TPC-Journal-V4-Issue5

The Professional Counselor \Volume 4, Issue 5 463 ASCA National Model. In more complex cases, it would be possible to compare outputs and outcomes of programs that have implemented the ASCA National Model with programs that have not. In these cases, it is essential to control for the confounding effects of extraneous variables (e.g., the affluence of students in the school) by the use of matching or covariates. If the level of implementation of the ASCA National Model program as a whole can be measured, it is even possible to use multivariate correlation approaches to examine whether the level of implementation of the program is related to desired outcomes while simultaneously controlling statistically for potential confounding variables. These same correlational procedures can be used to examine the relationships between the more discrete activities of the program and their corresponding outputs. At the most global level, it is important to evaluate the extent to which the implementation of the ASCA National Model results in the following: increases in student achievement (and associated reductions in the achievement gap), measurable systemic change and school improvements, and increases in resources for the school counseling program. At present, there is some evidence that implementation of the ASCA National Model is related to achievement gains (Carey, Harrington, Martin, & Hoffman, 2012; Carey, Harrington, Martin, & Stevens, 2012). No evaluations to date have examined whether ASCA National Model implementation results in systemic change and school improvement or in an increase in program resources. It also is important to evaluate the extent to which specific program activities achieve their desired outputs. Table 2 contains a list of sample evaluation questions for each activity. Within these questions, evaluation is focused on whether or not components of the program result in overall benefits. No evaluation study to date has evaluated the impact of ASCA National Model implementation on these factors. Table 2 Sample Evaluation Questions for ASCA National Model Activities Activities Evaluation Questions Direct Services Does organizing and delivering school counseling direct services in accordance with ASCA National Model principles result in an increase in important aspects of students’ school behavior that are related to academic achievement? Indirect Services Does organizing and delivering school counseling indirect services in accordance with ASCA National Model principles result in an increase in parent involvement? Does organizing and delivering school counseling indirect services in accordance with ASCA National Model principles result in an increase in teachers’ abilities to work effectively with students? Does organizing and delivering school counseling indirect services in accordance with ASCA National Model principles result in improvements in school policies and procedures that support student achievement? School Counselor Personnel Evaluation Does the implementation of personnel and processes recommended by the ASCA National Model result in increases in the professional competence of school counselors? Management Processes Does the implementation of the management processes recommended by the ASCA National Model result in demonstrable improvements in the school counseling program? Program Evaluation Does the implementation of program evaluation processes recommended by the ASCA National Model result in demonstrable improvements in the school counseling program? Program Advocacy Does the implementation of the program advocacy practices recommended by the ASCA National Model result in increases in administrator support for the program?