Principals and School Counselors: Separate Entities in Identifying Achievement Gaps in College Readiness for African American Students With Disabilities

Autor/inn/en	Roberts, Laura A.; Bouknight, Tamisha M.
Titel	Principals and School Counselors: Separate Entities in Identifying Achievement Gaps in College Readiness for African American Students With Disabilities
Quelle	In: Journal of Cases in Educational Leadership, 18 (2015) 4, S.284-293 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-4589
DOI	10.1177/1555458915606766
Schlagwörter	College Students; African American Students; Disabilities; Achievement Gap; Disability Identification; Principals; School Counselors; Role; Interpersonal Communication; College Readiness; Disadvantaged Youth; High Schools; High School Students; Focus Groups; Student Needs; Transitional Programs + Suchen Sie Ihr Suchwort? Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Handicap; Behinderung; Principal; Schulleiter; School counselor; Beratungslehrer; Pädagogischer Berater; Rollen; Interpersonale Kommunikation; Benachteiligter Jugendlicher; High school; Oberschule; High schools
Abstract	This case illustrates an example of how one school relied solely on aggregate data and failed to address the college readiness needs of African American students with disabilities. However, the way in which the school counselor identified this opportunity gap may not have been the most ethical approach, and now she is faced with a dilemma. This case emphasizes the importance of establishing communication between school building leaders and school counselors so that they can work collaboratively toward a common goal of identifying and addressing school achievement gaps in college readiness for underserved populations of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01