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Abstract
Evaluation of school counseling programs has been characterized by an emphasis on experimental, descriptive, and case study approaches. These kinds of studies have yielded useful data in extending our knowledge about the effectiveness of counseling in the schools. They are important in providing output information, but are limited in developing the feedback needed while a program is in progress. It is recommended that counselors begin to use more formative approaches to evaluation which will generate process data that ultimately can lead to program changes marking the difference between success or failure.