Defense Date

10-30-2025

Graduation Date

Fall 12-19-2025

Availability

Immediate Access

Submission Type

dissertation

Degree Name

PhD

Department

Counselor Education and Supervision (ExCES)

School

School of Education

Committee Chair

Jered B. Kolbert

Committee Member

Matthew Joseph

Committee Member

Laura M. Crothers

Keywords

School Counseling, Charter Schools, Charter School Counseling

Abstract

In 2003, the American School Counselor Association published its first edition of the ASCA National Model—a framework for school counselors to develop and implement comprehensive school counseling programming. This streamlined guidance supports school counselors in developing and implementing comprehensive school counseling programming that prioritizes services to students with systematic intentionality. In addition, the American School Counselor Association released the Recognized ASCA Model Program (RAMP) award. This distinction is awarded to school counseling programs that demonstrate the implementation of the ASCA National Model with fidelity, which includes using data to evaluate the impact of school counseling programming. Through the years, a multitude of research studies have provided empirical support for RAMP-based programs' impact on student achievement and behavior. Despite ASCA’s efforts to streamline these programs, implementation gaps remain, and barriers exist in implementing RAMP. This study explored the perceived barriers that charter school counselors identify in implementing RAMP. Exploratory factor analysis was used to identify the perceived barriers charter school counselors face in implementing RAMP. Multiple linear regression identified two factors that were related to charter school counselors’ perceived level of autonomy. Multiple multivariate linear regression was used to explore whether factors reflecting the charter school counselors’ perceptions of barriers to implementing RAMP could predict the demographic characteristics of both the charter school counselors and the schools in which they are employed. The results indicated that those factors were not able to predict the demographic characteristics of the charter school counselor and the charter school itself. The results of each analysis have implications for current charter school counselors, school leaders, and other stakeholders.

Language

English

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