CNDV Article Critique

Article Critique
XXXXXX XXXXX
CNDV 5303
Lamar University
Spring 2015

Wilkerson, K., Pérusse, R., & Hughes, A. (2013). Comprehensive school counseling programs and student achievement outcomes: A comparative analysis of RAMP versus non-RAMP schools. Professional School Counseling, 16(3), 172-184.

In order to justify the role of the school counselor in today’s public schools, we must have data to support the impact an effective school counseling program has on the students it serves. Largely because of No Child Left Behind Act and the Reauthorization of Elementary and Secondary Education Act, measuring student outcomes is no longer an option but an expectation (Wilkerson, Pérusse, & Hughes, 2013). The purpose for the study conducted in this article is to evaluate if there is a difference in student achievement on standardized tests between schools that have applied and earned RAMP designation and schools that have not in order to assess the impact a comprehensive school counseling program can have on academic success.
Strengths and Weaknesses Throughout this article, there were two strengths that stood out and there was also a weakness. The first strength, in my opinion, is the great lengths the researchers went to in order to find the control groups of schools. With Indiana having their own Gold Star distinction for school counseling programs, removing these schools from the control group was a wise decision (Wilkerson et al., 2013). By acknowledging that the RAMP status is not the only way a school can have a comprehensive school counseling program, they proved that their goal in this research was about the program in place and not about whether or not there was a label of RAMP distinction. Overall, the process they went through to select the schools for the study was well thought out and explained. The second strength is that there research did show that there is a relationship between schools with comprehensive school counseling programs and student achievement. The data showed that student proficiency was higher in the areas of math and language arts across all levels in schools that had earned the RAMP distinction compared to the control schools. While the data collected did prove higher proficiency rates, it also showed that in the schools with RAMP status, there was no increase in student performance from year to year. For example, the secondary RAMP schools has a proficiency rate of 70.8% for the 2005-2006 school year, and after four years, the language arts proficiency rate for the 2008-2009 school year was still 70.8% (Wilkerson et al., 2013). It appears that while proving the point of higher proficiency rates, the authors also showed that there is not substantial growth in proficiency over time in schools with RAMP status. Had the authors pulled data from a longer time period, perhaps ten years, maybe the data would have showed how implementing a comprehensive program increases student achievement. Without the data, the reader cannot determine how the RAMP schools performed prior to having a solid counseling program in place. A study about implementing a comprehensive school counseling program and how it changes proficiency rates over time would better prove its effectiveness in my opinion.
Research Outcome
The overall outcome of this research proved what it initially set out to prove. There appears to be a relationship between a comprehensive school counseling program and higher student proficiency rates. Student proficiency rates were higher in RAMP schools than the rates in control schools where no documented comprehensive school counseling program exists (Wilkerson et al., 2013). The outcome also proved there is a call for continued research in assessing the impact a comprehensive school counseling program has on student success. The authors successfully used their research to address their initial questions and also used their research to lay out steps for future research on the impact a comprehensive school counseling program has for students in schools across the country.
Personal Application
This research can be applied to my personal counseling career in two ways. The first is it is helping me to see the impact striving for RAMP status can have on a school. In order to apply for RAMP status, there is a rigorous process that will require an in depth analysis of all that is done within your school counseling program (Young, A. & Kaffenberger, C., 2011). While the initial reasoning for applying is most likely to earn the distinction, it forces you to assess the effectiveness of all areas of your program which can only lead to improvement. After learning about the impact being a RAMP school can have, I would like to encourage my school to set a goal of becoming a RAMP school in the future. The second way this article impacted me is that it sparked an interest in the data being collected in regards to RAMP schools versus control schools. I am intrigued to know how student performance changes when a school is going through the process of applying for RAMP distinction. Without being an expert, it seems that the process of applying would be when the greatest jump in achievement would happen. I am also curious as to why the school didn’t have growth in over the course of the four year study and could the reason be that they slacked off once earning the distinction? In order for more schools to desire implementing a comprehensive school counseling program, supporters of such a model must prove its successes through data. When studies like this one are done that begin to prove having quality counselor programs in place helps students to succeed, more schools will begin to see the significance a comprehensive school counseling program has in education. Clearly this study opens the door for continued research, and as data continues to prove the role the professional school counselor plays in the success of students, the profession will continue to gain the respect it deserves.
References

Wilkerson, K., Pérusse, R., & Hughes, A. (2013). Comprehensive school counseling programs and student achievement outcomes: A comparative analysis of RAMP versus non-RAMP schools. Professional School Counseling, 16(3), 172-184.
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), 67-76.

References: Wilkerson, K., Pérusse, R., & Hughes, A. (2013). Comprehensive school counseling programs and student achievement outcomes: A comparative analysis of RAMP versus non-RAMP schools. Professional School Counseling, 16(3), 172-184. 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), 67-76.