LEGISLATION
H.R. 5671, Put School Counselors Where They're Needed Act
·Sponsor: Rep. Linda Sanchez (D-CA-39)
·Cosponsors (as of September 15, 2010): 16
·Introduced: July 1, 2010
H.R. 1361 / S. 538, Increased Student Achievement through Increased Student Support Act
·Sponsors: Rep. Edolphus Towns (D-NY-10); Sen. Blanche Lincoln (D-AR)
·Cosponsors (as of September 15, 2010): 50 in the House, both Democrats and Republicans (referred to as "bipartisan"); 14 in the Senate, also bipartisan
·Introduced: March 5, 2009
H.R. 2597, Positive Behavior for Safe and Effective Schools Act
·Sponsor: Rep. Phil Hare (D-IL-17)
·Cosponsors (as of September 15, 2010): 37, bipartisan
·Introduced: May 21, 2009
H.R. 3800, Reducing Barriers to Learning Act
·Sponsor: Rep. David Loebsack (D-IA-2)
·Cosponsors (as of September 15, 2010): 14
·Introduced: October 13, 2009
H.R. 4122, Graduation for All Act
·Sponsor: Rep. George Miller (D-CA-7)
·Cosponsors (as of September 15, 2010): 11
·Introduced: November 19, 2009
S. 3733, Achievement through Prevention Act
·Sponsor: Sen. Michael Bennett (D-CO)
·Cosponsors (as of September 15, 2010): 3, bipartisan
·Introduced: August 5, 2010
LATEST INFORMATION
Members of Congress have introduced several important pieces of legislation that would support credentialed school counselors. Lawmakers are working to get their bills' language inserted into the revised, or reauthorized, version of the main federal law on K-12 education, the Elementary and Secondary Education Act (also known as No Child Left Behind or ESEA). Congress is expected to take up ESEA reauthorization in 2011. To help ensure ESEA reauthorization includes a stronger investment in and support for credentialed school counselors, ACA encourages counselors to ask their lawmakers to cosponsor the following bills.
The Put School Counselors Where They're Needed Act would create a small demonstration project to fund additional secondary school counselors in at least 10 troubled, low-income high schools to help reduce dropout rates.
The Increased Student Achievement through Increased Student Support Act would increase the number and availability of school counselors, school social workers, and school psychologists in qualified urban and rural low-income districts by authorizing the U.S. Department of Education (ED) to award five-year competitive grants to eligible partnerships between universities and school districts. The grants would help provide a pipeline of trained school counselors, school social workers, and school psychologists for high-need rural and urban schools. As an incentive to encourage such work, graduate students participating in the grant program would receive tuition credits and loan forgiveness.
The Positive Behavior for Effective Schools Act would allow states to use ESEA Title I funds for school-wide, coordinated, early intervention services, such as positive behavior interventions and supports for all students in a school. Such services create a school climate that is highly conducive to learning, reduces discipline referrals, and improves academic outcomes. The bill would establish an Office of Specialized Instructional Support Services within ED, to administer and coordinate school support services, such as counseling. The legislation would also clarify conflicting terminology, definitions and roles of "specialized instructional support personnel," which includes school counselors.
The Reducing Barriers to Learning Act would also establish an Office of Specialized Instructional Support within ED, and authorize grants to state education departments to develop support programs and personnel dedicated to helping all students achieve. This bill would also clarify conflicting terminology, definitions and roles of "specialized instructional support personnel," such as school counselors.
The Graduation for All Act would provide competitive grants to school districts to help the lowest-performing middle and high schools improve student achievement, graduation rates, college enrollment and career readiness. Grants would support rigorous curricula, data systems to identify and assist at-risk students, and academic and social support services such as counseling. This bill also adopts "specialized instructional support personnel," such as school counselors, and their services to clarify the current conflicting terminology, definitions and roles for these professionals and services.
The Achievement through Prevention Act would improve coordination between special educators and general educators by aligning the Individuals with Disabilities Education Act (IDEA) and ESEA. The bill would also increase the use of school-wide positive behavioral interventions and supports (PBIS) and early warning and intervening services (EIS). The legislation would also extend PBIS and EIS, with technical assistance, to at-risk youth and to educational services and institutions for neglected or delinquent children and youth. In these ways, the bill would help improve student academic achievement, reduce the incidence of wrongly referring "difficult" students to special-education, and reduce disciplinary problems in schools.
WHAT YOU CAN DO
Urge your Members of Congress to cosponsor these bills. You can call the Capitol switchboard at (202) 225-3121 and ask to be transferred to your Congresspersons’ office. To identify your lawmakers using your zip code, go to http://capwiz.com/counseling/home/. Here, you can also generate personalized e-mails to your lawmakers regarding the first four bills described above.
Remember: only ask your U.S. Representative to cosponsor House bills (which begin with “H.R.”) and your two U.S. Senators to cosponsor Senate bills (which begin with “S.”).
BACKGROUND
The federal government's primary law on K-12 education, the Elementary and Secondary Education Act of 1965, was last renewed, or reauthorized, as the No Child Left Behind Act of 2001 (referred to here as ESEA). Major federal laws are typically scheduled for thorough debate and revision—in legislative language, “reauthorization”—every five years. ESEA has been due for reauthorization since 2007, but other congressional priorities have delayed it. The pending reauthorization provides advocates with a rare opportunity to influence federal education policy for years to come.
In 2001, ESEA authorized programs that support guidance counseling, mental health services, violence prevention activities, academic advisement, school counselors' professional development, and more. Today, there are over 100,000 highly-trained, credentialed school counselors working in America's public schools. School counselors advocate for and care for students, and are important members of the educational team. These professionals consult and collaborate with teachers, administrators and families to help all students be successful academically, vocationally and personally.
However, the continued, serious shortage of positions in American's schools and school districts for qualified, credentialed school counselors has undermined efforts to make schools safer, improve academic achievement, and ensure bright futures for all students. School counselors are stretched thin, and children and youth often do not get the help they need. In 1998, the average U.S. public school student-to-counselor ratio was 561:1. In 2007, the average student-to-counselor ratio was 476:1. ACA recommends a maximum student-to-counselor ratio of 250:1.
ACA strongly supports the main purpose of ESEA: to afford all children and youth an equal opportunity to receive a quality education and, in doing so, to close the achievement gaps between disadvantaged children and their more advantaged peers. ACA believes that highly qualified teachers and principals are critical to student achievement and school improvement. However, even the best classroom instruction, curriculum and school leadership will not produce the desired results if children are not physically, socially or mentally ready and able to learn. That is why we need more credentialed school counselors in America's schools.
To this end, ACA continues to educate Congress about the need for more high-quality, comprehensive school counseling programs and services provided by credentialed school counselors. We also continue to push Congress to fund existing loan forgiveness programs and related opportunities for school counselors. Most importantly, ACA highlights the important role that credentialed school counselors play in improving school safety, school climate, and, ultimately, students’ well-being and academic achievement.
FOR MORE INFORMATION
Dominic W. Holt
Legislative Representative
American Counseling Association
5999 Stevenson Avenue
Alexandria, VA 22304
800.347.6647 x242
dholt@counseling.org