Comparison of School Characteristics Among RAMP and Non-RAMP Schools

The Recognized American School Counselor Association Model Program (RAMP) designation aims to acknowledge school counselors who deliver comprehensive data-driven programs. However, there is little research to date that examines RAMP schools and associated factors with this designation. Therefore, we...

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Bibliographic Details
Published inThe Professional Counselor (Greensboro, N.C.) Vol. 9; no. 2; pp. 156 - 170
Main Authors Mullen, Patrick R, Chae, Nancy, Backer, Adrienne
Format Journal Article
LanguageEnglish
Published Greensboro National Board for Certified Counselors 01.07.2019
National Board for Certified Counselors (NBCC)
National Board for Certified Counselors, Inc
Subjects
Academic achievement
Achievement tests
Asian American Students
Comparative analysis
Data Use
Education
Educational Legislation
Elementary schools
Elementary Secondary Education
Eligibility
Federal Legislation
High schools
Information systems
Institutional Characteristics
Job satisfaction
Low Income Students
Lunch Programs
Professional Associations
Professional Recognition
Public Schools
Researchers
School counseling
School Counselors
School Location
School Size
Secondary schools
Students
Urban schools
Workers
United States > US
Utah
Nebraska
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Summary:The Recognized American School Counselor Association Model Program (RAMP) designation aims to acknowledge school counselors who deliver comprehensive data-driven programs. However, there is little research to date that examines RAMP schools and associated factors with this designation. Therefore, we compared the characteristics of schools that earned the RAMP designation with a random sample of schools without this designation 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 to: (a) be eligible for Title I; (b) be located in city, rural, and township communities; and (c) have fewer students and full-time equivalent employees. Furthermore, non-RAMP schools had higher rates of students eligible for free or reduced lunch. The development of support mechanisms for the RAMP-seeking process for these schools may be beneficial along with further research on this topic. Keywords: Recognized ASCA Model Program (RAMP), school counseling, school characteristics, U.S. Department of Education, data-driven
ISSN:2164-3989
2164-3989
DOI:10.15241/prm.9.2.156