ABSTRACT
Education today is under intense pressure to be accountable for student academic achievement (No Child Left Behind Act, U.S. Department of Education, 2001). All educational programs, including guidance and counseling, are being asked to demonstrate their contributions to overall student success in general and student academic achievement in particular. As a result, it is not surprising to find that guidance and counseling program evaluation is in the forefront of professional discussion and action across the country (Dahir & Stone, 2003; Gysbers & Henderson, 2006; Isaacs, 2003; S. Johnson & Johnson, 2003; Myrick, 2003a).
