TPC Journal-Vol 9- Issue 2-Full-Issue

168 The Professional Counselor | Volume 9, Issue 2 Conclusion This study explored whether schools whose school counseling programs have achieved RAMP designation differ in general school and student body characteristics when compared to schools with school counseling programs that have not achieved RAMP status. The study utilized publicly available data from the CCD’s ELSi to retrieve the school characteristics for RAMP schools and an equal-sized simple random sample of non-RAMP schools. The results showed that general school characteristics of RAMP schools differed from non-RAMP schools. Non-RAMP schools tended to be eligible for Title I, had more students eligible for free and reduced lunch, and were more likely to be in city, rural, and township communities. Non-RAMP schools also had fewer students and full- time teachers compared to RAMP schools. This study not only addressed issues of social justice as it pertains to socioeconomic status, geographic location, and race, but also explored the disparities in the types of schools and student populations that have or lack access to school counseling programs. School counselors, schools, and ASCA can collaborate and advocate on behalf of students to ensure that comprehensive school counseling programs serve and are equitably accessed by all students. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Alspaugh, J. W. (1994). The relationship between school size, student teacher ratio and school efficiency. Education , 114 , 593–602. American School Counselor Association. (2012). The ASCA National Model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author. American School Counselor Association. (2019). Recognized ASCA Model Program (RAMP). Retrieved from https://www.schoolcounselor.org/school-counselors/recognized-asca-model-program-(ramp) Archbald, D. (1996). SES and demographic predictors of magnet school enrollment. Journal of Research and Development in Education , 29 , 152–162. Blakely, C., Underwood, L. A., & Rehfuss, M. (2009). Effectiveness of school counselor supervision with trainees utilizing the ASCA Model. Journal of School Counseling , 7 . Brigman, G., & Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Counseling , 7 , 91–98. Brigman, G., Villares, E., & Webb, L. (2018). Evidence-based school counseling: A student success approach . New York, NY: Taylor & Francis. Bryan, J., & Henry, L. (2008). Strengths-based partnerships: A school-family-community partnership approach to empowering students. Professional School Counseling , 12 , 149–156. doi:10.1177/2156759X0801200202 Burkard, A. W., Gillen, M., Martinez, M. J., & Skytte, S. L. (2012). Implementation challenges and training needs for comprehensive school counseling programs in Wisconsin high schools. Professional School Counseling , 16 , 136–145. doi:10.5330/PSC.n.2012-16.136 Carey, J., Harrington, K., Martin, I., & Hoffman, D. (2012). A statewide evaluation of the outcomes of the implementation of ASCA National Model school counseling programs in rural and suburban Nebraska high schools. Professional School Counseling , 16 , 100–107. doi :10.1177/2156759X0001600202