SUPPORTING HIGH SCHOOL COUNSELORS TO PROVIDE FINANCIAL AID ADVISING TO STUDENTS

Nationally, there is significant socioeconomic and racial disparity in college access and attainment (Bailey & Dynarski, 2011; Southworth & Mickelson, 2007). Using social capital theory as a framework, this dissertation first explores literature on factors related to this national challenge. Then this dissertation narrows in on high school counselors’ role in providing financial aid to their students, as purveyors of social capital, in order to increase their students’ likelihood to access college. Based on findings from a needs assessment, this dissertation then uses social capital theory to review literature on ways high school counselors can effectively support their students in completing the Free Application for Federal Student Aid (FAFSA). Next, this dissertation uses sociocultural theory to review literature on high-quality professional learning to shape a plan for professional development for high school counselors on the FAFSA. The study involves a randomized control trial of a FAFSA completion intervention with treatment and control groups of New Orleans public high school counselors and their students and employs a mixed methods analysis of process and outcome evaluation data. Results from this study indicated higher growth rates in FAFSA completion in schools receiving the professional development intervention than in schools that did not receive the intervention. Findings reinforce extant research and suggest that when counselors use a tiered approach to provide FAFSA completion and verification support, their students complete the FAFSA at higher rates