This study examined two models of extra-curricular support for enhancing the academic achievement of students as measured by state mandated test scores. One management model includes the use of school counselors as enhancers of the educational process while the other model addresses the contribution of school psychologists. To differentiate between these separate although related models for serving students in a large Pacific coast state's public school setting, this study included the structural equations modeling technique Analysis of Moment Structures (AMOS). Within the statistical model examined, student achievement on the API scores served as the dependent variable and student diversity as operationalized by using the number of students receiving free or reduced meals as the proxy for economic status was always included as a covariate. Findings include that the number of psychologists employed by a public school district demonstrate a significant and decisive impact on achievement. (Contains 1 figure.)