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ASCA Mindsets & Behaviors for Student Success.
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ASCA Mindsets & Behaviors for Student Success.
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ASCA Mindsets & Behaviorsfor Student Success:
K-12 College- and Career-Readiness Standards for Every Student
The ASCA Mindsets & Behaviors for Student Success: K-12 Organization of the ASCA Mindsets & Behaviors
College- and Career Readiness for Every Student describe the The ASCA Mindsets & Behaviors are organized by domains,
knowledge, skills and attitudes students need to achieve academ- standards arranged within categories and subcategories and
ic success, college and career readiness and social/emotional grade-level competencies. Each is described below.
development. The standards are based on a survey of research
and best practices in student achievement from a wide array of Domains
educational standards and efforts. These standards are the next The ASCA Mindsets & Behaviors are organized in three broad
generation of the ASCA National Standards for Students, which domains: academic, career and social/emotional development.
were first published in 1997. These domains promote mindsets and behaviors that enhance
the learning process and create a culture of college and career
The 35 mindset and behavior standards identify and prioritize readiness for all students. The definitions of each domain are as
the specific attitudes, knowledge and skills students should be follows:
able to demonstrate as a result of a school counseling program.
School counselors use the standards to assess student growth Academic Development – Standards guiding school coun-
and development, guide the development of strategies and activ- seling programs to implement strategies and activities to
ities and create a program that helps students achieve their high- support and maximize each student’s ability to learn.
est potential. The ASCA Mindsets & Behaviors can be aligned
with initiatives at the district, state and national to reflect the Career Development – Standards guiding school counseling
district’s local priorities. programs to help students 1) understand the connection
between school and the world of work and 2) plan for and
To operationalize the standards, school counselors select make a successful transition from school to postsecondary ed-
competencies that align with the specific standards and become ucation and/or the world of work and from job to job across
the foundation for classroom lessons, small groups and activities the life span.
addressing student developmental needs. The competencies
directly reflect the vision, mission and goals of the compre- Social/Emotional Development – Standards guiding school
hensive school counseling program and align with the school’s counseling programs to help students manage emotions and
academic mission. learn and apply interpersonal skills.
Research-Based Standards Standards
The ASCA Mindsets & Behaviors are based on a review of re- All 35 standards can be applied to any of the three domains, and
search and college- and career-readiness documents created by a the school counselor selects a domain and standard based on
variety of organizations that have identified strategies making an the needs of the school, classroom, small group or individual.
impact on student achievement and academic performance. The The standards are arranged within categories and subcategories
ASCA Mindsets & Behaviors are organized based on the frame- based on five general categories of noncognitive factors related
work of noncognitive factors presented in the critical literature to academic performance as identified in the 2012 literature
review “Teaching Adolescents to Become Learners” conducted review published by the University of Chicago Consortium
by the University of Chicago Consortium on Chicago School on Chicago School Research. These categories synthesize the
Research (2012). “vast array of research literature” (p. 8) on noncognitive factors
including persistence, resilience, grit, goal-setting, help-seeking,
This literature review recognizes that content knowledge and cooperation, conscientiousness, self-efficacy, self-regulation,
academic skills are only part of the equation for student success. self-control, self-discipline, motivation, mindsets, effort, work
“School performance is a complex phenomenon, shaped by habits, organization, homework completion, learning strategies
a wide variety of factors intrinsic to students and the external and study skills, among others.
environment” (University of Chicago, 2012, p. 2). The ASCA
Mindsets & Behaviors are based on the evidence of the impor- Category 1: Mindset Standards – Includes standards related
tance of these factors. to the psycho-social attitudes or beliefs students have about
themselves in relation to academic work. These make up the
students’ belief system as exhibited in behaviors.
September 2014
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