scholarly journals Recognized ASCA Model Program (RAMP) and Student Outcomes in Elementary and Middle Schools

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1986993
Author(s):  
Patrick Akos ◽  
Kevin C. Bastian ◽  
Thurston Domina ◽  
Lucía Mock Muñoz de Luna
Keyword(s):  
Public Schools ◽  
Middle Schools ◽  
Student Outcomes ◽  
Fixed Effects ◽  
School Counselor ◽  
Model Program ◽  
American School Counselor Association ◽  
Student Attendance ◽  
Asca Model ◽  
Wake County

This study evaluates the relationship between the Recognized American School Counselor Association Model Program (RAMP) designation and students’ achievement and attendance outcomes in elementary and middle schools. We used data from 2009 through 2015 from Wake County Public Schools, the largest school district in North Carolina. Our analyses use a school fixed effects approach to assess how student outcomes change when a school receives the RAMP designation. Results indicate that RAMP boosts student attendance, particularly in middle schools, but has limited to no effect on student achievement.

Implementation Science: A Path Toward Strengthening School Counselor Practice

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X1987812
Author(s):  
Jeffrey M. Warren ◽  
Gary W. Mauk
Keyword(s):  
Implementation Science ◽  
School Counselors ◽  
Student Outcomes ◽  
School Counselor ◽  
Evidence Based ◽  
American School Counselor Association ◽  
Model Case ◽  
Implementation Framework ◽  
Case Examples ◽  
National Model

Implementation science (IS) includes deliberate actions that facilitate the translation of research into practice. School counselors can use IS within the context of evidence-based practice to deliver, evaluate, and sustain programs and interventions that maximize student outcomes. This article offers an implementation framework and drivers that complement and can strengthen the application of the American School Counselor Association National Model. Case examples demonstrate the value of IS in school counselor practice.

scholarly journals Does RAMP Matter? Comparing Elementary Student Grades and Absences in One District

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1984797
Author(s):  
Amy Milsom ◽  
Melissa Morey
Keyword(s):  
School Counselor ◽  
Elementary Student ◽  
Model Program ◽  
Association Model ◽  
American School Counselor Association ◽  
Research And Practice ◽  
Course Grades ◽  
Methodological Considerations ◽  
Student Grades ◽  
The Impact

This study examined the impact of Recognized American School Counselor Association Model Program (RAMP) status on student grades and absences in four elementary schools in the same district. Hierarchical multiple linear regression results revealed that RAMP status positively predicted absences and negatively predicted course grades in a sample of 2,066 students, after controlling for demographic factors. Recommendations for research and practice focus on accountability and methodological considerations.

scholarly journals Exploring the Job Duties That Impact School Counselor Wellness: The Role of RAMP, Supervision, and Support

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1882033 ◽  
Author(s):  
Nicole M. Randick ◽  
Shannon Dermer ◽  
Rebecca E. Michel
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Organizational Factors ◽  
American School Counselor Association ◽  
Asca National Model ◽  
Asca Model ◽  
Counselor Wellness ◽  
National Model ◽  
Job Duties ◽  
Predictive Relationship

The authors examined the predictive relationship between the performance of job duties informed by the American School Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors perform and wellness. We provide implications for school counseling practice and training programs.

Advocacy and Impact: A Comparison of Administrators’ Perceptions of the High School Counselor Role

2009 ◽  
Vol 12 (6) ◽  
pp. 2156759X0901200
Author(s):  
Tammy Dodson
Keyword(s):  
High School ◽  
School Counselors ◽  
School Counselor ◽  
Administrator Perceptions ◽  
Significant Finding ◽  
Model Program ◽  
Asca Model ◽  
Counselor Role ◽  
High School Counselor ◽  
Negative Perceptions

This article compares administrators’ perceptions of the high school counselor role in a Recognized ASCA Model Program (RAMP) versus the perceptions that administrators had of the high school counselor role in counseling departments that had not received the RAMP designation. An analysis of the data revealed that administrators from both RAMP and non-RAMP designated counseling programs had both positive and negative perceptions of the appropriate and inappropriate roles of the school counselor role. The most significant finding in the administrator perceptions was that RAMP administrators viewed their school counselors as having a significant role in collaborating with teachers to present guidance curriculum lessons.

An Examination of the Role of Online Technology in School Counseling

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800 ◽  
Author(s):  
Tracy M. Steele ◽  
Darlene E. Jacokes ◽  
Carolyn B. Stone
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
National Study ◽  
American School Counselor Association ◽  
Beliefs And Practices ◽  
Professional Boundaries ◽  
Online Technology ◽  
Online Technologies ◽  
Mitigating Factors

A national study conducted with the members of the American School Counselor Association (ASCA) database examined school counselors’ utilization of online technologies. The researchers also explored beliefs and practices and examined mitigating factors such as school counselors’ background, training, and experience. Training impacted counselors’ belief in the advantages of technology and their level of comfort. Females were significantly more likely to blur personal and professional boundaries irrespective of their training. The article discusses implications for school counselors.

School Counselors and College Readiness Counseling

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1878429 ◽  
Author(s):  
Beth H. Gilfillan
Keyword(s):  
College Readiness ◽  
School Counselors ◽  
School Counselor ◽  
College Admission ◽  
Essential Elements ◽  
Professional Organizations ◽  
Student Needs ◽  
American School Counselor Association ◽  
Practical Applications ◽  
College Ready

School counselors are vital to helping students become college ready. Professional organizations (i.e., American School Counselor Association, Council for Accreditation of Counseling and Related Programs, and National Association for College Admission Counseling) highlight the need for school counselors to provide college readiness counseling, yet the particular skills and knowledge needed to provide it have not been comprehensively explored. This conceptual article with practical applications identifies student needs, responsibilities of school counselors, training of school counselors, and advocacy issues as essential elements to develop college readiness counseling.

scholarly journals Three Essays on Adverse Events and Student Outcomes

2021 ◽  
Author(s):  
◽  
Olivia Wills
Keyword(s):  
High School ◽  
High School Students ◽  
Adverse Events ◽  
Administrative Data ◽  
Degree Completion ◽  
Student Outcomes ◽  
Fixed Effects ◽  
Hospital Admissions ◽  
The Impact ◽  
Low Ability

<p>This dissertation contains three essays on the impact of unexpected adverse events on student outcomes. All three attempt to identify causal inference using plausibly exogenous shocks and econometric tools, applied to rich administrative data.  In Chapter 2, I present evidence of the causal effects of the 2011 Christchurch earthquake on tertiary enrolment and completion. Using the shock of the 2011 earthquake on high school students in the Canterbury region, I estimate the effect of the earthquake on a range of outcomes including tertiary enrolment, degree completion and wages. I find the earthquake causes a substantial increase in tertiary enrolment, particularly for low ability high school leavers from damaged schools. However, I find no evidence that low ability students induced by the earthquake complete a degree on time.  In Chapter 3, I identify the impact of repeat disaster exposure on university performance, by comparing outcomes for students who experience their first earthquake while in university, to outcomes for students with prior earthquake exposure. Using a triple-differences estimation strategy with individual-by-year fixed effects, I identify a precise null effect, suggesting that previous experience of earthquakes is not predictive of response to an additional shock two years later.  The final chapter investigates the impact of injuries sustained in university on academic performance and wages, using administrative data including no-fault insurance claims, emergency department attendance and hospital admissions, linked with tertiary enrolment. I find injuries, including minor injuries, have a negative effect on re-enrolment, degree completion and grades in university.</p>

scholarly journals Hierarchy, Violence and Bullying Among Students of Public Middle Schools

2016 ◽  
Vol 26 (65) ◽  
pp. 307-315 ◽  
Author(s):  
José Leon Crochík
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Middle Schools ◽  
School Violence ◽  
Sao Paulo ◽  
The State ◽  
São Paulo ◽  
9Th Grade ◽  
Peer Perception

Abstract Hierarchies established in schools can lead to violence among students, particularly bullying, and this relationship is investigated in this study. A School Hierarchies Scale and a Peer Perception of Aggression Scale were applied to 274 9th grade students, both sexes, aged 14.08 years (SD = 0.81) old on average, attending four public schools in the state of São Paulo, Brazil. The students more frequently perceived to be popular, were among the best in physical education and/or among the worst in academic subjects were also more frequently perceived to be bullies, while those more frequently perceived to be unpopular and having the worst performance in physical education were also more frequently perceived to be victims. Therefore, teachers should reflect upon the issue and fight school violence that may arise from these hierarchies.

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