[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-586084-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-586084-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","examining-policy-levers-for-english-learner-course-access-school-counselor-availability-as-a-policy-lever-in-oregon-key-findings","EXAMINING POLICY LEVERS FOR ENGLISH LEARNER COURSE ACCESS - School Counselor Availability as a Policy Lever in Oregon - Key Findings","","The brief examines how school counselor availability functions as a policy lever for course access and enrollment among Oregon students classified as English Learners at the middle and high school levels. Using a school-level measure of counselor full-time equivalent (FTE) per 100 students, it shows that students in schools with any counselor FTE are more likely to enroll in English language arts and mathematics. The analysis also finds that higher counselor FTE does not necessarily increase enrollment in core content beyond having counselors.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/examining-policy-levers-for-english-learner-course-access-school-counselor-availability-as-a-policy-lever-in-oregon-key-findings/586084/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/examining-policy-levers-for-english-learner-course-access-school-counselor-availability-as-a-policy-lever-in-oregon-key-findings/586084.png","ImageObject",300,407,{"name":42,"@type":43},"Jordan Avery","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the brief measure counselor availability for Oregon schools?","Question",{"text":63,"@type":64},"It uses counselor full-time equivalent (FTE) available per 100 students at a given school, such as 0.2 FTE or 0.5 FTE to represent weekly counselor availability.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What enrollment patterns does the brief report for EL-classified students with and without counselors?",{"text":68,"@type":64},"EL-classified students in schools with any counselor FTE are more likely to be enrolled in ELA and mathematics than peers in schools without counselors, with the largest difference reported in high-school math.",{"name":70,"@type":61,"acceptedAnswer":71},"Why do some Oregon schools have no licensed school counselors?",{"text":72,"@type":64},"Oregon requires districts and schools to have a comprehensive school counseling program, but the policy allows other staff or teams to implement it and does not require a licensed school counselor. The brief also highlights counselor shortages and emergency-license hiring, especially in rural areas.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},586084,1792894240,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":55,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","National Research & Development Center to Improve  \nEDUCATION FOR SECONDARY ENGLISH LEARNERS  \nJULY 2023  \n\n| COUNSELOR AVAILABILITY |\n| --- |\n| EXAMINING POLICY LEVERS FOR ENGLISH LEARNER COURSE ACCESS |\n\nExploring school counselor availability as a policy lever in Oregon  \nSchool counselors support students’ academic, career, and social–emotional development. As part of this work, school counselors may impact course access and enrollment for students classified as English Learners (ELs) .  \nThis brief explores the role of school counselor availability for Oregon EL-classified students enrolled in middle and highschool.  \nAlthough counselor caseload is a measure that is used more widely than counselor availability, there are many Oregon schools for which counselor caseload cannot be calculated because the schools have no counselors (see p. 2 of this brief) . Therefore, when conducting analysis atthe school (rather than state) level, counselor caseload is problematic.  \nTo allow for analysis at the school level, this brief uses a measure of school counselor availability that consists of the counselor fulltime equivalent (FTE) available per 100 students at a particular school. For example,  \n• 0.2 FTE means a school has a counselor available for 8 hours per week per 100 students and  \n• 0.5 FTE means a school has a counselor available for  \n20 hours per week per 100 students .  \nPercentages of Oregon EL-Classified Students at the Secondary Level Enrolled in ELA and Math, by Counselor Availability and School Type  \n Middle Schools   High Schools   Other (K–8, K–12)   \nELA Math ELA Math ELA Math  \n Schools with counselors  Schools without counselors  \nData: Oregon Department of Education, 2014/15 – 2018/19  \nSecondary EL-classified students in schools with some counselor FTE versus those with none show higher enrollment in ELA and mathematics  \nAmong Oregon middle and high school EL-classified students, those in schools with any counselor FTE are more likely to be enrolled in English language arts (ELA) and mathematics courses than their peers in schools without counselors . The greatest difference is in math courses at high schools, where 88 percent of EL-classified students in high schools with counselors are enrolled in a math course, compared to 77 percent of EL-classified students in high schools without counselors . Though not shown above, these patterns are similar for science and social studies .  \nAmong schools with any counselor FTE, a higher FTE was not associated with higher rates of core content enrollment for ELclassified students at the secondary level.  \nSchool counselors may help ensure students are enrolled in the courses they need to graduate. On the other hand, schools with counselors are larger (see p. 2 of this brief) and may simply have more robust content course offerings .  \nThis analysis was conducted by Manuel Vazquez Cano (University of Oregon [UO]), Janette Avelar (UO) , Dr. Ilana Umansky (UO), and Dr. Karen D. Thompson (Oregon State University) . This research was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C200008 to WestEd. The opinions expressed are those of the authors and do not represent views of the Institute or the U. S. Department of Education. The authors thank the Oregon Department of Education for providing the data used in this analysis. Data source for all analyses: Oregon Department of Education, 2013/14 – 2018/19 .  \n2  \nWhy do some schools in Oregon have no school counselors?  \nOregon requires that all districts and schools have a comprehensive school counseling program (OAR 581-022- 2060) . However, this policy allows a variety of people, such as social workers and interdisciplinary teams, to implement the counseling program and does not require the presence of a licensed school counselor.  \nIn addition, there is a shortage of counselors across the country and in Oregon. The counselor shortage is particularly pronounced in rural ","cbCaiin0cJGwu0VW","https://ap.wps.com/l/cbCaiin0cJGwu0VW","pdf",205862,"English","# Counselor availability and course access for Oregon English Learners\n## Measuring counselor availability with counselor FTE\n## Enrollment differences in ELA and math\n# Why some Oregon schools have no counselors\n## Policy context and counseling program requirements\n## Counselor shortages and licensing\n## Distribution of counselors across school types\n# Key takeaways and implications","[{\"question\":\"How does the brief measure counselor availability for Oregon schools?\",\"answer\":\"It uses counselor full-time equivalent (FTE) available per 100 students at a given school, such as 0.2 FTE or 0.5 FTE to represent weekly counselor availability.\"},{\"question\":\"What enrollment patterns does the brief report for EL-classified students with and without counselors?\",\"answer\":\"EL-classified students in schools with any counselor FTE are more likely to be enrolled in ELA and mathematics than peers in schools without counselors, with the largest difference reported in high-school math.\"},{\"question\":\"Why do some Oregon schools have no licensed school counselors?\",\"answer\":\"Oregon requires districts and schools to have a comprehensive school counseling program, but the policy allows other staff or teams to implement it and does not require a licensed school counselor. The brief also highlights counselor shortages and emergency-license hiring, especially in rural areas.\"}]","EXAMINING POLICY LEVERS FOR ENGLISH LEARNER COURSE ACCESS - School Counselor Availability as a Policy Lever in Oregon - Key Findings | PDF",1792056890]