DIGEST - Volume 9, Issue 2

10 TPC Digest T he Recognized American School Counselor Association Model Program (RAMP) designation aims to acknowledge school counselors who deliver comprehensive data-driven programs by adhering to the tenets of the American School Counselor Association (ASCA) National Model, a comprehensive school counseling framework from ASCA. Research has shown that implementation of comprehensive school counseling programs promotes positive outcomes for schools and students, including improved academic achievement, enhanced student outcomes, safe social and emotional climates, and increased job satisfaction for school counseling professionals. RAMP also is an indicator of implementation of data-driven interventions and programs for students and school by school counselors. However, there is little research to date that examines RAMP schools and the associated factors with this designation. The process to implement RAMP or components of the ASCA National Model with fidelity can require a commitment of about one to two years of planning and an additional year for data collection and analysis. There also is a cost attached to applying for RAMP designation. All the while, school counselors are expected to maintain sizeable caseloads of students, respond to and serve the pressing needs of students, and often complete non-counselor related responsibilities. Altogether, school counselors may experience time and financial burdens that may create barriers to implementing components of comprehensive school counseling programs and attaining RAMP. In this investigation, we compared the characteristics of schools that earned the RAMP designation with a random sample of schools without this designation (i.e., non-RAMP schools) to examine if differences exist. Data was accessed using the Elementary/Secondary Information System through the U.S. Department of Education. The results indicated that non-RAMP schools in this study were more likely: (a) eligible for Title I; (b) located in city, rural, and township communities; and (c) had lower enrollments of students and fewer full-time equivalent (FTE) employees. Furthermore, non-RAMP schools had higher rates of students eligible for free or reduced lunch. Of the race and ethnicity categories, RAMP schools in this study had a greater percentage of Asian students compared to non-RAMP schools. Overall, the findings of this study demonstrated potential inequalities of school and student characteristics in RAMP versus non-RAMP schools. To promote equitable access to comprehensive school counseling programs, support mechanisms for the RAMP-seeking process for these schools might be beneficial. Because the RAMP process can seem burdensome, school counselors can collaborate with administrators, teachers, and stakeholders to advocate for increased time and financial resources to implement components of the ASCA National Model. In addition, ASCA can advocate for and offer opportunities for supervision and mentorship at no or low cost as well as financial incentives for smaller, lower staffed schools with a higher rate of students from lower socioeconomic backgrounds to support RAMP implementation. Furthermore, continued research about the merit and effectiveness of the ASCA National Model will encourage stakeholders to advocate for its implementation. Patrick R. Mullen, NCC, is an assistant professor at the College of William & Mary. Nancy Chae, NCC, is a doctoral candidate at the College of William & Mary. Adrienne Backer is a doctoral student at the College of William & Mary. Correspondence can be addressed to Patrick Mullen, P.O. Box 8795, Williamsburg, VA 23187-8795, prmullen@wm.edu . Patrick R. Mullen, Nancy Chae, Adrienne Backer Comparison of School Characteristics Among RAMP and Non-RAMP Schools 10 | TPC Digest