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Abstract

The American School Counselor Association (ASCA) created the Recognized ASCA Model Program (RAMP) designation to honor exemplary school counseling programs that align with the national model and showcase their impact on student outcomes. While ASCA continues to dedicate resources to promoting RAMP and manageable student-to-school counselor (SC) ratios, previous research has demonstrated mixed findings in their role on student outcomes. The present study examined the relationship between RAMP and non-RAMP schools (N = 188), student-to-SC ratio, and racial/ethnic composition on student outcomes (i.e., English Language Arts (ELA) and math achievement, chronic absenteeism, and disciplinary incidents) using Georgia Department of Education data from the 2022-2023 school year. We also explored interaction effects between RAMP designation, student-to-SC ratios, and school race/ethnicity composition. Our results revealed that RAMP designation was positively associated with students’ ELA and math achievement but not chronic absenteeism or discipline. Interaction effects showed that lower student-to-school counselor ratios enhanced the academic benefits of RAMP designation, while racial/ethnic composition influenced student outcomes independently of RAMP status. Implications for practice and training, policy, and future research are discussed.

Keywords

comprehensive school counseling programs RAMP school counselor effectiveness student outcomes student-to-school counselor ratio

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A Comparative Analysis of Schools' Recognized ASCA Model Program (RAMP) Designation Status,Student-to-School Counselor Ratios,Racial/Ethnic Composition,and Student Outcomes

Abstract

Keywords

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References