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

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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 … continued below

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Scott, Susan W. May 2001.

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  • Scott, Susan W.

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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.

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  • May 2001

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  • Sept. 25, 2007, 9:33 p.m.

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  • March 1, 2012, 3:22 p.m.

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Thumbnail image of item number 1 in: 'Analysis of the Impact of CACREP Accreditation of Counselor Education Programs on Student Knowledge Outcomes'.
Thumbnail image of item number 2 in: 'Analysis of the Impact of CACREP Accreditation of Counselor Education Programs on Student Knowledge Outcomes'.
Thumbnail image of item number 3 in: 'Analysis of the Impact of CACREP Accreditation of Counselor Education Programs on Student Knowledge Outcomes'.
Thumbnail image of item number 4 in: 'Analysis of the Impact of CACREP Accreditation of Counselor Education Programs on Student Knowledge Outcomes'.

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Scott, Susan W. Analysis of the Impact of CACREP Accreditation of Counselor Education Programs on Student Knowledge Outcomes, dissertation, May 2001; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc2746/: accessed May 27, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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