Accountability: a M.E.A.S.U.R.E of the impact school counselors have on student achievement

Professional School Counseling, Feb, 2003 by Carol A. Dahir, Carolyn B. Stone

Today's educational agenda speaks to high expectations for all students regardless of race, ethnicity, and socio-economic status. Merely legislating requiring a change in expectations for students will not produce the desired outcomes. The federal, state, and local emphasis on accountability essentializes the need for school counselors to also demonstrate how the school counseling program contributes to the school success agenda and commitment to closing the gap.

THE REAL MEANING OF ACCOUNTABILITY

   School improvement is hard work. But if
   schools are not constantly improving and
   growing in their capacity to meet the needs of
   today's students, then they are losing ground
   and failing in their mission of service to young
   people. (Fitzpatrick, 1997)

Accountability is about sharing responsibility to collectively remove barriers that impede learning and involves all of the critical players in a school setting. Accountability is the result of intentional efforts to close the achievement gap and meet the goals of school improvement. How do school counselors fit into an accountability system that is traditionally embedded in teaching and the improvement of student learning?

When school counselors focus their efforts on the mission of school improvement they widen educational opportunities for every student and can positively demonstrate the impact student achievement by:

* Raising student aspirations

* Helping students acquire resiliency and coping skills for school and life success

* Managing and accessing resourceS for student support

* Collaborating with faculty to share the responsibility for student progress

* Engaging students in educational and career planning that present students with a wide variety of quality postsecondary opportunities

* Working intentionally toward closing the gap in student performance

Measurable success resulting from a concerted effort on the part of school counselors to expand educational opportunities can be documented by an increased number of students completing school with the academic preparation, the career awareness, and the personal/social growth essential to choose from a wide range of substantial postsecondary options, including college (Education Trust, 1997).

The American School Counselor Association's National Standards for School Counseling Programs (Dahir, Sheldon, & Valiga, 1998) and the American School Counselor Association's National Model: A Framework for School Counseling Programs (ASCA, 2003) emphasize the importance of school counselors delivering accountable school counseling programs that carefully consider local demographic needs and the political climate of the community. The four main components of the Model are:

1. The foundation of the program requires the implementation of the belief and mission that every student will benefit from the school counseling program.

2. The delivery system defines the implementation process and the components of the comprehensive model (i.e., guidance curriculum, individual planning with students, responsive services, and system support).