| This study investigated the role school counselors perceived they should adopt in dropout prevention and ways to assess their effectiveness. The ASCA National Model's theme and element definitions (advocacy, collaboration/teaming, leadership, systemic change, delivery system, and accountability) were adapted to support a dropout prevention focus. Three domains recommended by the What Works Clearinghouse -- staying-in-school, progressing-in-school, and completing-school -- served as the lens for exploring the accountability element.;Counselors perceived delivery system to be the primary role they should adopt followed by advocacy, collaboration, systemic change, and leadership. They did not indicate a preference for one assessment domain except when comparing the completing-school and progressing-in-school domains. The progressing-in-school domain was the preferred method of assessing effectiveness in providing dropout prevention services. |
