Recognized ASCA Model Program (RAMP) and Student Outcomes in Elementary and Middle Schools

Abstract

This study evaluates the relationship between the Recognized American School Counselor Association Model Program (RAMP) designation and students’ achievement and attendance outcomes in elementary and middle schools. We used data from 2009 through 2015 from Wake County Public Schools, the largest school district in North Carolina. Our analyses use a school fixed effects approach to assess how student outcomes change when a school receives the RAMP designation. Results indicate that RAMP boosts student attendance, particularly in middle schools, but has limited to no effect on student achievement.

Keywords

outcome data RAMP school counseling program quality student achievement

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