Open Access. Powered by Scholars. Published by Universities.®
- Keyword
Articles 1 - 2 of 2
Full-Text Articles in Education
Examining Indiana’S State-Recognized Comprehensive School Counseling Programs, Caseload, And Academic Outcomes Of Diverse Student Populations, Marsha L. Rutledge, Melanie Burgess, Kenya G. Bledsoe, Jaimie Stickl Haugen
Examining Indiana’S State-Recognized Comprehensive School Counseling Programs, Caseload, And Academic Outcomes Of Diverse Student Populations, Marsha L. Rutledge, Melanie Burgess, Kenya G. Bledsoe, Jaimie Stickl Haugen
Journal of School-Based Counseling Policy and Evaluation
In the age of accountability, school counselors are responsible for ensuring that their services are effective for all students by providing evidence of the impact of comprehensive school counseling programs (CSCPs) on student academic outcomes. Numerous studies provide empirical evidence of the impact of RAMP on student outcomes; however, none have disaggregated outcome data by race/ethnicity. Reviewing disaggregated scores will aid in how CSCPs and school counselor caseloads support specific student populations and assist in closing student opportunity gaps. Using an archival dataset from Indiana DOE (n=264), we sought to understand the impact of a state-recognized CSCP and …
Ecological Barriers To Comprehensive School Counseling Program Implementation, Kristi D. Kratsa, Derron Hilts, Jered B. Kolbert, Matthew Joseph, Matthew L. Nice, Laura M. Crothers
Ecological Barriers To Comprehensive School Counseling Program Implementation, Kristi D. Kratsa, Derron Hilts, Jered B. Kolbert, Matthew Joseph, Matthew L. Nice, Laura M. Crothers
Journal of School-Based Counseling Policy and Evaluation
According to the American School Counselor Association (ASCA), schools designated as Recognized American School Counselor Model Programs (RAMP) demonstrate, through evidence, an alignment with the ASCA National Model, widely recognized as the standard for comprehensive school counseling programs (CSCPs). Empirical investigations of the barriers to achieving the RAMP-designation have primarily focused on the intra- and interpersonal characteristics of the schools’ counselors, with little attention to macro-systemic factors. Grounded in McMahon et al.’s (2014) ecological school counseling framework, we investigated whether macro-systemic characteristics including region, institution type, community setting, and program funding significantly and uniquely predict RAMP-designation above and beyond school …