1. Accountability in School Counseling
Brittanie Mosbaugh
CPSY 685
Fall 2012

2. History of Accountability
Completeness of guidance program
Measured by number of guidance lessons given, time for each activity, and consistency of organization of guidance program
1930s
Myers & Edgerton developed standards for guidance programs
Proctor developed scorecard to assess effectiveness of guidance program (later the program audit)
Gysbers, 2004
1940s & 1950s
Focus on how counselors are trained to evaluate effectiveness
National Defense Education Act (NDEA) passed in 1958
1960s
Guidance programs held accountable for outcomes because schools are more accountable for student outcomes
1970s
Focus on goals, objectives, plans, & evaluations for guidance
Number of programs countrywide in place to help guidance programs implement & develop guidance programs

3. History of Accountability
Given budget cuts, accountability grew in importance – focus on program evaluation
55% of 239 school counselor respondents reported collecting accountability data
Those who did not reported not knowing how to measure it or not having time to do it
1990s & 2000s
Trend continued with focus on developing ways to evaluate programs
Still heavy focus on accountability in school counseling programs
Gysbers, 2004

4. History of Accountability
2001
No Child Left Behind (NCLB) passed that mandates states to address academic needs of all students to improve academics
More funding is given to schools that can show effectiveness
Gysbers, 2004
2010
A Blueprint for Reform: The Reauthorization of Elementary and Secondary Education Act passed that builds on NCLB
Calls on educators to collect, aggregate, and disaggregate data to close achievement gaps

5. Accountability
ASCA (2004) says that accountability answers the question “How are students different as a result of the program?”
This does not allow counselors to count the number of students seen or activities done
Counselors are required to collect data and use empirically supported interventions and programs to show HOW students are different

6. Accountability
The National Institute of Mental Health: 1 in 10 children are diagnosed with a mental illness that causes impairment
Fewer than 1 in 5 receive treatment
Most common disorders: anxiety, oppositional-defiant, depression, and conduct
Relationships with family and peers may suffer, students may become violent, and school work may suffer without intervention
Cognitive-Behavior Therapy (CBT), systematic desensitization, modeling, and reinforced practice have been found to be effective in treating fear, anxiety, and phobias, as well as depression
School counselors could use this with their students
Brigman, 2006

7. Recognized ASCA Model Program (RAMP)
Highlights importance of collecting, analyzing, integrating, and disseminating data
RAMP award given to schools who demonstrate how their guidance program aligns with the ASCA National Model
Once a RAMP school, counselors are required to review data and target a specific area to work on by creating three goals to help it match the mission and philosophy statement of the program
Schools must also identify interventions that include outcome, process, and perception data

8. Barriers to Accountability
Gatekeepers
Systemic policies
Aversion to change
Lack of self-efficacy by school counselors in making data driven decisions
Young & Kaffenberger, 2011

9. Suggestions to Overcome Barriers
Use comprehensive school counseling programs to create goals for the program
Combine scheduling of classes with college preparedness
The earlier students are exposed to the idea of post-secondary education, the more empowered the students will be to take rigorous courses
Identify students of need by looking at the achievement gap and provide services to those students
Use graphs and charts to present outcome data to administrators and other stakeholders (Young & Kaffenberger, 2011)

10. Showing Accountability
Use the ASCA National Model and ASCA National Standards as a foundation for a comprehensive school counseling program
Create a foundation, delivery system, and management system and use data from all interventions to show accountability in a school counseling program
Apply to be a RAMP school by submitting all documents and following up each year with goals and a plan to improve

11. References
American School Counselor Association (2005). The ASCA national model: A framework for school counseling programs, second edition. Alexandria, VA: Author.
Brigman, G. (2006). Research methods in school counseling: A summary for the practitioner. Professional School Counseling, 9(5),
Gysbers, N.C. (2004). Comprehensive guidance and counseling programs: The evolution of accountability. Professional School Counseling, 8(1), 1-14.
Young, A., & Kaffenberger, C. (2011). The beliefs and practices of school counselors who use data to implement comprehensive school counseling programs. Professional School Counseling, 15(2),