A Comparative Analysis of Schools' Recognized ASCA Model Program (RAMP) Designation Status,Student-to-School Counselor Ratios,Racial/Ethnic Composition,and Student Outcomes

Abstract

The American School Counselor Association (ASCA) created the Recognized ASCA Model Program (RAMP) designation to honor exemplary school counseling programs that align with the national model and showcase their impact on student outcomes. While ASCA continues to dedicate resources to promoting RAMP and manageable student-to-school counselor (SC) ratios, previous research has demonstrated mixed findings in their role on student outcomes. The present study examined the relationship between RAMP and non-RAMP schools (N = 188), student-to-SC ratio, and racial/ethnic composition on student outcomes (i.e., English Language Arts (ELA) and math achievement, chronic absenteeism, and disciplinary incidents) using Georgia Department of Education data from the 2022-2023 school year. We also explored interaction effects between RAMP designation, student-to-SC ratios, and school race/ethnicity composition. Our results revealed that RAMP designation was positively associated with students’ ELA and math achievement but not chronic absenteeism or discipline. Interaction effects showed that lower student-to-school counselor ratios enhanced the academic benefits of RAMP designation, while racial/ethnic composition influenced student outcomes independently of RAMP status. Implications for practice and training, policy, and future research are discussed.

Keywords

comprehensive school counseling programs RAMP school counselor effectiveness student outcomes student-to-school counselor ratio

Get full access to this article

View all access options for this article.

References

Akos

Bastian

K. C.

Domina

de Luna

L. M. M.

(2019). Recognized ASCA Model Program (RAMP) and student outcomes in elementary and middle schools. Professional School Counseling, 22(1), 1–9. https://doi.org/10.1177/2156759X19869933

American School Counselor Association-a (nd) Current RAMP schools. https://www.schoolcounselor.org/Recognition/RAMP/Current-RAMP-Schools

American School Counselor Association-b (nd). Recognized ASCA model program. https://www.schoolcounselor.org/Recognition/RAMP

American School Counselor Association-c (ndc). School counselor roles and ratios: The role of the school counselor. https://www.schoolcounselor.org/getmedia/ee8b2e1b-d021-4575-982c-c84402cb2cd2/Role-Statement.pdf

American School Counselor Association-d (ndd). Student-to-school-counselor ratio 2021-2022. https://www.schoolcounselor.org/getmedia/b9d453e7-7c45-4ef7-bf90-16f1f3cbab94/Ratios-21-22-Alpha.pdf

American School Counselor Association . (2019). ASCA national model: A framework for school counseling programs (4th ed.). American School Counselor Association.

American School Counselor Association . (2023). Student-to-school-counselor ratio report: 2022-2023. https://www.schoolcounselor.org/getmedia/a988972b-1faa-4b5f-8b9e-a73b5ac44476/ratios-22-23-alpha.pdf

American School Counselor Association . (2024a). 20 years of RAMP: Recognizing excellence in school counseling programs. ASCA School Counselor. https://www.ascaschoolcounselor-digital.org/ascaschoolcounselor/library/item/july_august_2024_20_years_of_ramp/4202140/

Blake

M. K.

(2020). Other duties as assigned: The ambiguous role of the high school counselor. Sociology of Education, 93(4), 315–330. https://doi.org/10.1177/0038040720932563

10.

Boulden

Brown

Coffield

(2022). “The single fish in the sea”: Exploring the lived experiences of rural school counselors earning RAMP. Professional School Counseling, 26(1), 1–12. https://doi.org/10.1177/2156759X211044145

11.

Bryan

Kim

Liu

(2023). How the culture in school counseling programs shapes college-going outcomes: Do the effects vary by race? Professional School Counseling, 27(1a), 1–15. https://doi.org/10.1177/2156759X231153392

12.

Burnham

J. J.

Fye

Jackson

C. M.

Ocampo

Clark

(2024). A 20-year review of school counselor roles: Discrepancies between actual practice and existing models. Journal of Counselor Preparation and Supervision, 18(2), 2–18. https://doi.org/10.70013/z4hl7wy9

13.

Carey

Harrington

Martin

Stevenson

(2012). A statewide evaluation of the outcomes of the implementation national of ASCA national model school counseling pro-grams in Utah high schools. Professional School Counseling, 16(2), 89–99. https://doi.org/10.1177/2156759X0001600203

14.

Duquette

(2021). “We’re powerful too, you know?” A narrative inquiry into elementary school counselors’ experiences of the RAMP process. Professional School Counseling, 25(1), 1–15. https://doi.org/10.1177/2156759X20985831

15.

Georgia School Counselor Association . (nd). GSCA position statement: Divisive concepts bill. https://www.gaschoolcounselor.org/gsca-position-statement-divisive-concepts-bill

16.

Goodman-Scott

Taylor

J. V.

Kalkbrenner

M. T.

Darsie

Barbosa

Walsh

Worth

(2019). A multivariate analysis of variance investigation of school-level RAMP status across two states. Counseling Outcome Research and Evaluation, 11(1), 31–44. https://doi.org/10.1080/21501378.2019.1575696

17.

Governor's Office of Student Achievement . (nd). Dashboards & data report card. https://gosa.georgia.gov/dashboards-data-report-card

18.

Harman

(2022). School counselors’ lived experiences of support received during the RAMP designation process: An interpretative phenomenological analysis. Professional School Counseling, 26(1), 1–14. https://doi.org/10.1177/2156759X221137291

19.

Hilts

Kratsa

Joseph

Kolbert

J. B.

Crothers

L. M.

Nice

M. L.

(2019). School counselors’ perceptions of barriers to implementing a RAMP-designated school counseling program. Professional School Counseling, 23(1), 1–11. https://doi.org/10.1177/2156759X19882646

20.

Hilts

Liu

Guo

(2025). An investigation of student outcomes based on student-to- school counselor ratios. Counseling Scholarship & Practice in Educational Communities, 1(1), 32–61. https://doi.org/10.7275/cspec.2302

21.

Hilts

Park

Liu

(2025). Ecological factors that predict school counselors’ comprehensive school counseling program implementation. Journal of Counseling and Development, 103(1), 301–315. https://doi.org/10.1002/jcad.12555

22.

Indiana Department of Education . (2025). Indiana comprehensive school counseling model: Carrying the torch to student success. https://keepindianalearning.org/school-counselors-carrying-torch/

23.

Kearney

Akos

Domina

Young

(2021). Student-to-school counselor ratios: A meta‐analytic review of the evidence. Journal of Counseling and Development, 99(4), 418–428. https://doi.org/10.1002/jcad.12394

24.

Kim

T. K.

Park

J. H.

(2019). More about the basic assumptions of t-test: Normality and sample size. Korean Journal of Anesthesiology, 72(4), 331–335. https://doi.org/10.4097/kja.d.18.00292

25.

Lapan

Poynton

Balkin

Jones

(2019). ASCA national model implementation and appropriate school counselor ratios promote more informed college decision-making. ASCA Research Report. https://www.schoolcounselor.org/getmedia/123d57f8-7424-421f-bf39-561bad495ea9/Effectiveness-App-Ratios-Infographic.pdf

26.

Legislative Information System . (2024). Virginia general assembly. § 22.1-291.1:1. School counselor responsibilities. Virginia Law. https://law.lis.virginia.gov/vacode/title22.1/chapter15/section22.1-291.1:1/

27.

Liu

Hilts

Guo

(2024). Does student-to-school-counselor ratio matter when considering schools’ race/ethnicity composition? A New York statewide examination. Professional School Counseling, 28(1), 1–13. https://doi.org/10.1177/2156759x241304432

28.

Milsom

Morey

(2019). Does RAMP matter? Comparing elementary student grades and absences in one district. Professional School Counseling, 22(1), 1–8. https://doi.org/10.1177/2156759X19847977

29.

Mullen

P. R.

Chae

Backer

(2019). Comparison of school characteristics among RAMP and non-RAMP schools. The Professional Counselor, 9(2), 156–170. https://doi.org/10.15241/prm.9.2.156

30.

National Center for Education Statistics . (2023). Serious disciplinary actions. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/a18/serious-disciplinary-actions

31.

Nicola

T. P.

(2023). Understanding the recommended student-to-counselor ratio’s persistence: An institutional theory perspective. Journal of Education, 204(3), 634–648. https://doi.org/10.1177/00220574231182328

32.

Pew Research Center . (nd). U.S. public school students often go to schools where at least half of their peers are the same race or ethnicity. https://www.pewresearch.org/short-reads/2021/12/15/u-s-public-school-students-often-go-to-schools-where-at-least-half-of-their-peers-are-the-same-race-or-ethnicity/

33.

Professional Association of Georgia Educators (PAGE) . (nd). 2023 legislative session summary. https://www.pagelegislative.org/post/2023-legislative-session-summary#:∼:text=The_General_Assembly_bumped_the,in_Schools_for_additional_affiliates

34.

Randick

N. M.

Dermer

Michel

R. E.

(2018). Exploring the job duties that impact school counselor wellness: The role of RAMP, supervision, and support. Professional School Counseling, 22(1), 1–11. https://doi.org/10.1177/2156759X18820331

35.

Randolph

A. L.

Wirth

K. J.

(2022). Exploring COVID-19-related educational disruption of early elementary students and their families: A school counselor case example. Professional School Counseling , 26(1b), 1–7. https://doi.org/10.1177/2156759X221106815

36.

Rutledge

M. L.

Burgess

Bledsoe

K. G.

Stickl Haugen

(2023). Examining Indiana’s state-recognized comprehensive school counseling programs, caseload, and academic outcomes of diverse student populations. Journal of School-Based Counseling Policy and Evaluation, 5(2), 45–57. https://doi.org/10.25774/7p0d-h080

37.

Savitz-Romer

Nicola

T. P.

Rowan-Kenyon

H. T.

Carroll

(2024). A landscape analysis of state-level school counseling policy: Perspectives from state officials. Educational Policy, 38(2), 421–447. https://doi.org/10.1177/08959048231163803

38.

Taylor

J. V.

Goodman-Scott

Walsh

(2022). Applying for RAMP using a cohort model: Overcoming challenges. Professional School Counseling, 26(1), 1–12. https://doi.org/10.1177/2156759X221076844

39.

The Nation’s Report Card . (nd). National center for education Statistics (NCES) long-term trend assessment results: Reading and mathematics. https://www.nationsreportcard.gov/highlights/ltt/2023/

40.

Wilkerson

Perusse

Hughes

(2013). Comprehensive school counseling programs and student achievement outcomes: A comparative analysis of RAMP versus non-RAMP schools. Professional School Counseling, 16(3), 172–184. https://doi.org/10.1177/2156759X1701600302