Achievement First

This study examined student access to school counselors and the link between school counselor-to-student (SC-S) ratios and student outcomes in six states in the United States. Access to school counselors was often greater for White students, but less for Asian students, English learners, or those in larger schools. In the two states with the lowest SC-S ratios among the states studied, schools with more counselors per student (a) had higher English SAT scores and more students with postsecondary enrollment (i.e., New Hampshire), and (b) had more students enrolled in postsecondary studies (i.e., Maine). In the two states with the highest SC-S ratios of the six studied, schools with more counselors per student (a) had lower overall learning outcomes and graduation rates (i.e., Arizona), and (b) had worse academic outcomes in English, math, or science (i.e., Idaho). Schools with higher SC-S ratios showed more suspensions (i.e., New Hampshire) and more chronic absenteeism (i.e., Arizona, Missouri, and Rhode Island). We discuss implications for legislative advocacy, intentional school counselor caseload assignments, and future research.

The early career teachers in this book give advice to a new wave of hopeful teachers, starting with the need to reflect on what they need to learn and do to give students the best of themselves. This chapter addresses some of the key elements in the narratives, such as teachers’ strong investments in their own learning and working within the restrictions of school structures and policies that contrast with teachers’ ideas about sound teaching. The teachers speak in plain terms about the steps that are needed for future and early career teachers to grow professionally and enact social equity teaching practices, especially those who teach in historically unjust contexts. Their recommendations fall into four main categories: (1) creating and sustaining relationships, (2) maintaining high expectations, (3) seeing the truths of their contexts, and (4) taking care of oneself.

To understand the variability of the explanations, we should remember that until 1979, a major research and classification problem was the inconsistency in eliciting dj vu: Consequently, data interpretation became difficult. At that time, there were only the 11 kinds of dj experiences described earlier in this series, such as, dj fait-already done, dj pens-already thought and dj racontalready told. It was also reported in 'subjective psi experients' who often would supply intense descriptions. 5 Additionally, Neppe raised the question: was there a special kind of dj vu in psychotics?

128 male high school students were tested for achievement motives, future-time orientation and perceived intrinsic instrumentality, and answered several questions related to future goals or tests at different distances in time. Success-oriented individuals and individuals with high future-time orientation perceived the goals as closer, planned to initiate preparations for the goals earlier, and planned to devote more time in the preparation than failure-oriented individuals and those with low future-time orientation. Interactions of motives and future-time orientation on the perception of goal proximity and planned time of initiating goal preparations did also emerge. Motives and future-time orientation affected the dependent variables most when the goals were at some distance in time (i.e., 1 yr. and 3 mo.), and the effects were minimized for the goal relatively close in time (i.e., 1 wk.). Individuals with high instrumentality report that they would start preparations earlier, devote more time to all goal preparations, and perceive more worry for the goal closest in time than individuals with low instrumentality. In addition, interactions of motives and instrumentality and of future-time orientation and instrumentality are presented. The results are interpreted and discussed in relation to the dynamics of action theory of Atkinson and Birch and other theories of achievement motivation.