege411@gsfc.org
Telephone
Toll-Free at 1-800-505-GSFC (4732)
In metro Atlanta (770) 724-9000
A representative is available Monday - Friday from 8:30 a.m. to 5 p.m.

73

74
Find out what academic support services are offered to students. Ask what kind of advising or
career counseling services the college offers. Does the college offer tutoring or courses to improve
study skills, and, if so, is there an additional charge? Is
there a writing center where a student can have a paper
reviewed before it is submitted? Are there any mentoring
programs for incoming first-year students to help them
acclimate to the college and to college-level academics?

Read the student newspaper. The school paper in

print or online can give you a feel for the school
community, issues that concern the students, and available
activities and upcoming events.

Visit important places on campus. Tour a couple of

dorms. What are the housing options? Is housing
guara teed? Eat lu h i a di i g hall. Ho s the food?
What are your options for a meal plan? Visit the library.
Attend a sporting or cultural event. Hang out in the
student center. Get a true feeling of how students live.

TIPS: How to make the most of your college

visit

Talk to students you meet on campus.

Stop and talk with as many students as you can. Most
college students will be more than willing to tell a prospective
student what they like or dislike about their school. How
does he or she feel walking around the campus at night?
Is the student body diverse? What happens on the campus
on the weekends? Does it empty out or is there plenty to
do? Can freshmen have cars and are cars really necessary?
What outstanding professors or courses might they
re o
e d regardless of a stude ts ajor?

E-mail a student or faculty member. Most admissions

counselors are happy to put prospective students in touch
with a faculty member or student in their planned major.
Ask a professor about special opportunities for study and
scholarships for your major. Ask a student about best
courses and professors and why he or she selected the major.

Tour the areas surrounding the campus. Some colleges

require students to live in dorms for all or at least the first
year of their college career, but you may live off campus at
so e poi t. Che k out hat the area has to offer. If you o t ha e a ar, does ollege or o
transportation run

u ity

75
between student apart e ts a d eigh orhoods a d the area of a pus here youll ha e lasses? Are
groceries stores, book stores, and other retail and entertainment businesses nearby? Do streets bordering
campus appear safe and well-lit? Does the community have parks and other recreational facilities that fit your
i terests? If youre a su ur a or rural kid isiti g a ur a -based college, how comfortable are you with the
downtown setting? If you like the ity life, look arou d a d ake sure youll e happy at the small-town
college.

Name of College __________________________________________________________

Location ____________________________ Date of Visit _________________________
Contacts (Admissions/financial aid staff, professors, students)
____________________________________ ____________________________________
____________________________________ ____________________________________
Campus Facilities (Academic buildings, dorms, dining, recreational facilities, town/city setting)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Student Life (Entertainment, cultural events, recreation/sports, clubs/activities, social/service
organizations)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Academics (programs of study, professors in major, libraries, study abroad, internships, special
programs)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

76

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Overall Impressions
What did you like best?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
What did you like least?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Other facts to remember about this college
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

77

College Application Checklist

Name of College: __________________________________ Website: ____________________
Admissions Phone #: __________________________________
Account User ID: _____________________________ Password: _______________________
College Assigned ID (assigned after student is accepted): ______________________________
Early Decision Deadline:

_________________

Regular Decision Deadline:

_________________

Scholarship Deadline:

_________________

Date Due

Date Sent

Application Submitted
Transcript Sent
Test Scores Sent
Recommendation Submitted (only if requested)
Recommendation Submitted (only if requested)
Recommendation Submitted (only if requested)
Other
Scholarship Application Submitted if required

SAT: Date Taken: __________

CR: ________ M: __________

Date Taken: __________

CR: ________ M: _________

Date Taken: __________

CR: ________ M: __________

ACT: Date Taken: __________

Composite Score: __________

Date Taken: __________

Composite Score: __________

Date of College Visitation:

__________________________________________________________

Wr: __________
Wr: __________
Wr: __________

78

Keep Track of your Login Info

Website
www.gacollege411.org
Careercruising.com
www.collegeboard.org
www.ACT.org
www.fafsa.gov

Log in

Password

79

State Colleges, Universities, and

Technical Colleges

80

Disclaimer: Please be aware that website locations and content

can change and that while these websites are believed to be
reputable, we cannot guarantee their content.

State Colleges / Universities

2 Year

81

Abraham Baldwin Agricultural

www.abac.edu
Andrew College
www.andrewcollege.edu
Metropolitan College
www.atlm.edu
Agnes ScottAtlanta
College
www.agnesscott.edu
Bainbridge
State
College
www.bainbridge.edu
Albany State University
www.asurams.edu
Darton State College
www.darton.edu
American Intercontinental
East Georgia State College
www.ega.edu
University Georgia Highlands Collegewww.aiuniv.edu
www.highlands.edu
Armstrong Atlantic
University
GeorgiaState
Military
College www.armstrong.edu
www.gmc.cc.ga.us
Art InstituteGeorgia
of Atlanta
Perimeter Collegewww.artinstitutes.edu
www.gpc.edu
Gordon
State
College
www.gordonstate.edu
Atlanta Christian College
www.acc.edu
Middle
Georgia
State
College
www.mga.edu
Augusta State University
www.aug.edu
Oxford
College
of
Emory
www.oxford.emory.edu
Berry College
www.berry.edu
South Georgia College
www.sgc.edu
Brenau University
www.brenau.edu
University of North Georgia @ Cumming
www.ung.edu
Brewton-Parker
College
www.bpc.edu
University
of North Georgia @ Gainesville
www.ung.edu
Clark Atlanta
University
www.cau.edu
University
of North
Georgia @ Oconee
www.ung.edu
Agnes
Scott
College
www.agnesscott.edu
Clayton State
University
www.clayton.edu
Albany
State University
www.asurams.edu
Intercontinental www.ccga.edu
www.aiuniv.edu
College ofAmerican
Coastal Georgia
Atlantic State
www.armstrong.edu
University
ColumbusArmstrong
State University
www.colstate.edu
Art
Institute
of
Atlanta
www.artinstitutes.edu
University
Covenant College
www.covenant.edu
Berry
College
www.berry.edu
Dalton State College
www.daltonstate.edu
Brenau University
www.brenau.edu
Devry Institute
of Technology
www.atl.devry.edu
Brewton-Parker
College
www.bpc.edu
Emmanuel
College
www.ec.edu
Clark
Atlanta University
www.cau.edu
Emory University
www.emory.edu
Clayton State University
www.clayton.edu
Fort Valley
State University
College
of Coastal Georgia www.fvsu.edu
www.ccga.edu
Georgia College
& State
Columbus
StateUniversity
University www.gcsu.edu
www.columbusstate.edu
CovenantCollege
College
www.covenant.edu
Georgia Gwinnett
www.ggc.edu
Dalton
State
College
www.daltonstate.edu
Georgia Institute of Technology
www.gatech.edu
DeVry
University
www.atl.devry.edu
Georgia Southern University
www.georgiasouthern.edu
Emmanuel College
www.ec.edu
Georgia Southwestern
State
Emory University
www.emory.edu
www.gsw.edu
University
Fort Valley State University
www.fvsu.edu
Georgia State
University
www.gsu.edu
Georgia
College & State
www.gcsu.edu
KennesawGeorgia
State
University
www.kennesaw.edu
Gwinnett College
www.ggc.edu
University
LaGrangeGeorgia
CollegeInstitute of Technology
www.lagrange.edu
www.gatech.edu
Life University
Georgia Regents University www.life.edu
www.gru.edu
Georgia
Southern
University
www.georgiasouthern.edu
Macon State
College
www.maconstate.edu
(Augusta)
GeorgiaofSouthwestern
Statewww.mcg.edu
www.gsw.edu
Medical College
Georgia
Georgia
State
University
www.gsu.edu
University
Mercer University
www.mercer.edu
Kennesaw
State
University
www.kennesaw.edu
Morehouse College
www.morehouse.edu
LaGrange
College
www.lagrange.edu
Morris Brown College
www.morrisbrown.edu
Life University
www.life.edu
North Georgia
College
& State
Mercer
University
www.mercer.edu
www.northgeorgia.edu
University
Oglethorpe University
www.oglethorpe.edu
Paine College
www.paine.edu
Piedmont College
www.piedmont.edu
Reinhardt University
www.reinhardt.edu
Savannah College of Art and
www.scad.edu
Design
Savannah State University
www.savannahstate.edu
Shorter University
www.shorter.edu

4 Year

82

State Colleges / Universities

continued

State Colleges / Universities

Morehouse College
Morris Brown College
Oglethorpe University
Paine College
Piedmont College
Point University
Reinhardt University
Savannah College of Art and
Savannah
State University
Design
Shorter University
South University (in Savannah)
Southern Polytechnic State
Spelman
UniversityCollege
Thomas University
Toccoa Falls College
University of Georgia
University of North Georgia @
Dahlonega
University of West Georgia
Valdosta State University
Wesleyan College
Young Harris College

4 Year

www.morehouse.edu
www.morrisbrown.edu
www.oglethorpe.edu
www.paine.edu
www.piedmont.edu
www.point.org
www.reinhardt.edu
www.scad.edu
www.savannahstate.edu
www.shorter.edu
www.southuniversity.edu
www.spsu.edu
www.spelman.edu
www.thomasu.edu
www.tfc.edu
www.uga.edu
www.ung.edu
www.westga.edu
www.valdosta.edu
www.wesleyancollege.edu
www.yhc.edu

Technical Colleges
Albany Technical College

www.albanytech.edu

Moultrie Technical College

www.moultrietech.edu

Altamaha Technical College

www.altamahatech.edu

North Georgia Technical College

www.northgatech.edu

Athens Technical College

www.athenstech.edu

Northwestern Technological Institute

www.northwesterntech.edu

Atlanta Technical College

www.atlantatech.edu

Oconee Fall Line Tech College

www.oftc.edu

Augusta Technical College

www.augustatech.edu

Ogeechee Technical College

www.ogeecheetech.edu

Central Georgia Tech College

www.centralgatech.edu

Okefenokee Technical College

www.okefenokeetech.edu

Chattahoochee Technical College

www.chattahoocheetech.edu

Savannah Technical College

www.savannahtech.edu

Columbus Technical College

www.columbustech.edu

South Georgia Technical College

www.southgatech.edu

Georgia Northwestern Tech College

www.gntc.edu

Southeastern Technical College

www.southeasterntech.edu

Georgia Piedmont Tech College

www.gptc.edu

Southern Crescent Tech College

www.sctech.edu

Gwinnett Technical College

www.gwinnetttech.edu

Southwest Georgia Tech College

www.southwestgatech.edu

83

College Information
Planning & Paying for College / Career Info. / Sample Resumes
www.aie.org
College Board
www.collegeboard.com
Go College (#1College Bound Website)
www.gocollege.com
Board of Regents of the University of Georgia
www.usg.edu
Are You Ready for College (Steps to get to college)
www.knowhow2go.org
Study Abroad Information
www.studyabroad.com
www.iefa.org/ (International Education Financial Aid)
Helpful College Guides
www.petersons.com
www.eCampusTours.com
www.collegeconfidential.com
Career/College Information
www.acinet.org/ (career one stop)
www.educationplanner.org (explore careers)
www.collegexpress.com
www.mymajors.com
www.myfootpath.com
www.embark.com
National Junior College Athletic Association
www.njcaa.org
National Association of Intercollegiate Athletics
www.naia.org
National Collegiate Athletic Association
www.ncaa.org

Financial Aid & Scholarships

Free Application for Federal Student Aid (FAFSA)
www.fafsa.ed.gov
Georgia Student Finance Commission
www.gsfc.org
Guide to Student Financial Aid
www.finaid.org
National Association of Student Financial Aid Admin
www.nasfaa.org

84
College Board Big Future College Scholarship Search (CSS)
bigfuture.collegeboard.org
BHS College and Career Room
Junior and Senior Bulletins updated regularly with Scholarships!

Career Search
Career Cruising
www.careercruising.com
Login can be obtained from BHS College/Career Room
College/Career/Financial Aid Search
www.gacollege411.org

Miscellaneous
Selective Service Registration
www.sss.gov
Academic Common Market
www.sreb.org
Study in a Specialized Field at an Out-of-State School while paying In-State Tuition

SAT/ACT Preparation
*Please note the following web sites may require a fee for use:
www.kaplan.com
www.khanacademy.org
www.testpreview.com
www.satprephelp.com
www.mostlybrightideas.com
www.4tests.com Free online practice tests
www.princetonreview.com/sat - Register for a free practice test

85

SAT
Practice
Test
Available
Online @
CollegeBoard.org

Register for SAT @

www.collegeboard.org
Register for ACT @
www.actstudent.org

86

87

Slide 5

Find your counselor

by your last name

A - Dh
Di - I
J-M
N-S
T-Z

9th Grade, A - L

Ms. Medlin
Dr. Benton
Dr. Benjamin
Dr. Dehnke
Mrs. Byrd
Dr. Ricks

9th Grade, M - Z
Mrs. Kennedy
ESOL students see Mrs. Kennedy

88

Slide 6

Graduation Requirements

Slide 7

You must have 23 credits

Those credits must include the following:
4 Language Arts
4 Math
4 Science
.5 Health/.5 Lifetime Fitness
3 Social Studies (U.S. History and World History,
Economics and Political Systems)
3 Electives (Fine Art/Technology/Foreign Language)
4 General electives
Important! Promotion requirements have changed. Some of

you may be considered a senior because you have 17 total credits,

but do NOT have the specific credits to graduate. If you failed a
course in high school and have not retaken (and passed), you
need to meet with your counselor ASAP.

89

90
Slide 10

PLEASE NOTE:
ALL course requirements must be completed in order to
participate in the graduation ceremony!

Slide 11

SENIOR CLASS SPONSORS

Mrs. Dee Anna Bean Mrs. Susan Lockwood
(Room B27)
(Room B29)

Please see them about graduation events, such as:

Senior Picnic
Graduation announcements, robes, and accessories
Graduation Ceremony

91

92

93

94

95

96

Slide 23

THE APPLICATION
Sources
College Admissions Office
College web site
BHS College and Career Room
www.gacollege411.org
When
The early bird.?
Deadlines

97

Slide 24

Applying Early?
Early decision and early action plans allow you to apply early (usually by
October or November) and get an admissions decision December or January.

Early Decision versus Early Action

Early decision plans are binding. A student who is accepted as an ED
applicant must attend the college.
Early action plans are similar but are not binding, which means
students receive an early response but do not have to commit to the
college until the normal reply date of May 1.
Please check the policies of the individual colleges/universities you are
applying to if you are applying early.

Slide 25

College and Career Specialist

Mrs. Donna Varzaly
Transcripts
Provides requests for
recommendations to
counselors
Great resource for
scholarships Check the
Senior Bulletin
Fee waivers -(SAT/ACT/
college application, if
qualified)
www.gacollege411.org

98
Slide 26

OFFICIAL TRANSCRIPT
OUT OF STATE COLLEGES AND UNIVERSITIES
Request paper transcript from Counseling Office
College and Career Room
$5.00 cost
Student must stamp, address, and mail sealed
envelope.
GEORGIA COLLEGES AND UNIVERSITIES ONLY
FREE Online through www.gacollege411.org
Mid-Year and Final
Will send paper copy for Final Transcript ($5.00)
To learn how to request your transcript via GAcollege411, go to
https://secure.gacollege411.org/College_Planning/Applications_and_Transcripts/_default.aspx

Slide 27

COLLEGE ENTRANCE EXAMS/TESTS

S.A.T. I (reasoning tests)

A.C.T.
S.A.T. II (subject area tests)
T.O.E.F.L.
ASSET/COMPASS
Most public two-year colleges and technical
schools in Georgia (UNG requires SAT/ACT)
Armed Services Vocational Battery Aptitude
(ASVAB)

99

Slide 29

Letters of Recommendation

Letters of recommendation are written only

when requested

Find the Student/Parent Brag forms online

at www.brookwoodcounseling.com

Complete the forms and bring them to Mrs.

Varzaly in the College and Career Room.

Plan ahead Allow two weeks for your

counselor to complete your letter of
recommendation

Your part of the application is expected to

be completed beforehand.

Please be polite when requesting a letter of

recommendation

100
Slide 30

College Visits
Visit during regular session
Pre-arranged absences
Better in the fall (exam exemptions)

List of questions to ask

Contact the college to set up

Slide 31

THE LETTER OR EMAIL ARRIVES. . . .

ACCEPTED! (Hooray)
Send deposits
Celebrate
Wait-listed
Dont panic
Evaluate back-up plan
Denied
Itll be okay
Go to back-up plan

101
Slide 32

FINANCIAL PLANNING
College Financial Aid
Office
Georgia Student Finance
Commission
College Board College
Scholarship Search
Forms
F.A.F.S.A.
GA. Tuition
Equalization Grant
GSFAppS (HOPE)

Slide 33

TYPES OF FINANCIAL AID

Scholarships
Academic
Special talents
Special circumstances
Grants
Generally dont require repayment
Based on financial need
Federal Pell Grant Program
Loans
Subsidized, unsubsidized, and private

102
Slide 34

Free Application for Federal Student Aid

(F.A.F.S.A.)
http://www.fafsa.ed.gov/
English and Espaol version
First Step in Financial Planning
Need parent(s) tax returns (Form 1040)
The parent/guardian that claims the student as a
dependent.
The F.A.F.S.A. determines a students eligibility for
grants and loans

Slide 35

ATHLETIC SCHOLARSHIPS
Register with www.ncaaclearinghouse.net
Send a transcript
S.A.T./A.C.T. scores must be sent directly from the
testing service

Calculate core average according to NCAA requirements

Important! Please review NCAA policies and
procedures on eligibility!

103
Slide 36

Hope Scholarship and Zell Miller Scholars

To qualify for the HOPE Scholarship, a student must:

Earn a minimum of 3.0 cumulative grade point average in all

academic classes (e.g., Language Arts, Math, Science, Social
Studies, and Foreign Language)

Must meet Georgia residency requirements and be a U.S.

citizen or an eligible non-citizen
To qualify for the Zell Miller scholarship, a student must:

Meet all of the requirements above

Must be their high schools valedictorian or salutatorian, OR

earn a 3.7 high school GPA or higher and post, in one sitting,
an SAT combined score of 1200 or higher in math and reading
or an ACT score of 26 or higher.

Slide 37

HOPE CALCULATIONS

A = 4.0
B = 3.0
C = 2.0
D = 1.0

Advanced Placement Classes

10 pts. Subtracted
.5 added
The Georgia Student Finance Commission calculates HOPE averages based on transcript information. GCPS does not calculate HOPE
averages and does no have access to the states calculations. Please check GAcollege411 for your HOPE GPA.

104
Slide 38

HOPE GRANT
No minimum average required
Applicable at technical colleges for diploma and
certificate programs

Slide 39

Ready, Set, Go!

1.
2.
3.

4.
5.

Complete an application for graduation (Senior Review)

in Guided Study
Refresh your www.gacollege411.org account
Complete and submit brag forms to Mrs. Varzaly in the
College and Career Room, if letter of recommendation
is needed
Make sure you understand and have reviewed the
application requirements for college/military
Know application deadlines

105
Slide 40

Ready, Set, Go!, continued

7. Schedule tests (e.g., SAT/Subject/ACT/Compass/ASVAB)
8. Research scholarships and track scholarship
opportunities (some scholarships can be found in your
bi-weekly Senior Bulletin)
9. Fill out FAFSA (anytime after your parents have tax
information)
10. Attend Financial Aid Night, TK
11. Request your final transcript

Slide 41

HELPFUL WEB SITES

Brookwood HS Counseling Department
www.brookwoodcounseling.com
Brookwood High School
www.brookwoodhighschool.net
College Board/S.A.T.
www.sat.collegeboard.com
A.C.T.
www.ACTstudent.org
Commons Application:
www.commonapp.org

106
Slide 42

HELPFUL WEB SITES, CONTD

Online applications for colleges in Georgia and much
more
www.gacollege411.org
Georgia Student Finance Commission (H.O.P.E.)
www.gsfc.org
Free application for Federal Student Aid
http://www.fafsa.ed.gov/

107

Slide 44

Mark Your Calendar!

PROBE College Fair @ BHS

Monday, October 5th 6-8pm

Slide 45

108

109

110

111

112

113

114

115

116

117

118

119

120
Appendix G Code Book
Table A
Codebook
Code

Information

Experience with
Advisement
Process
Features:
Indicators:
Rule(s):
Perception
towards advising
students
Features:
Indicators:
Rule(s):

Participant refers to the process of advising seniors.

Role in advising
seniors

Participant refers to her role in advising senior.

Features:
Indicators:
Rule(s):
Experience with
diploma option

The steps in the advisement process; actions counselors take.

Mention of the advisement process
This is specific to how seniors are advised by the counselors.
Participant mentions feelings or views on the advisement process.
Feelings towards the advisement process.
Emotional language and personal opinions.
This is NOT referring to the steps of the process, but rather how the
participant feels about the process.

Descriptive language referring to the counselors part of the

advisement process
Explanation of counselors behavior and attitudes
This is NOT referring to the counselors feelings about the process,
but rather how she is involved.
Participant discusses her experience and views concerning the
district having one diploma option.

Features:

Mentions college preparatory diploma or the removal of the

technical diploma

Indicators:

References to college preparatory diploma

Rule(s):

This is NOT a focus on technical or vocational programs.

Perception of CCRPI

Participant discusses how CCRPI impacts her role as counselor.

Features:

Mentions ways CCRPI has influenced counseling

Indicators:

Explanation of the impact of CCRPI

Rule(s):

This is specific to the job of the counselors. This is NOT how

CCRPI has impacted the school.

121
Code
Experience with
district training

Information
Participant discusses her experience with career and college
readiness professional development provided by the
district.

Features:

Mentions district training on college and career readiness.

Indicators:

Any reference to college and career readiness training.

Rule(s):

This is specifically referring to training for college and career

readiness, not other professional development.

Perceptions of
postsecondary
options

Participant discusses her views concerning post-secondary options.

Features:

Emotional language or personal opinions on post-secondary options.

Indicators:

Expressive language and opinions.

Rule(s):

This is NOT about the

Experience with
Participant discusses the schools profile and how it is ranked.
School profile and
ranking
Features:
Mentions school ranking and/or school profile
Indicators:
Any reference to school data
Rule(s):
Supportive
Language

This is ranking within the district, state, or nation.

The statement supports the participants views, experiences, or
perceptions.

Features:

Provides confirmation

Indicators:

Similar language, word usage, or message as seen in the

participants interviews.

Rule(s):

This code is used for the supportive documents.

Unsure

Participant states something that seems important but does not fit
into an existing code.

122
Patterns in the Data

Table B
Categories
Category

Code

Best quote from data to represent associated code

Advisement

Experience with
Advisement
Process

We meet with them at junior year and senior year and we go

over something called an Application for Graduation. It's
basically you know a 4 year map of what they taken and
what they still need to take in order to graduate. We go
section by section with that and just go over the classes that
they're currently enrolled in and just reiterate what they need
in order to graduate. We go over whether they taken that
SAT or the ACT, what their scores are. Typically, we asked
them where they're interested in applying and then we go
over the admission statistics for those schools.

Perception towards I think my favorite piece is when we have first generation

advising students
college students. And they come in with their parents just
because the parents really, maybe they went to college in
another country, or they never went to college and they just
really want some directions for their child. So those are
really satisfying. Because it's like, "Wow, I can make a
difference here, which is awesome."
Role in advising
it's an advocate for pursuing whatever goals a student have
seniors
whether it's... you know their secondary education or
specific career, technical school and it's basically a liaison to
help them anyway that I can
Perceptions of
If they want to go to work then I usually put another hard
postsecondary
sell on them about college, about how that helps them be
options
prepared, earn more for whatever career that they want.
District
Procedures
or Actions

Experience with
diploma option

Perception of CCRPI

Because there aren't other diploma options but at the same

time I don't want students pigeon holed early on when they
really could've achieved more and kept those doors open for
longer of four year colleges, because the technical diploma
was really restricting as far as post-secondary options. So
doors were closed for those kids.
We've always been a part of CCRPI, I mean graduation
rates, SAT scores. Those have always been a part of it. But I
feel like this year there's been more of, theirs like definitely
more pressure for us to address those specifically. And it's
always been a part of our role. We always talk about the
SAT and ACT with seniors and the compass. We always
talk about test prep resources, free test prep resources

123
Category

Code
Experience with
district training

Best quote from data to represent associated code

I think most of our staff development at the county is not on
College and Career Readiness. It's probably more along the
lines of mental health

Experience with
School profile and
ranking

But I know that as a part of our school profile we have to list

a percentage, what percentage of students attend a four year
university and what percentage of our graduating class
attended a two year university. But I don't know if we earn
CCRPI points for that or not.

Category summary:

Advisement
The participants provided detailed information about the advisement process and their
experiences. They each described similar experiences and all seemed to have positive
perceptions of the process and their roles in it. Based on the collected data, it appears that the
advisement process guides graduating seniors as they make their post-secondary options. The
interviews and documents reveal that college is heavily emphasized. The school profile and
rankings appear to play a role in the emphasis of college. However, the participants all indicated
that they, as counselors, aim to be respectful of the students decisions, even though the district
emphasizes college. They see themselves as transmitters of information and advocates for kids.
They want to help students make informed decisions about their postsecondary options.

District Procedures or Actions

The participants all suggested that district procedures and actions have limited effect on
their positions. The district provides them with scarce training regarding career and college
readiness. The removal of the technical diploma did not dramatically affect how they advise
students. Additionally, the participants indicated that the CCRPI does not alter the advisement
process. Instead it actually supports many of the counseling programs and initiatives, like credit
recovery, graduation rate and standardized test preparation. The participants indicated that the
CCRPI has put a greater emphasis on these programs and initiatives, which has resulted in some
additional programs. The participants seemed to have neutral or positive perceptions of CCRPI
since it support their positions.

124
References
Advising. (2015). Retrieved November 14, 2015, from http://www.merriam-webster.com/
Barker, J. (2000). School Counselors' Perceptions of Required Workplace Skills and Career
Development Competencies. Professional School Counseling, 4(2), 134.
Creswell, J. (2015). Educational research: Planning, conducting, and evaluation quantitative
and qualitative research (5th ed.). Lincoln, Nebraska: Pearson.
McAllister, T. (2013). School Counselors' Perception of Their Role In Assisting Students With
College Preparedness. (Doctoral dissertation).
Retrieved from http://scholarcommons.sc.edu/etd/831.
McDonough, P. (2005). Counseling and college counseling in Americas high schools.
Alexandria, VA: National Association for College Admissions Counseling.
Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. San
Francisco: Jossey-Bass.
Morgan, L. W., Greenwaldt, M. E., & Gosselin, K. P. (2014). School counselors' perceptions of
competency in career counseling. The Professional Counselor, (5), 481.
Perna, L. W., Rowan-Kenyon, H. T., Thomas, S. L., Bell, A., Anderson, R., & Li, C. (2008). The
Role of College Counseling in Shaping College Opportunity: Variations across High
Schools. Review Of Higher Education, 31(2), 131-159.
Rosenbaum, J. E., Miller, S. R., & Krei, M. S. (1996). Gatekeeping in an Era of More Open
Gates: High School Counselors' Views of Their Influence on Students' College Plans. American
Journal of Education, (4). 257.
Stone-Johnson, C. (2015). Counselors As Policy Actors: Challenges to Systemic Involvement in
College and Career Readiness Policy In Secondary Schools. American Secondary
Education, 43(2), 27-43.
Yin, R. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, Calif.:
Sage Publications.