scholarly journals Closing the Achievement Gap in P-12 Schools by Implementing Advanced Leadership Training and Comprehensive School Counseling Programs

2019 ◽  
Vol 6 (3) ◽  
Author(s):  
Cynthia Palmer Mason ◽  
Aaron W. Hughey ◽  
Monica Galloway Burke
Keyword(s):  
Achievement Gap ◽  
School Counseling ◽  
Leadership Training ◽  
Comprehensive School ◽  
Counseling Programs ◽  
Closing The Achievement Gap ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs

The Beliefs and Practices of School Counselors who Use Data to Implement Comprehensive School Counseling Programs

2011 ◽  
Vol 15 (2) ◽  
pp. 2156759X1101500 ◽  
Author(s):  
Anita Young ◽  
Carol Kaffenberger
Keyword(s):  
Achievement Gap ◽  
School Counseling ◽  
School Counselors ◽  
Comprehensive School ◽  
Counseling Programs ◽  
Beliefs And Practices ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
Using Data

School counselors are required to implement accountability strategies in order to increase student performance and contribute to closing the achievement gap. This study investigates the beliefs and practices of school counselors who have earned national recognition for implementing comprehensive school counseling programs based on identifying program goals and using data to close the achievement gap. The study asked Recognized ASCA Model Program (RAMP) school counselors how they use data to inform program decisions and their beliefs about using data. The results suggest that school counselors who have earned RAMP understand the importance of using data to provide services to students and drive program evaluation and improvement. Participation in the RAMP process appears to have a positive impact on data practices and school counselors’ beliefs about the importance of using data.

Comprehensive School Counseling Programs, Job Satisfaction, and the ASCA National Model

2011 ◽  
Vol 15 (2) ◽  
pp. 2156759X1101500 ◽  
Author(s):  
Jaymes R. Pyne
Keyword(s):  
Job Satisfaction ◽  
School Counseling ◽  
School Counselor ◽  
Comprehensive School ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
National Model

This study examined the level of school counselor job satisfaction and implementation of comprehensive school counseling programs in secondary schools in one state. Participants included 103 secondary school counselors selected using a cluster sampling of Michigan public school districts. The Job in General (JIG) scale was used to measure their job satisfaction. The Comprehensive School Counseling Implementation Measure (CSCIM), based on the ASCA National Model, was used to measure the level of implementation of a comprehensive school counseling program in their schools. The individual items “administrative support” and “facilitating communication between staff” on the CSCIM showed high correlations with job satisfaction, while moderate to high correlations were found in the items “serving all students,” “clearly written and defined program philosophy,” and “creating time for planning and evaluating the program.” This article discusses limitations of this study and suggested directions for further research.

scholarly journals Implementation Challenges and Training Needs for Comprehensive School Counseling Programs in Wisconsin High Schools

2012 ◽  
Vol 16 (2) ◽  
pp. 2156759X0001600 ◽  
Author(s):  
Alan W. Burkard ◽  
Mark Gillen ◽  
Michael J. Martinez ◽  
Sarah Skytte
Keyword(s):  
High Schools ◽  
School Counseling ◽  
School Counselors ◽  
Comprehensive School ◽  
Counseling Programs ◽  
Implementation Challenges ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
Professional Development Training

The data from this study details the challenges to implementing comprehensive school counseling programs in Wisconsin high schools. Results suggest that current professional development training practices may be ineffective in assisting high school counselors to implement key components of the ASCA National Model in their schools. This article discusses obstacles to conducting more rigorous, statewide evaluations, and describes connections to markers of student success.

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