At the United States, due to the combined effect of CDSC(comprehensive developmental school counseling) scholarship and ASCA (the American School Counselor Association ) model advocacy , Many state departments of education have revised their state school counseling models to reflect the ASCA National Model for school counseling programs. (Martin, Carey& DeCoster, 2009). But there is a problem that only a few states have developed statewide evaluation systems to gather information about program effectiveness and to promote effective local program evaluation. This article describes the statewide evaluation system of school counseling system of two exemplary states (Missouri and Utah) and tries to find the successful factors that could be used to help to guide other states’ implementation of program evaluation. This article’s research questions (Martin& Carey 2012):
(a) How do exemplary states approach CDSC program evaluation? (b) What strategies and practices do these states use to evaluate their programs? (c) What lessons can be learned from these states about establishing program evaluation systems? Method
This article use qualitative survey to gain an in-depth understanding of the similarities and differences between two states’ program evaluation systems. The study was divided into two phases:
(a) the creation of case studies
(b) a cross-case analysis.
Case studies were constructed to answer the first two research questions: How do exemplary states approach CDSC program evaluation? and What strategies and practices do these states use to evaluate their programs? The cross-case analysis focused on answering the third research question: What lessons can be learned from these states about establishing program evaluation systems? The researchers used relevant evaluation theory to help answer this question and guide the cross-case analysis An online questionnaire is also delivered to the respective state school counselor list serves, the purpose of the...
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