| This quantitative research study looked at the predictability of Indiana's Public Law 221 Status for the 2005 and 2006 academic years. The purpose of this study was two-fold. First, to determine if elementary administrators' key counseling skills and select demographics can predict Public Law 221 (PL 221) status in their respective schools; secondly, to develop a valid and reliable survey supported by strong psychometric properties that identifies key counseling.; Quantitative analyses factored key counseling skills and tested the predictive nature of those skills as well as select demographic items (school locale, administrator gender and ethnicity, building-level administrator pre-service training institution, type of administrator license, previous school counseling license, administrator leadership style, administrator leadership behavior, administrative years of service, and presence of a licensed school counselor in the school). The factor analysis yielded 35 items within five factors (Expert Authority Orientation, Academic Support, Change Capacity, Success Motivation, and Ethical Transparency). The study's 5 factors accounted for 56% of the variance Public Law 221 Status 2006 (PL 221 Status 2006).; A step-wise multiple regression analysis of select demographics was conducted; several items were found to significantly predict PL 221 Status 2006. Administrative Years in Current Building (.046, p<.05), School Counselor in Building (.024, p<.05), Ethnicity (.024, p <.05), and the combination of Administrative Years in Current Building and Gender (.024, p<.05) were all significantly predictive of PL 221 Status 2006. Ethnicity was removed in the final regression due to the extremely low response rate (2.56%). While it had been hoped that the 5 Key Counseling Skills Factors would be predictive of PL 221 Status, the results of this study showed that personnel and longevity were the strongest predictors of student success. |
