TPC Journal-Vol 9- Issue 4-FULL ISSUE

356 The Professional Counselor | Volume 9, Issue 4 agents who can provide evidence to administrators that school counselors positively influence students. An implication for school counselors is that data on their interactions with their students at the school site level are important sources of evidence, which they can use to advocate for themselves and their services to students. Overall, it seems that school counselors can positively influence their students despite negative environmental factors outside of school. School counselors serve as sources of social capital for students, which helps student outcomes. Lastly, it is imperative that school counselors self-advocate and provide intentional interventions to at-risk populations who do not have as much social capital in the educational system as compared to their more advantaged counterparts. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Alliance for Excellent Education. (2018). N-Size in ESSA state plans updated. Retrieved from https://all4ed.org/ wp-content/uploads/2018/11/N-Size-in-ESSA-State-Plans.pdf American School Counselor Association. (2012). The ASCA national model: A framework for school counseling programs (3rd ed.) Alexandria, VA: Author. Belasco, A. S. (2013). Creating college opportunity: School counselors and their influence on postsecondary enrollment. Research in Higher Education , 54 , 781–804. doi:10.1007/s11162-013-9297-4 Bozick, R., & DeLuca, S. (2005). Better late than never? Delayed enrollment in the high school to college transition. Social Forces , 84 , 531–554. doi:10.1353/sof.2005.0089 Brigman, G., & Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Counseling , 7 , 91–98. Bryan, J., Moore-Thomas, C., Day-Vines, N. L., & Holcomb-McCoy, C. (2011). School counselors as social capital: The effects of high school college counseling on college application rates. Journal of Counseling & Development , 89 , 190–199. doi:10.1002/j.1556-6678.2011.tb00077.x Carey, J., & Dimmitt, C. (2012). School counseling and student outcomes: Summary of six statewide studies. Professional School Counseling , 16 , 146–153. doi:10.1177/2156759X0001600204 Carey, J., Harrington, K., Martin, I., & Hoffman, D. (2012). A statewide evaluation of the outcomes of the implementation of ASCA National Model school counseling programs in rural and suburban Nebraska high schools. Professional School Counseling , 16 , 100–107. doi:10.1177/2156759X0001600202 Carey, J., Harrington, K., Martin, I., & Stevenson, D. (2012). A statewide evaluation of the outcomes of the implementation of ASCA National Model school counseling programs in Utah high schools. Professional School Counseling , 16 , 89–99. doi:10.1177/2156759X0001600203 Clinedinst, M., & Koranteng, A. (2017). 2017 State of college admission . Retrieved from https://www.nacacnet. org/globalassets/documents/publications/research/soca17final.pdf Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology , 94 , S95–S120. Engberg, M. E., & Gilbert, A. J. (2014). The counseling opportunity structure: Examining correlates of four-year college-going rates. Research in Higher Education , 55 , 219–244. doi:10.1007/s11162-013-9309-4 Heinrich-Heine-Universität Düsseldorf. (2014). G*Power (Version 3.1.9.2) [Computer software]. Dusseldorf, Germany: Author. Hill, L. D. (2012). Environmental threats to college counseling strategies in urban high schools: Implications for student preparation for college transitions. The Urban Review , 44 , 36–59. doi:10.1007/s11256-011-0181-2