Document Type

Article

Publication Date

2020

Journal Title

Journal of School-Based Counseling Policy and Evaluation

Volume Number

2

Issue Number

2

First Page

141

Last Page

152

DOI

https://doi.org/10.25774/fmn9-y989

Version

Publisher PDF: the final published version of the article, with professional formatting and typesetting

Keywords

program evaluation, school counseling, licensure, accreditation

Abstract

Using qualitative content analysis (Cohen et al., 2007), we examined the expectations of states in the United States regarding program evaluation content for school counselor licensure. Results show that 43 states maintain some form of program evaluation expectations for licensure, up from the 19 identified by Trevisan (2000). Twenty-eight states require licensure tests that purportedly align with CACREP, ASCA, or maintain a state developed licensure test that measures program evaluation content. Twenty-one states mention alignment of their curriculum with CACREP, ASCA, or both. The program evaluation expectations are ambiguous and unconnected to best program evaluation practices articulated by the evaluation field. We offer recommendations to build the evaluation capacity of the school counseling profession in the United States that include refinements in graduate education of school counselors, in-service training for practicing school counselors, and revision of licensing and program expectations to include standards of best practice in program evaluation.

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