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.
BurkhardA. W.GillenM.MartinezM. J.SkytteS. (2012). Implementation challenges and training needs for comprehensive school counseling programs in Wisconsin high schools. Professional School Counseling, 16, 136–145. doi:10.1177/2156759X0001600201
7.
CareyJ.HarringtonK.MartinI.HoffmanD. (2012). A statewide evaluation of the outcomes of the implementation of ASCA national model school counseling programs in rural and suburban Nebraska. Professional School Counseling, 16, 100–107. doi:10.1177/2156759X0001600202
8.
ClemensE. V.CareyJ. C.HarringtonK. M. (2010). The school counseling program implementation survey: Initial instrument development and exploratory factor analysis. Professional School Counseling, 14, 125–133. doi:10.1177/2156759X1001400201
Goodman-ScottE.GrothausT. (2017a). RAMP and PBIS: “They definitely support one another”: The results of a phenomenological study (part one). Professional School Counseling, 21. doi:10.5330/1096-2409-21.1.119
12.
Goodman-ScottE.GrothausT. (2017b). School counselors’ roles in RAMP and PBIS. Professional School Counseling, 21. doi:10.5330/1096-2409-21.1.130
13.
Goodman-ScottE.TaylorJ.KalkbrennerM.DarsieJ.BarbosaR.WalshK.WorthA. (2019). A multivariate analyses of variance investigation of school-level RAMP status across two states. Counseling Outcome Research and Evaluation. doi:10.1080/21501378.2019.1575696
14.
GottfriedM. A. (2010). Evaluating the relationship between student attendance and achievement in urban elementary and middle schools: An instrumental variables approach. American Educational Research Journal, 47, 434–465. doi:10.3102/0002831209350494
15.
JohnsonS.JohnsonC. D. (2003). Results-based guidance: A systems approach to student support programs. Professional School Counseling, 6, 180–184.
16.
LapanR. T. (2012). Comprehensive school counseling programs: In some schools for some students but not in all schools for all students. Professional School Counseling, 16, 84–88. doi:10.1177/2156759X1201600201
17.
LapanR. T.GysbersN. C.BraggS.PierceM. E. (2012). Missouri professional school counselors: Ratios matter, especially in high-poverty schools. Professional School Counseling, 16, 108–116. doi:10.1177/2156759X0001600207
18.
LapanR. T.GysbersN. C.KaysonM. (2006). The relationship between the implementation of the Missouri Comprehensive Guidance Program and student academic achievement. Columbia: University of Missouri.
19.
LapanR. T.GysbersN. C.PetroskiG. F. (2001). Helping seventh graders be safe and successful: A statewide study of the impact of comprehensive guidance and counseling programs. Journal of Counseling and Development, 79, 320–330.
20.
MacdonaldG.SinkC. A. (1999). A qualitative developmental analysis of comprehensive guidance programmes in schools in the United States. British Journal of Guidance & Counseling, 27, 415–430.
21.
MartinI.CareyJ.DeCosterK. (2009). A national study of the current status of state school counseling models. Professional School Counseling, 12, 378–386. doi:10.1177/2156759X0901200506
PérusseR.GoodnoughG.NoelC. (2001). A national survey of school counselor preparation programs: Screening methods, faculty experiences, curricular content, and fieldwork requirements. Counselor Education & Supervision, 40, 252–263.
RebackR. (2010). Schools’ mental health services and young children’s emotions, behavior, and learning. Journal of Policy Analysis and Management, 29, 698–727. doi:10.1002/pam.20528
26.
ScarboroughJ. L.LukeM. (2008). School counselors walking the walk and talking the talk: A grounded theory of effective program implementation. Professional School Counseling, 11, 404–416. doi:10.1177/2156759X0801100607
27.
SinkC.AkosP.TurnbullR.MvududuN. (2008). An investigation of comprehensive school counseling programs and academic achievement in Washington state middle schools. Professional School Counseling, 12, 43–53. doi:10.1177/2156759X0801200105
VillaresE.FrainM.BrigmanG.WebbL.PelusoP. (2012). The impact of student success skills on standardized test scores: A meta-analysis. Counseling Outcome Research and Evaluation, 3, 3–16. doi:10.1177/2150137811434041
31.
WardC. A., (2009). An examination of the impact of the ASCA National Model on student achievement at recognized ASCA model program (RAMP) elementary schools. Dissertation Abstracts International. ProQuest LLC. UMI #3401416. Corpus Christi: Texas A&M University.
32.
WhistonS. C. (2007). Outcomes research on school counseling interventions and programs. In ErfordB. T. (Ed.), Transforming the school counseling profession (pp. 38–50). Upper Saddle River, NJ: Pearson Education.
33.
WilkersonK.PérusseR.HughesA. (2013). Comprehensive school counseling programs and student achievement outcomes: A comparative analysis of RAMP versus non-RAMP schools. Professional School Counseling, 16, 172–184. doi:10.1177/2156759X1701600302
34.
YoungA.KaffenbergerC. (2011). The beliefs and practices of school counselors who use data to implement comprehensive school counseling programs. Professional School Counseling, 15, 67–76. doi:10.1177/2156759X1101500204
