TPC Journal-Vol 9- Issue 4-FULL ISSUE

347 Based on archival data from an urban school district, this retrospective correlational study examined the extent to which certain types of student–school counselor contacts, based on a student-report high school exit survey, could predict high school students’ postsecondary enrollment in 2- and 4-year colleges within 5 years of graduating from high school. In addition to these variables, information such as ethnicity, grade point average, and free and reduced lunch status were used to identify other trends in the data. Multiple logistic regression analysis showed that counselor contact regarding college planning and attendance and demographic information regarding free and reduced lunch status were significant predictors of postsecondary enrollment. Counselor contact regarding goal setting, concerns about grades, and needing more college information did not significantly predict postsecondary college enrollment. Findings suggest some school counselor duties can serve as sources of social capital, which can help increase student social capital. Keywords: school counselor, postsecondary college enrollment, reduced lunch, free lunch, social capital According to the American School Counselor Association (ASCA; 2012), the role of school counselors is to remove barriers to academic success through establishing a comprehensive counseling program and providing appropriate services. This includes, but is not limited to, developing and imparting counseling curriculum based on school need, intentional guidance lessons, connecting with other stakeholders, planning, and counseling students at all levels. Through these various functions, school counselors interact with and impact students they serve. Statewide studies focusing on school counseling programs have found that comprehensive school counseling programs assisted in increasing test scores, improving student grades, lowering suspension rates, and increasing feelings of school connectedness (Carey, Harrington, Martin, & Hoffman, 2012; Carey, Harrington, Martin, & Stevenson, 2012; Lapan, Gysbers, & Petroski, 2001; Lapan, Gysbers, & Sun, 1997). According to the National Center for Education Statistics (NCES), only 66.2% of graduating high school students enrolled in a 2-year or 4-year college in Fall 2012 (NCES, 2015a, row 52). Recently, there have been increased efforts to matriculate students to higher education after high school as national attention focuses on the United States’ post-industrial society and its effects on enrollment (Clinedinst & Koranteng, 2017; Hill, 2012; NCES, 2015b). Former First Lady Michelle Obama launched the Reach Higher Initiative (n.d.), which introduced the idea of a national signing day to encourage and inspire all students, especially low-income and first-generation students, to attend college. Some key individuals who are primed to support all students in the transition from high school to postsecondary education, especially for lower socioeconomic status and minority populations, are high school counselors (Holcomb-McCoy, 2010). Elementary and middle school counselors play a crucial role in preparing students for high school, yet high school counselors are held the most responsible for ensuring students’ successful transitions to life after high school (Carey & Dimmitt, 2012). Through the present study, we sought to add to the literature by examining the extent to which school counseling contacts predict high school students’ postsecondary enrollment. We believe that such focus will help school counselors self-advocate for duties that support successful postsecondary enrollment. The Professional Counselor Volume 9, Issue 4, Pages 347–357 http://tpcjournal.nbcc.org © 2019 NBCC, Inc. and Affiliates doi:10.15241/akt.9.4.347 Angela K. Tang, Kok-Mun Ng High School Counselor Contacts as Predictors of College Enrollment Angela K. Tang, NCC, is an assistant professor at the University of San Francisco. Kok-Mun Ng is a professor at Oregon State University. Correspondence can be addressed to Angela Tang, 2130 Fulton St., San Francisco, CA 94117, atang15@usfca.edu.