ASCA Student Standards:
Mindsets & Behaviors for
Student Success
K-12 College-, Career- and Life-Readiness Standards for Every Student
T
he ASCA Student Standards: Mindsets & Behaviors for Student Success describe the
knowl-
edge, attitudes and skills students need to achieve academ
ic success, college and career readi-
ness and social/emotional development. The standards are based on a survey of research and
best practices in student achievement from a wide array of educational standards and efforts.
ASCA Student Standards: Mindsets & Behaviors for Student Success
K-12 College-, Career- and Life-Readiness Standards for Every Student
Each of the following standards can be applied to the academic, career and social/emotional domains.
Category 1: Mindset Standards
School counselors encourage the following mindsets for all students.
M 1.
Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being
M 2.
Sense of acceptance, respect, support and inclusion for self and others in the school environment
M 3.
Positive attitude toward work and learning
M 4.
Self-confidence in ability to succeed
M 5.
Belief in using abilities to their fullest to achieve high-quality results and outcomes
M 6.
Understanding that postsecondary education and lifelong learning are necessary for long-term success
Category 2: Behavior Standards
School counselors provide culturally sustaining instruction, appraisal and
advisement, and counseling to help all students demonstrate:
Learning Strategies
Self-Management Skills
Social Skills
B-LS 1.
Critical thinking skills to make
informed decisions
B-SMS 1. Responsibility for self and
actions
B-SS 1. Effective oral and written
communication skills and
listening skills
B-LS 2. Creative approach to learning,
tasks and problem solving
B-SMS 2. Self-discipline and self-control B-SS 2. Positive, respectful and supportive
relationships with students who are
similar to and different from them
B-LS 3. Time-management, organizational
and study skills
B-SMS 3. Independent work B-SS 3. Positive relationships with adults to
support success
B-LS 4. Self-motivation and self- direction
for learning
B-SMS 4. Delayed gratification for
long-term rewards
B-SS 4. Empathy
B-LS 5. Media and technology skills to
enhance learning
B-SMS 5. Perseverance to achieve long-
and short-term goals
B-SS 5. Ethical decision-making and social
responsibility
B-LS 6. High-quality standards for tasks
and activities
B-SMS 6. Ability to identify and overcome
barriers
B-SS 6. Effective collaboration and
cooperation skills
B-LS 7. Long- and short-term academic,
career and social/emotional goals
B-SMS 7. Effective coping skills B-SS 7. Leadership and teamwork skills to
work effectively in diverse groups
B-LS 8.
Engagement in challenging
coursework
B-SMS 8. Balance of school, home and
community activities
B-SS 8. Advocacy skills for self and others and
ability to assert self, when necessary
B-LS 9. Decision-making informed by
gathering evidence, getting
others’ perspectives and
recognizing personal bias
B-SMS 9. Personal safety skills B-SS 9. Social maturity and behaviors
appropriate to the situation and
environment
B-LS 10. Participation in enrichment and
extracurricular activities
B-SMS 10. Ability to manage transitions
and adapt to change
B-SS 10. Cultural awareness, sensitivity and
responsiveness
Overview
The 36 ASCA Student Standards are broad standards that identify
and describe the knowledge, attitudes and skills students should
be able to demonstrate as a result of a school counseling program.
School counselors use the standards to assess student growth and
development, create culturally sustaining strategies and activities
and build a program that helps students achieve their highest
potential. The ASCA Student Standards can be aligned with
initiatives at the district, state and national levels to reflect local
priorities.
To operationalize the standards, school counselors write or select
measurable learning objectives that align with specific mindsets or
behaviors, which become
the foundation for classroom instruction,
appraisal and advisement, and counseling activities
addressing
student developmental needs. The learning objectives directly
reflect the school counseling program’s vision, mission and goals,
as well as the school’s academic mission.
Research-Based Standards
The ASCA Student Standards are based on a review of re
search
and college-, career- and life-readiness documents that identify
strategies influencing
student achievement and academic
performance. The ASCA Student Standards are organized on
the framework of noncognitive factors presented in the critical
literature review “Teaching Adolescents to Become Learners,”
conducted by the University of Chicago Consortium on Chicago
School Research (2012).
This literature review recognizes that content knowledge and
academic skills are only part of the equation for student success.
“School performance is a complex phenomenon, shaped by
a wide variety of factors intrinsic to students and the external
environment” (University of Chicago, 2012, p. 2). The ASCA
Student Standards are based on the evidence of the importance of
these factors.
All 36 standards can be applied to any of the three school
counseling domains of academic, career and social/emotional
development. The school counselor selects a domain and standard
based on the needs of the school, classroom, small group or
individual.
The standards are arranged within
general categories of
noncognitive factors related to academic performance as identified
in the University of Chicago 2012 literature review. These
categories synthesize the “vast array of research literature” (p. 8)
on noncognitive factors
including mindsets, learning strategies, self-
management skills and social skills for success.
Category 1: Mindset Standards – Includes standards related to
students’ psycho-social attitudes or beliefs about themselves in
relation to academic work. These make up the student’s belief
system as exhibited in behaviors.
Category 2: Behavior Standards – These standards include
behaviors commonly associated with being a successful student.
The behaviors are visible, outward signs that a student is engaged
as well as putting forth effort to learn. The behaviors are grouped
into three subcategories.
a.
Learning Strategies: Processes and tactics students employ
to aid in the cognitive work of thinking, remembering or
learning.
b.
Self-management Skills: Continued focus on a goal despite
obstacles and avoidance of distractions or temptations to
prioritize higher pursuits
over lower pleasures
.
c.
Social Skills: Acceptable behaviors that improve social
interactions, such as those among peers or between students
and adults.
Grade-Level Learning Objectives
Grade-level learning objectives are specific, measurable expectations
that students attain as they make progress toward the standards.
As the school counseling program’s vision, mission and annual
student outcome goals
are aligned with the school’s academic
mission, school counseling standards and learning objectives are
also aligned with academic content standards at the state and
district level.
Grade-level learning objectives are housed in the ASCA Student
Standards database at www.schoolcounselor.org/learningobjectives.
School counselors can search the database by keyword to
quickly and easily identify learning objectives that will meet
student developmental needs and align with specific ASCA
Student Standards. The database also allows school counselors
to contribute to the learning objectives by sharing other ways to
meet or align with a specific standard.
Domains
The ASCA Student Standards can be applied to three broad
domains: academic, career and social/emotional development.
These domains promote mindsets and behaviors that enhance the
learning process and create a culture of college-, career- and life-
readiness for every student. The domain definitions are as follows:
Academic Development – Standards guiding school counseling
programs to implement strategies and activities to support and
maximize each student’s ability to learn.
Career Development – Standards guiding school counseling
programs to help students 1) understand the connection between
school and the world of work and 2) plan for and make a
successful transition from school to postsecondary education and/
or the world of work and from job to job across the lifespan.
Social/Emotional Development – Standards guiding school
counseling programs to help students manage emotions and learn
and apply interpersonal skills.
Implementing the ASCA Student Standards
School counselors use the ASCA Student Standards to guide the
development, delivery and assessment of the three direct student
services as defined by the ASCA National Model: instruction,
appraisal and advisement, and counseling. The standards help
school counselors determine what student knowledge, attitudes
and skills will be measured as they work to help all students
become college-, career- and life-ready.
School counselors deliver the ASCA Student Standards to all
pre-K–12 students in classrooms, groups or individual settings
in a manner that is appropriate for the students’ development
level/age. School counselors review achievement, attendance
and discipline data to guide the selection of specific mindsets
and behaviors appropriate for the individual, group or grade
level, as well learning objectives to operationalize the standards.
School counselors implement the ASCA Student Standards
through the following steps.
1. Identify need.
School counselors identify a specific student challenge
found in the school’s student outcomes (achievement,
attendance, discipline). Challenges could include:
underperformance in achievement (standardized test
scores, grades, credits earned)
overrepresentation in discipline (offense categories, con-
sequences)
higher absenteeism (absences, late arrivals, early depar-
tures, chronically absent)
Specific developmental stages or differences may also serve
as the basis for school counselor interventions. If the issue is
related to underlying systemic issues, the school counselor
advocates to change policies, guidelines and practices to
address the systemic issues.
2. Collect supplemental data.
School counselors collect supplemental data, soliciting
opinions, beliefs and insights from stakeholders who are
directly involved with students experiencing the identified
challenge. These stakeholders include but are not limited to
parents, teachers, administrators and students.
3. Select student standard.
School counselors select a specific mindset or behavior that
best aligns with the data and the factors suggested in the
supplemental data.
4. Write learning objectives aligned with the student standard.
School counselors operationalize the selected mindset or
behavior by selecting or writing a measurable student learn-
ing objective(s) that will help students attain the standard.
The learning objective(s) identify the specific knowledge
and/or skills students need to attain that stated standard.
5. Create pre-/post-assessment.
School counselors create a pre-/post-assessment based on
the student learning objectives and selected student stan-
dard.
6. Select or develop strategies.
School counselors select or develop strategies, activities
and/or interventions that facilitate attainment of the learn-
ing objectives.
7. Administer pre-test.
School counselors administer the pre-test to determine the
baseline knowledge and skills of targeted students.
8. Deliver selected or designed strategies.
School counselors deliver the strategies, activities and/or
interventions to targeted students.
9. Administer post-test.
School counselors administer the post-test, assessing the
students’ acquisition of the knowledge and skills.
10. Reflect for improvement of practice.
School counselors reflect on the process, identifying what
might be improved when next delivered.
School counselors use the ASCA Student Standards to ensure
equity and improve access for all students. While the standards
are based on a review of research and other college-, career- and
life-readiness documents that identify strategies influencing stu-
dent achievement and academic performance, learning happens
within the context of the school environment. Students learn
best in environments that are accepting, respectful, supportive
and inclusive, and students cannot attain these standards in an
inequitable environment.
As part of the implementation of a school counseling program
based on the ASCA National Model, school counselors shape
ethical, equitable and inclusive school environments that help all
students achieve and succeed. School counselors have an ethical
responsibility to provide curriculum and activities that ensure
equitable academic, career and social/emotional development
opportunities for all students.
Implementing the ASCA Student Standards through the lens
of equity and access is essential to improving outcomes for all
students. Without careful and thoughtful implementation, stan-
dards such as these can reinforce the status quo, including gaps
in achievement, opportunity and attainment, and dispropor-
tionate rates of discipline and suspension for students of color.
School counselors are aware that factors such as educators’
beliefs, mindsets and behaviors can also perpetuate inequitable
learning environments. The ASCA Student Standards should be
used to promote equity and access for all students and create a
school culture free of bias and oppression.
When faced with data exposing inequitable student outcomes,
school counselors address the issue in two ways:
work to help students attain the ASCA Student Standards
use their leadership, advocacy and collaboration skills to
address underlying systemic issues and create systemic change
in the school
This combination of direct and indirect student services facili-
tates systemic change and affects students’ ability to attain the
ASCA Student Standards. To deliver indirect student services,
school counselors:
Advocate for policies, practices and guidelines that dismantle
bias and promote equity for all
Lead efforts to challenge policies, procedures, practices, tradi-
tions, customs or other behaviors perpetuating intentional or
unintentional biased behaviors and outcomes
Serve on school/district committees focused on ending bias,
including committees addressing academic content
Advocate for learning materials and resources in all content
areas that promote diversity and inclusion and address
systemic barriers
Recognize and respond to incidents of bias among staff and
students
Collaborate with families, educators, businesses and commu-
nity organizations focused on promoting opportunity and
ending disparity, bias and oppression
Present workshops for parents/families on how to foster and
support respectful student behaviors
Collecting Mindsets & Behaviors Data
Collecting meaningful Mindsets & Behaviors data relies on
the development of effective measures. School counselors go
beyond asking if participants enjoyed the activity or if they
believed it was beneficial. Rather, school counselors ask ques-
tions around the key Mindsets & Behaviors data concepts:
knowledge, attitudes and skills. Answering these questions helps
school counselors communicate how students are different as a
result of the school counseling program.
Asking questions that are developmentally appropriate and will
lead to meaningful results requires thoughtful consideration.
The mindsets and behaviors selected for the intervention or ac-
tivity not only provide the basis for content but also form a basis
on which questions are developed. Brainstorming statements
that begin with stems such as I believe…, I know… and I can…
guide question development. Once several of those statements
have been written, they can be reworded into prompts that be-
come data measures for multiple mindsets and behaviors.
Simple, meaningful questions can be most helpful in creating a
data story. Measurement is less time-consuming when the mind-
sets and behaviors measures are easy-to-administer, easy-to-score
and easy-to-analyze. No more than three to five questions or
prompts are needed for any one measure. Forcing that limita-
tion maintains the concentrated focus of both the intervention
and the measure. It ensures the least amount of time is spent
completing and scoring the assessment.
The ASCA Student Standards: Helping Students
Become College-, Career- and Life- Ready
All students have the right to access a school counseling pro-
gram that prepares them for the future and promotes equity
and access for all. The ASCA Student Standards serve as the
foundation for school counselors’ work in direct student services
for all students and describe the knowledge, attitudes and skills
students should be able to demonstrate as a result of a school
counseling program. School counselors use the ASCA Student
Standards to assess student growth and development, create cul-
turally sustaining strategies and activities, and build a program
that helps students achieve their highest potential.
Citation Guide
When citing from this publication, use the following reference:
American School Counselor Association (2021). ASCA
Student Standards; Mindsets and Behaviors for Student Success.
Alexandria, VA: Author.
1101 King Street • Suite 310 • Alexandria, VA 22314
(703) 683-ASCA • asca@schoolcounselor.org
Resources Used in Development of ASCA Student Standards (2021)
The following documents were the primary resources that informed ASCA Student Standards.
Document Organization Description
ACT National Career Readiness
Certificate
ACT Offers a portable credential that demonstrates achievement and a certain level
of workplace employability skills in applied mathematics, locating information
and reading for information.
Building Blocks For Change:
What it Means to be Career
Ready
Career Readiness Partner
Council
Defines what it means to be career-ready and highlights the outcome of
collaborative efforts of the Career Readiness Partner Council to help inform
policy and practice in states and communities.
Career and Technical Education
Standards
National Board of
Professional Teaching
Standards
Defines the standards that lay the foundation for the Career and Technical
Education Certificate.
Cross Disciplinary Proficiencies
in the American Diploma Project
Achieve Describes four cross disciplinary proficiencies that will enable high school
graduates to meet new and unfamiliar tasks and challenges in college, the
workplace and life.
Framework for 21st Century
Learning
Partnership for 21st Century
Skills
Describes the skills, knowledge and expertise students must master to succeed
in work and life; it is a blend of content knowledge, specific skills, expertise
and literacies.
ISTE Standards for Students International Society for
Technology in Education
Describes the standards students need to be prepared to thrive in a constantly
evolving technological landscape.
Social Justice Standards:
A Framework for Anti-bias
Education
Learning for Justice Presents anchor standards and age-appropriate learning outcomes that allow
educators to engage a range of anti-bias, multicultural and social justice
issues.
Social and Emotional Learning
Core Competencies
CASEL Identifies five interrelated sets of cognitive, affective and behavioral
competencies through which children and adults acquire and effectively apply
the knowledge, attitudes and skills necessary to understand and manage
emotions, set and achieve positive goals, feel and show empathy for others,
establish and maintain positive relationships and make responsible decisions.
Teaching Adolescents to Become
Learners: The Role of Non-
Cognitive Factors in Shaping
School Performance
The University of Chicago
Consortium on Chicago
School Research
Presents a critical literature review of the role of noncognitive factors in
shaping school performance.
What is “Career Ready”? ACTE Defines what it means to be career-ready, involving three major skill areas:
core academic skills, employability skills, and technical and job-specific skills.
