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ERIC Number: ED515238
Record Type: Non-Journal
Publication Date: 2009
Pages: 182
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-8499-5
An Examination of the Impact of the ASCA National Model[R] on Student Achievement at Recognized ASCA Model Program (RAMP) Elementary Schools
Ward, Christine A.
ProQuest LLC, Ph.D. Dissertation, Texas A&M University - Corpus Christi
The No Child Left Behind Act (NCLB, 2001) requires that all schools demonstrate that their students meet or exceed expectations on various measures of academic performance. This means that stakeholders at every level of the school system, including school counselors, must demonstrate how their efforts lead to greater student achievement (Bemak, 2000; Carey & Dimmitt, 2006; Dahir, 2001; Dahir, 2004; Clark, 2006). In an effort to ensure that school counselors are key stakeholders in educational reform, the American School Counselor Association (ASCA, 2003) has developed "The ASCA National Model: A Framework for School Counseling Programs". This model is designed to help school counselors implement comprehensive, data-driven school counseling programs, so that they may demonstrate accountability to school stakeholders (ASCA, 2003). This study examined the impact of ASCA National Model implementation on student achievement, and investigated school counselors' experiences with implementing the ASCA National Model to impact student achievement in their schools. Archival attendance and student achievement data from elementary schools designated by ASCA as Recognized ASCA Model Programs (RAMP) were analyzed using multivariate analysis of variance (MANOVA) and MANOVA with repeated-measures. Archival data results were supplemented with results from the "RAMP and Student Achievement" survey. This survey was administered to RAMP elementary counselors to determine how school counseling programs utilized the ASCA National Model's foundation, management, delivery, and accountability systems to affect student achievement. Results of the study indicate that schools with fully implemented ASCA National Model programs have significantly higher attendance rates, and third-grade Reading and third-grade low-income Reading achievement test passage rates than state average rates. Results of the survey analysis suggest that school counselors from RAMP schools utilize ASCA National Model systems as prescribed to impact student achievement. Recommendations for further research and implications for professional school counselor training and practice are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001