Increasing Academic Achievement and College-Going Rates for Latina/o English Language Learners: A Survey of School Counselor Interventions
Increasing Academic Achievement and College-Going Rates for Latina/o English Language Learners: A Survey of School Counselor Interventions
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提高拉丁裔/非英语学习者的学业成绩和大学入学率：学校辅导员干预调查
DOI：
10.7729/42.0023
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发表时间：
2012
影响因子：
3
通讯作者：
Eliana D. Rojas
中科院分区：
文献类型：
--
作者：
A. Cook;Rachelle Pérusse;Eliana D. Rojas
本研究旨在确定学校辅导员在多大程度上使用各种干预策略来提高拉丁裔/英语学习者 (ELL) 的大学入学率。具体来说，东北地区的学校辅导员 (n = 198) 被要求确定他们代表拉丁裔/非 ELL 学生实施的旨在提高大学入学率的活动。结果表明以下事项的重要性：与多个学校和社区利益相关者合作，通过宣传和领导解决资源不足的问题，并跟踪拉丁裔/非英语语言学习者的辍学、毕业和大学录取数据，以确保公平获得教育机会。
This study was conducted to identify the extent to which school counselors use various intervention strategies to promote college attendance for Latina/o English Language Learners (ELLs). Specifically, school counselors across the Northeast (n = 198) were asked to identify activities they implement on behalf of Latina/o ELLs to increase college-going rates. The results suggested the importance of the following: collaborating with multiple school and community stakeholders, addressing the inadequacy of resources through advocacy and leadership, and keeping track of dropout, graduation, and college-acceptance data for Latina/o ELLs to ensure equitable access to educational opportunities.