Public School Student, Staff, and Graduate Counts by State: School Year 2001-02

Abstract

(NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively.

School Counseling Outcome: A Meta‐Analytic Examination of Interventions

“…Although the effect sizes for academic achievement are somewhat low, it is probably unrealistic to think that school counselors can have a substantial and direct impact on individual students' achievement given the magnitude of the student-to-counselor ratio. According to the National Center for Educational Statistics (Young, 2004), the national average student-to-school-counselor ratio is 479:1, and other research has found a connection between student-to-school-counselor ratios and academic achievement (see Whiston & Wachter, 2008). Gysbers and Henderson (2006) provided recommendations for counselors in allocating their time to the different delivery strategies based on grade level.…”

Connecticut Professional School Counselors: College and Career Counseling Services and Smaller Ratios Benefit Students

“…After statistically controlling for critical differences among Connecticut high schools (i.e., in the percentages of students receiving free or reduced-price lunch, per-pupil dollar expenditures, and enrollment size), this study showed that high schools that gave school counselors the opportunity to work with smaller numbers of students and where counselors used their work time to more fully provide college and career counseling services (as outlined in the Connecticut state model) had significantly fewer suspensions and disciplinary incidents. Studies estimate the national average ratio of students to school counselors at 479 students for every 1 school counselor (Young, 2004) and cite the large numbers of students served by a single counselor as a pivotal reason for deficient college counseling services being provided to high school students in the United States (e.g., Public Agenda, 2010). Results from this study demonstrate what is possible when school counselors have caseloads in line with ASCA's recommended ratio of 250 students for every 1 school counselor and use their time to provide needed college and career counseling services (ASCA, 2012).…”

Missouri Professional School Counselors: Ratios Matter, Especially in High-Poverty Schools

“…National studies estimate that actual ratios are consistently much higher. This strongly suggests that the day-to-day reality of school counselors' work experience is far from the ASCA goal (e.g., 1 school counselor for every 479 students; Young, 2004). In one of the strongest studies to date on the role of school counselor ratios, Carrell and Carrell (2006) found that lower ratios decreased the disciplinary incidents and recurrence of disciplinary problems for Florida schoolchildren.…”