asca national model ramp audit: lee-davis high...

Running head: RAMP AUDIT 1

ASCA National Model RAMP Audit: Lee-Davis High School

Kelly Hodgkins, Shannon Torres, and Samantha Zimmerman-Bobb

Virginia Commonwealth University

CLED 613

RAMP AUDIT 2

Introduction

In an effort to assist the school counseling profession in becoming more standardized and

effective, the American School Counselors Association (ASCA) developed the ASCA National

Model which provides a framework for counselors across the country to measure how their

programs are making progress. Along with the National Model, ASCA introduced the

Recognized ASCA Model Program (RAMP) designation that acknowledges comprehensive

school counseling programs in their implementation of four components of the model:

foundation, management, delivery, and accountability. One school that is looking to be RAMP-

certified is Lee-Davis High School (L-DHS). L-DHS is working to bring together the necessary

elements that will allow for stronger results from their program’s execution. This document

includes an audit of the elements from L-DHS School Counseling Program, which exemplify the

four components of the ASCA National Model.

Foundation

Vision Statement - Score of 1

1-Poor 2-Weak 3-Satisfactory

4-Strong 5-Exemplary

Creates a vision of learning for all students

NA

X NA Yes Yes To the

highest extent

5 Components

1. Describes a future world where the school counseling goals and strategies are being successfully achieved.

2. Outlines a rich and

Lacks focus and includes only one or two

X

-No vision statement provided

Lacks focus or does not include

Addresses

Clearly addresses

To the highest extent

RAMP AUDIT 3

textual picture of what success looks like and feels like

3. Is bold and inspiring 4. States the best

possible student outcomes that are five to 15 years away

5. Is believable and achievable

Narrative provides explanation of

1. how beliefs influenced the vision statement, 2. how it was developed 3. why components were included or excluded

X Little or no explanation

Lacks explanation

Provides explanation

Strong explanation

Exemplary explanation

Rationale. The vision statement received a score of 1 on the RAMP audit. The school

counselors at L-DHS communicated that the school counselors are fairly new to the school,

therefore the foundation component of the ASCA National Model is a working progress. After

discussion with the school counseling department at L-DHS, they have not established their

beliefs or developed a vision statement for the school counseling program. A mission statement

was submitted with the annual agreement, however there was no evidence of a vision statement.

To obtain a satisfactory score on the RAMP audit, the school counselors at Lee-Davis High

School must develop a vision statement that is separate from the mission statement.

Recommendations. The vision statement should describe desired outcomes for student

achievement that will manifest 5 to 15 years later in the future. One recommendation is to

collectively establish beliefs; the beliefs of the school counselors will be a guide for the vision

and mission statement. Although the vision statement must be bold and inspiring, it should also

RAMP AUDIT 4

be believable and attainable. Reviewers of the RAMP application will expect the vision

statement to provide a descriptive and textual picture of what success looks and feels like for all

students. Last, the vision statement should describe a future world where the school counseling

goals and strategies are successfully achieved.

The vision statement was not provided, therefore this section cannot earn a score higher than

1. In addition, the L-DHS school counseling department must create a narrative for the vision

statement. The narrative should describe how the vision statement was developed and how

beliefs influenced the vision statement. The last portion of the narrative should explain why

components were included or excluded.

Mission Statement - Score of 1.

1-Poor 2-Weak 3-Satisfactory 4-Strong 5-Exemplary One Focus

X Lacks focus

Lacks Focus Yes Yes Yes

Meets all four components 1. aligns with the school’s

mission statement and may show linkages to district and state department of education mission statements

2. is written with students as the primary focus

3. advocates for equity, access and success of every student

4. indicates the long-range results desired for all students

Includes one or two

X Does not include all four

1.) state linkage missing

2.) yes 3.) yes 4.) yes

Addresses

Clearly addresses

To highest extent

Narrative addresses 1. how mission statement was developed and

X -No narrative

Provides little explanation

Provides explanation

Strong explanation

Exemplary explanation

RAMP AUDIT 5

2. why components were included or excluded

School’s mission statement is included

May be May be Yes

X Yes Yes

Rationale. The mission statement (see Appendix A) receives a score of 1 on the RAMP

audit. The mission statement was included along with the Hanover County District mission

statement, and the school mission statement. The score on this section is reflective of the

information that was submitted. The program mission statement is clear and concise, yet it does

not include all four components of an effective mission statement. The mission statement

addressed equity and success of every student by promoting academic, career, and

personal/social growth for all students. The mission statement also addressed long-range results

by asserting that students will have lifelong success and be responsible citizens. It is evident that

students are the primary focus for this mission statement. One recommendation is to mention the

use of a comprehensive school counseling program that fosters the mission statement.

Recommendations. The school counseling mission statement must be tied to the

school’s mission statement and must be presented to and accepted by the administration,

counselors, advisory council and school board. The mission statement must also align with the

state department of education mission statement. For RAMP certification, a narrative must be

provided along with Lee-Davis High School’s mission statement. The narrative should address

how the mission statement was developed, and why components were included or excluded. We

advise that the L-DHS school counseling department develop an individualized mission

statement that links to the program philosophy and the vision statement. In addition, we

RAMP AUDIT 6

recommend that an additional statement is included to mention how student needs are met

through the implementation of a comprehensive school counseling program.

School Counseling Program Goals - Score of 1

1-Poor 2-Weak 3-Satisfactory 4-Strong 5-Exemplary Focus attention on student achievement, attendance, behavior and/or school safety.

No Yes Yes

X Yes Yes

Address all five criteria: 1. Promote achievement,

attendance, behavior and/or school safety

2. Are based on school data 3. May address school wide data,

policies and practices to address closing-the-gap issues

4. Address academic, career and/or personal/social development

5. Are SMART: specific, measurable, attainable, results-oriented, time-bound

No

No

X

Yes Yes Yes

Linked to school data NA

X

NA Linked Clearly Unmistakably

Are statements about desirable outcomes

NA

NA

X

NA Strong Exemplary

Narrative addresses: 1. How goals were developed 2. How they address learning

and/or student inequalities 3. How they are founded in data

No

X

No Yes Yes Yes

Rationale. The school counseling program goals of L-DHS (see Appendix B) receives a

score of 1. The school counselors at Lee-Davis High School worked collaboratively to target

program goals. The program goals promote student achievement, attendance, and behavior

RAMP AUDIT 7

and/or school safety. Despite the school counselors’ committed effort in establishing SMART

goals, there is no evidence that the goals are based on school data. The program goals have set

percentages, however baseline data is missing. There was little mention of the desired outcomes

based on what the school counselors hope to accomplish through these program goals. Two out

of three of the goals lacked clarity of a projected time/date that each goal will be obtained.

Although there is evidence of a closing-the-gap goal, there is no evidence of baseline data

collected for this goal.

Recommendations. One recommendation would be to examine the school data profile

to identify academic gaps by categories to disaggregate the data. Also, a narrative should be

included to explain how the goals were developed, how they are founded in data, and how they

address learning and/or student inequalities. We also suggest that the school counselors complete

the school counseling program SMART goals worksheet as a tool to help set goals.

ASCA Student Standards - Competencies & Indicators - Score of 1



Developmentally appropriate comp & ind for each grade level

No

X

Yes Yes Yes Yes

Link to counseling goals, mission, school needs

Poorly Link

X

Somewhat link

Link

Clearly link

Unmistakably

Narrative provides: 1. An explanation as to how these competencies an indicators were selected 2. How they inform the core curriculum for all students

No Explanation

X

Lacks adequate explanation

Provides an explanation

Strong Exemplary

RAMP AUDIT 8

3. How they are reviewed and revised each year

Rationale. The ASCA Student Standards & Competencies receives a score of 1 on the

RAMP audit. There was no submission of school-specific competencies or indicators from the

ASCA Student Standards. Since this section was not submitted, we were unable to determine if

the competencies and indicators are developmentally appropriate for each grade level.

Recommendations. To meet the satisfactory requirements for RAMP certification, the

competencies and indicators must link to counseling goals, mission, and school needs. This

section also lacked a narrative that explains how the competencies and indicators were selected;

how they inform the core curriculum for all students; and how they are reviewed and revised

each year. School counselors should select competencies and standards that align with the

specific standards that are identified for classroom lessons and small group activities addressing

student developmental needs. The competencies should directly reflect the vision, mission and

goals of the comprehensive school counseling program and align with the school’s academic

mission. We recommend the use of the ASCA Crosswalk tool to align ASCA standards with

state standards. We also believe it is beneficial to use the program planning tool found on

www.ASCANationalModel.org to identify grade-level competencies and indicators.

Management

Annual Agreement - Score of 1

1-Poor

2-Weak

3-Satisfactory

4-Strong

5- Exemplary

Signed within first two months of school year the RAMP application covers

NA

X NA Yes Yes Yes

RAMP AUDIT 9

One per school counselor NA

X

Yes Yes Yes Yes

Each agreement is thorough and reflect each school counselors’ scope of work

No No Yes Yes

Yes

X

Percentage of time aligns with recommended use of time for direct/indirect services (80% or more) and program planning/school support (20% or less)

Does not

May Yes

Yes

Yes

X

Reflects the school counseling program’s vision, mission and goals

Does not

Does not

X

Reflects Reflects Unmistakably reflects

The narrative provides rationale of the school counselor’s use of time that supports the program goals.

Does not provide

Lacks clear rationale

Rationale Compelling rationale

Highest and most compelling rationale

Narrative reflects 1. the formal discussion between school counselor and principal and 2. how the decision to distribute duties among the school counseling staff was made.

Does not

X

Not clearly

Yes Yes Yes

Rationale. The Annual Agreement section of the RAMP Audit (see Appendix C)

receives a score of 1. The Annual Agreement is a computer copy that is missing the physical

dates and signatures. As a result of missing information, we are unsure if the annual agreement

has been reviewed by school administration. There is evidence of one annual agreement,

however an annual agreement must be established for each counselor. The percentage of time

RAMP AUDIT 10

does align with the recommended use of time for direct/indirect services (80% or more) and

program planning/school support (20% or less). It reflects the school counseling program’s

mission and goals, but does not reflect the vision. There is no narrative provided.

Recommendations. We advise that the Counseling department provide a scanned copy

of each Annual Agreement (one per counselor) in order to showcase signatures and verify that it

was done within a two-month timeline. Additionally, a vision statement must be included.

Lastly, a narrative should be provided that includes a summary of the formal discussion between

the counselor and the principal as well as how the counselors decided who among them was

assigned what duties.

Advisory Council - Score of 1.



2 sets of agenda and minutes

Little or no detail and clarity

X

Lack detail and clarity

Included Detailed Highly detailed with supporting documentation

Representatives from all stakeholders (parents, teachers, administration, community, etc) (includes list of members and stakeholder position)

Lacks representatives from all stakeholders

X

Lacks representatives from all stakeholders

Representatives from all stakeholders



School data, goals, activities presented to council

Little or no evidence

X

Lack of evidence

Evidence Detailed evidence

Highly detailed evidence

Council provides input on goals and activities


Lack of evidence

Evidence Evidence Clear evidence

RAMP AUDIT 11

X

Council solely focused on School Counseling Program (if no, score can be no higher than 3)

No

X No No Yes Yes

Narrative provides 1. explanation of how council was developed and 2. how it guides the program


X

Lack of evidence

Explanation Detailed explanation

Highly detailed explanation

Rationale. The L-DHS Advisory Council section (See Appendix D) receives a score of

1. There is little evidence regarding the list of stakeholders that are represented on the council.

This section includes a letter addressed to Mr. Norman Sulser, who only represents one member

of the council. After discussion with the L-DHS Counseling Department, it is known that they

have not yet facilitated an advisory council meeting. Because of this, there is no evidence of

presentations regarding the program’s mission and vision statement, program goals, or activities.

There is also no information about the council’s feedback towards the L-DHS Counseling

Program. Since the advisory council has not yet convened, the agenda and meeting minutes are

not available. Additionally, there was no narrative provided by the department to explain the

council and how it provides valuable input for the program.

Recommendations. In order to receive a higher score on the advisory council section, we

have a few recommendations for the L-DHS Counseling Department as they begin establishing

their council. We advise that the council include representation not just from community

members but from parents, teachers, administrators, and students as well. As they plan for their

RAMP AUDIT 12

initial meeting, the Counseling Department should include two agendas that have highly detailed

points of discussion that focus only on the L-DHS School Counseling Program. They should

make sure that the points of discussion within each meeting’s agenda align with the program’s

goals and show school data as well as direct and indirect activities that support achievement

towards the designated goals. L-DHS school counselors should also show evidence of

stakeholder inclusion and input towards creating activities and establishing goals for the

following year. Lastly, a narrative should be provided that includes an explanation of how the

council was chosen and how it guides the program’s influence on the school community.

Calendars



Master Calendar Highly detailed Not

detailed Limited detail

X Detailed Highly

detailed Highly detailed

Depth and breadth of a SC program

X Yes Strong Exemplary

Impacts all students NA NA NA Yes

X Yes, including stakeholders

Reflects program goals and goals and activities of curriculum action plan

Little or no reflection

Lacks reflection

X Reflects Clearly

reflects Unmistakably reflects

Weekly Calendars Two weekly calendars for each counselor (one fall and one spring)

No

X No

Yes

Yes

Yes

Detail of calendars

Little or no detail

Lacks detail

Detailed Detailed Highly detailed

RAMP AUDIT 13

X Correlation with percentage of time from annual agreement

Little or no correlation

X Lacks correlation

Correlate

Correlate

Highly correlate

Activities are clearly coded so that percentage of time is clearly communicated.

NA

X NA NA NA Yes

Narrative includes: 1. Explanation of the annual and weekly calendars 2. How calendars are used and adjusted during the year

No

X

No Yes Yes Yes

Master Calendar - Score of 1

Rationale. The annual master calendar receives a score of 1. The L-DHS master calendar

is in the form of a Google calendar that is shared online between the school counseling

department. Although the calendar is for the current year, the RAMP certification requires that

the calendar showcase events from the most recently completed year, which would be 2014-

2015.

The current master calendar provides limited detail of the events that are facilitated by

the department. Each event has a date, time, and short name to briefly identify what the event

entails but does not show full depth and breadth of the school counseling program’s impact on

stakeholders. From the events listed, it is difficult to tell how the time is divided between direct

and indirect services; assuming that not all school counseling services are listed. Due to the

limited detail, the calendar events cannot be compared with the allotment of direct and indirect

services as outlined in the L-DHS annual agreement.

RAMP AUDIT 14

All L-DHS students are impacted by the school counseling program’s events such as 9th

grade small group counseling, presentations to 10th grade physical education classes, small

groups for 11th graders towards the end of the year, and individual senior meetings. In addition

to focused grade level events, the calendar includes door decorating contests and college

workshops that are available to the entire L-DHS student community.

Lastly, two of the three goals that the counseling department created are reflected through

the annual calendar. The department aims to assist 30% of ninth grade students in joining at least

one extracurricular activity by the end of their year. This goal is represented through the use of

“campfire” counseling groups that will be implemented during the fall semester specifically for

this population. They also strive to assist 30% of potential first generation college students in

applying to at least one four year college/university. By putting on programs such as college

bootcamp, first generation college student workshops, individual senior meetings, and common

application workshops, the L-DHS counseling department clearly integrates their third goal

throughout the annual calendar. Although two of the goals are represented within the calendar’s

events, the second goal of reducing missed class time for students dealing with emotional issues

is not as clearly seen. This might be because it is more difficult to account for these responsive

services through the annual calendar, as they may be delivered based on the immediate needs of

the students.

Recommendations. In order to receive higher scores for the annual calendar section, the

counselors at L-DHS can include more detail about the events they coordinate in order to show

the entirety of the services the L-DHS Counseling Department provides to the school community

in addition to emphasizing the academic, career, and personal/social domains. They should also

organize their events based on the allotment of direct and indirect hours that was outlined in their

RAMP AUDIT 15

annual agreement so it is clear for those looking at the calendar to see how their percentage of

time is divided. Lastly, the calendar should reflect more detail about their second goal regarding

the reduction of missed class time, such as a date and time to analyze the data that has been

collected through their Google form.

Weekly Calendars - Score of 1.

Rationale. The weekly calendars section receives a score of 1. Since there was no

submission of the weekly calendars for the five school counselors employed at L-DHS, we were

unable to see the allotment of time for direct and indirect services and how they correlated with

the annual agreement’s percentages. There was also no evidence of a narrative that explains the

annual and weekly calendars and how they are adjusted during the school year.

Recommendations. Once the weekly calendars have been submitted, our

recommendations would include the same recommendations that were made for the annual

calendar along with a narrative that explains the organization of both the annual and weekly

calendars and describes how they are used or adjusted during the year.

Delivery System School Counseling Core Curriculum Action Plan - Score of 1

1-Poor 2-Weak 3-

Satisfactory 4-Strong 5-

Exemplary Comprehensive in scope

Not comprehensive

Not comprehensive

Comprehensive

Comprehensive

X Highly

Developmentally appropriate

No No Yes Yes Yes

X Content of lessons address topics appropriate to student achievement and success based on

NA

X

NA NA Yes Address a broad variety

RAMP AUDIT 16

school data. Three classroom lessons link to vision, mission, and comp & indicators

Lack linkage

X May link Lessons link Exemplary

lessons that directly link

Exemplary lessons that directly link

All students impacted

NA

X NA

Impacted Impacted Clearly affected

Content addresses topics of student achievement and success and based on school data and program goals

NA

X

NA NA Yes Numerous topics

Plan for evaluation No plan Partial plan Included

X Highly detailed

Highly detailed

Narrative addresses: 1. Rationale for the design and implementation of the SC core curriculum 2. Describes what, to whom and how it will be delivered, and how students’ attainment of the competencies will be evaluated

No

X

No Yes Yes Yes

Rationale. The L-DHS School Counseling Core Curriculum Action plan receives a score

of 1. It was comprehensive, but the content of the lessons does not seem to address topics

appropriate to student achievement and success based on school data. It was missing three

classroom lessons that link to vision, mission, and competencies & indicators so not all students

are impacted. The content does not address topics of student achievement and success, nor is it

based on school data and program goals. They do have a plan for evaluation, but there was no

narrative.

RAMP AUDIT 17

Recommendations. We advise that the L-DHS Counseling Department include any

process, perception, and outcome data used in connection with each lesson. These lessons should

be classroom-oriented, and have an impact on all students. They should also show a correlation

with student achievement and success based on available school data and goals established.

Lastly, a narrative should be provided that discusses what the lesson plan is, to whom it will be

delivered, and how competencies will be evaluated as well as why the design and

implementation of the school counselor core curriculum was chosen.

School Counseling Core Curriculum Results Report - Score of 1


4-Strong

5-Exemplary

Summarizes 3 lessons linked to vision, mission, and comp & indicators

Lacks alignment evidence

X

Lacks alignment

Three lessons link

Three high quality lessons that directly linked

Three exemplary lessons that directly linked

Process data included No

X No Yes High quality Exemplary

Perception data included

No


Results data included No


Implications NA

X

NA NA Thoroughly discussed

Insightful and will lead to the delivery of exemplary lessons in the future.

Narrative 1. Reflects on the analysis of effectiveness of the lessons

No

X

No Yes Yes Yes

RAMP AUDIT 18

Rationale. The L-DHS School Counseling Core Curriculum Results Report receives a

score of 1. There was no submission of the results report since the L-DHS Counseling

Department is currently implementing their core curriculum for the 2015-2016 school year and

unable to collect results until June 2016. Since three classroom guidance lessons were not

designated in section eight, we are unable to make a connection of the results report to the

summaries of each lesson plan and how they each align with their mission, vision, and

competencies and indicators. In addition, there was no inclusion of charts or graphs that

summarize the process, perception, and outcome data that was collected or implications for

future lesson delivery. Lastly, this section lacks a narrative from the L-DHS counseling

department that analyzes the lesson’s effectiveness and how the department will make

improvements for core curriculum delivery.

Recommendations. Our recommendations to the L-DHS Counseling Department are to

continue collecting process, perception, and outcome data on the direct services they are

providing to their students and connecting it to their three outlined goals for the 2015-2016

school year. Once they have finished implementing their delivery, they should organize their

data with charts and graphs that summarize how the curriculum has changed the student’s they

provided services towards and offer suggestions for future implementation. Lastly, a narrative

should be included that shows an analysis of the lesson’s benefits in addition to how adjustments

will be made for future delivery.

Small-Group Responsive Services (“New Student Group”) - Score of 1

2. Addresses how the results will inform future school counseling activities

RAMP AUDIT 19

1-Poor 2-Weak 3-Satisfactory 4-Strong 5-Exemplary

List of groups of at least four meetings (name, focus, # of students, who conducted, number of times met)

One or more

X

At least one Two or more Multiple groups

Multiple groups

Address a variety of needs

NA NA NA A variety Broad variety

X Lesson plans for one group

Not detailed

Lacks detail Detailed and comprehensive

Detailed and comprehensive

X

Highly detailed and comprehensive

Tied to program goals and comp & indicators

Does not link

X Lacks linkage

Directly tied Directly tied Directly tied

Comprehensive and developmentally appropriate

May be May be Yes Yes Yes

X Enables students to master standards, comp & indicators

No May

X Likely Likely Highly likely

Process, perception and results data are included

Little or no process, perception or outcome data

X

Lack of process, perception or outcome data

Clear and relevant process, perception and outcome data

High quality, clear and relevant process, perception and outcome data

Highest quality process, perception and outcome data

Narrative addresses: 1. How group topics selected 2. How participants selected 3. How results will inform future

No

X

No Yes Yes Yes

RAMP AUDIT 20

groups 4. How the decision was made as to who delivered the groups (if more than one counselor)

Rationale. The Small-Group Responsive Services section of the RAMP Audit (see

Appendix E) receives a score of 1. There was not a list of group meetings, though they did

address a variety of needs. There was a lesson plan for each group but they were not tied to

program goals or competencies & indicators. It was comprehensive in scope and is

developmentally appropriate. It does not state whether the content of the lesson addresses topics

appropriate to student achievement and success based on school data. It does indicate a link to

the mission statement or the vision, as there isn’t one listed. The lesson plan does not impact all

students because it was made for a specific group (new students). The lesson plan addresses

student achievement and success based on program goals, but not on school data. They have

included a plan for evaluation but it does not follow the template. There is no narrative provided.

Recommendations. We advise that the L-DHS Counseling Department add a list of

prospective group meeting dates (4+) to the Small Groups lesson plan. Each lesson plan should

be visibly tied with the program goals and competencies & indicators. Each lesson plan should

also showcase ASCA standards being addressed and competencies & indicators. Any process,

perception, and results data gathered for each lesson should be visible. Lastly, a narrative should

be provided that discusses how each topic was selected, how each of the participants were

selected, how results data collected will be applied to future groups, and how it was decided

which counselor's would deliver each lesson.

Closing-The-Gap Results Report- Score of 1

RAMP AUDIT 21

1-Poor 2-Weak 3-Satisfactory 4-Strong 5-Exemplary Clearly tied to the school counseling program goals

No

X

No Yes Yes Yes

Objective, target group, curriculum, materials

No

X

No Aligned and developmentally appropriate

Aligned and developmentally appropriate

Highly aligned and developmentally appropriate

Process data included

No

X

No Yes Clear and relevant

Exemplary

Perception data included

No

X

No Yes Yes Highest quality

Outcome data included

No

X

No Yes Yes Highest quality

Implications of data

No

X

No Yes Thoroughly discussed

Insightful and will lead to the delivery of exemplary closing-the-gap activities in the future.

Supplemental and supporting documentation

NA

X

NA NA Yes Exemplary

Narrative: 1. How gap was identified 2. why important to address

No

X

No Yes Yes Yes

Narrative addresses how research was used to determine activities and

NA

X

NA NA NA Yes

RAMP AUDIT 22

interventions

Rationale. The closing-the-gap report received a score of 1 on the RAMP audit. The

closing-the-gap report was not provided, therefore there is no evidence that the school counseling

program goals are reflected in the closing-the-gap results report.

Recommendations. Closing-the-gap activities should address important issues of equity

and student achievement, therefore process, perception, and outcome data should be evaluated in

this report. Implications of data should be thoroughly discussed in the narrative to explain how

the gap was identified, why this issue was important to address, and how research was used to

develop interventions to close the gap. Again, the school counselors at L-DHS must review the

school data report card in order to identify existing gaps, the data should be disaggregated to

determine a gap. Collecting data and analyzing results are key strategies to assess program

effectiveness. The closing-the-gap results report can also help school counselors advocate for

student equity. Another recommendation would be to review other data such as attendance and

disciplinary referrals to disaggregate this data as well.

Conclusion

The Lee-Davis High School Counseling Department is continuing to pull together the

necessary elements that will allow them to become RAMP-certified. With the aforementioned

rationale and recommendations, this audit will serve as a guide for assisting L-DHS on

implementing and maintaining a Recognized ASCA-Model Program.

RAMP AUDIT 23

References

School Data Report (n.d.). Lee-davis high school. Retrieved from

http://www.publicschoolreview.com/lee-davis-high-school-profile.

Virginia Department of Education (2015). Lee-davis high school. Retrieved from

https://p1pe.doe.virginia.gov/reportcard/report.do?division=42&schoolName=1146.

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