Analysis of the Impact of CACREP Accreditation of Counselor Education Programs on Student Knowledge Outcomes

Access: Use of this item is restricted to the UNT Community
Description:

The principal investigator (PI) for this study analyzed mean scores on the
National Counselor Examination (NCE) of students from CACREP accredited and non-
CACREP accredited programs. Data was provided by the National Board of Certified
Counselors, Inc., for a total of ten examination administrations across six years.
The fourteen variables examined in the study consisted of the eight common-core
knowledge domains identified in CACREP standards, the five counselor work behavior
areas identified by NBCC via periodic job analysis of counseling practice, and one
overall or total score on the NCE. NCE mean scores of students from CACREP
accredited programs were higher than NCE mean scores of students from non-CACREP
accredited programs on all variables across all ten NCE administrations. Data seem to
indicate that students from CACREP accredited programs perform significantly better on
the NCE than students from non-CACREP accredited programs, in all fourteen variables.
Sample size was large, totaling 9707, so the PI calculated effect sizes using
Cohen's d for each variable to aid interpretation of statistical significance. Five variables
had large effect sizes of .70 or higher. The higher effect size statistics were associated
with the counselor work behavior areas, with the highest effect size (.85) associated with
the overall, or total, score on the NCE. Statistically significant results in the counselor work behavior areas, in the presence of large effect size statistics, may represent reasonably good support for CACREP accredited programs' superiority in developing overall counselor clinical skills and knowledge beyond simply content knowledge. Additionally, the large effect size of the Total Score variable might be interpreted to indicate that student knowledge gained from CACREP accredited programs is superior to student knowledge gained from non-CACREP accredited programs.

Creator(s): Scott, Susan W.
Creation Date: May 2001
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 567
Past 30 days: 9
Yesterday: 0
Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: May 2001
  • Digitized: July 20, 2007
Description:

The principal investigator (PI) for this study analyzed mean scores on the
National Counselor Examination (NCE) of students from CACREP accredited and non-
CACREP accredited programs. Data was provided by the National Board of Certified
Counselors, Inc., for a total of ten examination administrations across six years.
The fourteen variables examined in the study consisted of the eight common-core
knowledge domains identified in CACREP standards, the five counselor work behavior
areas identified by NBCC via periodic job analysis of counseling practice, and one
overall or total score on the NCE. NCE mean scores of students from CACREP
accredited programs were higher than NCE mean scores of students from non-CACREP
accredited programs on all variables across all ten NCE administrations. Data seem to
indicate that students from CACREP accredited programs perform significantly better on
the NCE than students from non-CACREP accredited programs, in all fourteen variables.
Sample size was large, totaling 9707, so the PI calculated effect sizes using
Cohen's d for each variable to aid interpretation of statistical significance. Five variables
had large effect sizes of .70 or higher. The higher effect size statistics were associated
with the counselor work behavior areas, with the highest effect size (.85) associated with
the overall, or total, score on the NCE. Statistically significant results in the counselor work behavior areas, in the presence of large effect size statistics, may represent reasonably good support for CACREP accredited programs' superiority in developing overall counselor clinical skills and knowledge beyond simply content knowledge. Additionally, the large effect size of the Total Score variable might be interpreted to indicate that student knowledge gained from CACREP accredited programs is superior to student knowledge gained from non-CACREP accredited programs.

Degree:
Level: Doctoral
Discipline: Counselor Education
Language(s):
Subject(s):
Keyword(s): CACREP | accreditation | counseling | NBCC
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 50647021 |
  • ARK: ark:/67531/metadc2746
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Use restricted to UNT Community
License: Copyright
Holder: Scott, Susan W.
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.