Applying for RAMP Using a Cohort Model: Results of a Multilevel Case Study

Abstract

School counselors across the United States are implementing comprehensive school counseling programs, such as those following the American School Counselor Association (ASCA) National Model. ASCA awards a designation honoring exemplary school counseling programs: Recognized ASCA Model Program (RAMP). Although a growing number of studies have examined RAMP status through survey methods and student outcomes, the need remains to understand RAMP through the lens of each school’s unique context and experience. We present a multilevel, qualitative, participatory, descriptive case study to examine a school counseling cohort preparing over a 2-year period to apply for RAMP, utilizing a district–university partnership. Given the expansive data gleaned from the present study, the results are reported in two articles; this is the first of a two-part study. Results highlight this RAMP cohort process, including the following themes: (a) the push and pull of deciding to participate, (b) collaborative supports, (c) facilitators’ integral and complex role, and (d) next steps.

Applying for RAMP Using a Cohort Model: Overcoming Challenges

“…To date, numerous studies have examined RAMP and student outcomes with mixed results (for a full review, please see our first article in this series, Goodman-Scott et al, 2021). For instance, using archival data in Indiana, Wilkerson et al (2013) found that RAMP-designated schools across elementary, middle, and high school levels had higher test scores than the control group of non-RAMP schools; in particular, findings were significant for elementary level math and English/language arts scores.…”

School Counselors’ Lived Experiences of Support Received During the RAMP Designation Process: An Interpretative Phenomenological Analysis

“…Similarly, Hilts et al (2019) found, through a quantitative examination of school counselors’ perceptions of barriers when establishing a comprehensive school counseling program, that participants experienced a lack of stakeholder support, time constraints, inappropriate duty assignments, and a lack of confidence. In a two-part study, Goodman-Scott et al (2022) and Taylor et al (2022) explored a school counseling regional cohort group as they prepared for RAMP over a 2-year period. In the first study, Goodman-Scott et al (2022) employed a participatory descriptive case study of one RAMP-seeking district multilevel cohort group (i.e., school counselors, district-level coordinator, facilitators, and state department of education liaisons; N = 24), whereby the RAMP process was facilitated through a district–university partnership.…”

“…In a two-part study, Goodman-Scott et al (2022) and Taylor et al (2022) explored a school counseling regional cohort group as they prepared for RAMP over a 2-year period. In the first study, Goodman-Scott et al (2022) employed a participatory descriptive case study of one RAMP-seeking district multilevel cohort group (i.e., school counselors, district-level coordinator, facilitators, and state department of education liaisons; N = 24), whereby the RAMP process was facilitated through a district–university partnership. The findings from this study revealed participants’ enthusiasm and concerns with the RAMP process.…”

“…RAMP school counselors reported receiving training specific to data usage either during their graduate studies or when attending state and national conferences (Young & Kaffenberger, 2011). The facilitation of mentoring groups conducted by school, district, and/or state leadership is also indicated to support RAMP-seeking school counselors (Goodman-Scott et al, 2022; Milsom & Morey, 2019; Taylor et al, 2022). These support experiences are generated by a leadership stakeholder at some level (i.e., school, district, state, and national).…”

“…As a result, exploration into how leaders at the school, district, state, and national levels can best support school counselors is warranted (Milsom & Morey, 2019). Even with the emergence of qualitative research related to RAMP (Duquette, 2021; Goodman-Scott et al, 2022; Taylor et al, 2022), studies have not focused specifically on the experiences of support that school counselors receive from leadership stakeholders. I sought to address existing literature gaps and explore, through rich and thick descriptions, the experiences of support that school counselors received from leadership stakeholders prior to achieving RAMP designation for their schools.…”