TPC_Digest_Volume_2_Issue_2

A b s t r a c t This study explored the prediction of student outcome variables from the ASCA model level of program implementation. A total sampling of schools from two suburban school districts was conducted. Outcome variables were measures of math and reading achievement scores, attendance and graduation rates. P redicting S tudent O utcome M easures U sing the ASCA N ational M odel P rogram A udit The purpose of the study was to determine whether level of ASCA National Model (2005) program implementation predicted student outcomes (i.e., achievement scores, attendance and graduation rates). A total sampling of schools from two suburban school districts was conducted. The overall return rate was 70%. Outcome variables were measures of math and reading achievement scores, attendance and graduation rates. It was hypothesized that level of program implementation would be a significant predictor of student outcomes at each of the three school levels: elementary, middle, and high school. The study also determined coefficients alpha for the ASCA Program Audit for the total sample and each academic level. Results indicated that no prediction was observed at either the elementary or middle school levels on any of the outcome variables (reading, math or attendance). At the high school level, the data showed that as program implementation increased the percentage of students scoring basic on the MSA English and Algebra decreased, which was a positive result. Likewise, at the high school level, when program implementation increased, so did attendance and the related trend of increased high school graduation rates. Thus, the hypothesis that higher program Keith A. Cates Christopher Gunderson Michael A. Keim TPC Digest