Abstract
Purpose. The purpose of this study was to identify the degree to which California K–12 school counselors' duties actually align with American School Counselor Association (ASCA) National Standards and their preference to more closely align their responsibilities to these standards. Methodology. This research employed a quantitative study using descriptive research and an ANOVA with a Tukey HSD Post Hoc test to analyze the comparison of three site levels from the School Counselor Activity Rating Survey (SCARS). Data were collected electronically to measure actual and prefer time on task of school counseling responsibilities, which align the ASCA National Standards and ranked responsibilities. Findings. The following were consistently deemed most important across elementary, middle, and high schools levels: (a) provide academic counseling, (b) follow up with counseling participants, (c) provide personal/family counseling, (d) consult and coordinate with staff, (e) inform parents about school counselor roles, (f) conduct career development lessons, (g) conduct lessons on relationships, and (h) evaluate students' progress resulting from participation in counseling. Conclusion. The study identified the preference to spend increased time on tasks that align with the ASCA National Standards. Recommendation. Student academic progress and personal/social behaviors will improve as K-12 stakeholders ensure delivery of school counseling services that align with the ASCA National Standards.