Blog 7

            I absolutely loved Chapter Seven because I feel it was one of those chapters that managed to take all the convoluted things we’ve learned or read about this semester and just simplified it. As I said in class I had not heard of accountability and utilization of data until last semester during my shadowing of my elementary school counselor. However, he made it look so easy that I felt I was ready to embrace and utilize data and accountability when I got into my practicum and eventual job site. But this class had gotten me worried as I discussed with Dr. Baker I was mixing up various aspects of evidence-based research and accountability. This chapter simplified it by talking about disaggregate data and then I realized that his is what my counselor was utilizing/doing. What I also liked about the way it was broken down in the text was how it can also help us to be multiculturally competent which a lot of us learned the importance of over the Summer or last Fall. I definitely also see how disaggregate data can be broken down to show what type of delivery systems are needed, most effective, and which domains are most in need of change in your respective school. I think that this all speaks to the data-based changes in a school that Rachel alluded to in class and how if you’re not working off of data like that then you’re essentially just doing what you want for whatever justification you feel.

            I also enjoyed the Gysbers article about the evolution of accountability. Honestly, because of my ignorance in accountability until last semester I was clearly unaware of this growth over time. However, it was really interesting to read how from the 20s to the late 50s things were developing and then the legislation and educational reforms from the 60s and the 80s set the hard foundation of what we are currently working with today based under the ASCA National Model. While the first two chapters in the Dollarhide and Saginak (2012) text dicussed some evolution of accountability as part of a comprehensive program it clearly lacked this much detail. The perception I got from the text was that accountability rose out of a result of the findings of “A Nation at Risk” but this article shows that just isn’t true. What I found ironic were that the longitudinal studies presented in the article were from those more primitive years but those types of studies would probably be best to determine whether or not programs had a true effect but such a research design is much harder to conduct in today’s day and age. It has, however, inspired me to try and look at some more recent longitudinal studies just to simply add to the empirical evidence that demonstrates that guidance and counseling make a difference in the lives of students. I believe such will aid me in getting my foot into the door of s school. However, we see that beyond that general “warm puppy studies” aren’t going to cut it and that’s where I’m determined to use the aforementioned data-driven accountability.

Dollarhide, C.T., & Saginak, K.A. (2012). Comprehensive school counseling programs (2nd

            Ed.). New York:   Pearson, Inc.

Gysbers, N. C. (2004). Comprehensive Guidance and Counseling Programs:The Evolution of

Accountability. Professional School Counseling, 8(1), 1-14.