Many state departments of education have revised their state school counseling models to reflect the ASCA National Model for school counseling programs. Only a few states have developed statewide evaluation systems to gather information about program effectiveness and/or to promote effective local program evaluation. This qualitative study describes the statewide evaluation systems of two states (Missouri and Utah), which differ greatly in their state educational policy-making contexts. The authors also present recommendations for establishing a statewide evaluation system.
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