Abstract: The relationship between adoption of an ASCA National Model-based advising program and overall student success is examined. Three main objectives of this study are: (a) to examine student achievement as measured by . . . . to determine whether it has increased in schools using a more comprehensively implemented program based on the ASCA model, (b) examine whether the comprehensive program reaches all students regardless of gender, race/ethnicity, socioeconomic status (SES), etc. . and (c) examine whether there is a link between a positive school climate and a more fully implemented program based on the ASCA model. Well Established – Phase I – Problem Identification: School counselors work to advance students academically, personally/socially, and in their personal lives. future career. It is the counselor's job to work with students and teachers to create a better learning environment for everyone in the school setting. Unfortunately, with budget cuts and limited monetary resources, consultants feel more pressure than ever to prove their value to the administration. Showing responsibility is now a must for any school counselor. Myrick (2003), defines being accountable as “being accountable for one's actions and contributions, especially in terms of goals, procedures, and outcomes” (p. 174). It involves setting goals and figuring out what to do to achieve them. The consultant must collect data and information relating to that data must be reported to support the work in which he or she is engaged. With the need for counselors to demonstrate the value of their position, the American School Counselor Association (ASCA) has developed a comprehensive school counseling service model. This template is designed to be developmentally approved… halfway through the document… it is beneficial to students in an ASCA-based program. Additionally, it would be good to keep in mind that the language in this section should be easily understandable to other researchers, counselors, and educators who wish to pursue next steps in this line of research. Works Cited Lapan, R. T., Gysbers, N. C., & Sole, Y. (1997). The impact of more widely implemented orientation programs on the academic experiences of high school students: A statewide evaluation study. Journal of Consulting and Development, 75, 292-302.Myrick, R.D. (2003). Accountability: Consultants matter. Professional School Counseling, 6(3), 174-179.Sink, C., & Yilk-Downer, A. (2001). School counselors' perceptions of comprehensive guidance counseling programs: A national survey. Professional School Counseling, 4(4), 278. Retrieved December 12, 2008, from the Professional Development Collection database.