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Program Evaluation

Outcomes and Evaluation Report

September 2015

The Hunter College School Counseling program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).  The accreditation process requires the collection and dissemination of information about the program. More importantly, it is expected that data is continually used for reflection and improvement of the program. This report provides an overview of the outcomes and comprehensive evaluation process.


As of fall 2015, there are 144 candidates enrolled of whom 16 percent are men and 84 percent are women. The program is comprised of a diverse candidate population with the following composition: 15 percent African-American, 6 percent Asian or Pacific Islander, 32 percent Hispanic, 36 percent Caucasian, 3 percent international (nonresident alien), and 8 percent undisclosed. The program received 160 admission applications for the 2014-2015 academic year.


Eighty percent of the program’s candidates were rated by their site supervisor as better prepared or significantly better prepared than interns from other master’s programs during their student teaching (Counseling Evaluation by Site Supervisors Survey, 399 candidates rated, spring 2012-spring 2015). 

Eighty-nine percent of the program’s alumni would recommend the Hunter College School of Education to an individual interested in working in counseling (Alumni Survey, 19 alumni responses, 2013-2014).

One-hundred percent of Hunter College School of Education graduates employed as school counselors are rated as effective by employers in their professional roles (Employer Survey, 24 employer responses, 2014).

Completion Rates

Eighty-eight percent of the program’s candidates graduate in the expected time frame. In 2014-2015 there were 51 graduates from the program. Courses accommodate both part-time and full-time candidates and the majority of candidates complete the program in three years. Generally, full-time candidates complete the program in four semesters and part-time candidates complete the program in six semesters.


Data on licensure or certification examination pass rates are not provided for this program because New York State does not require an examination to obtain a school counseling certification.


Ninety-six percent of employers who responded to the survey are likely or very likely to hire Hunter College School of Education graduates for school counselor positions (Employer Survey, 25 employer responses, 2012).

Ninety-five percent of the program’s graduates are employed, as reported by alumni who participated in the annual alumni survey. Sixty-one percent are employed in schools, with 50 percent as school counselors (Alumni Survey, 19 alumni responses, 2013-2014).

Program Improvement

To help best prepare candidates for school counseling and related careers, the program has a comprehensive evaluation plan to gather feedback from and data about candidates at transition points throughout their academic and professional career including: application to the program; acceptance; during coursework through teacher evaluations, grades, ratings on key assignments and during fieldwork; at the end of the program; and one year to one-and-a-half years after they have graduated. The data gathered help assess the extent to which the program is aligned with the School of Education mission, achieving program objectives, and areas within the program and School that are strong or could be improved.  

Information is also gathered from those in the field – such as site supervisors who mentor candidates during their field placements and employers who have hired the program’s graduates – to inform program design, processes and coursework. 

*Note: Additional data about the School Counseling and other School of Education programs can be found in the Factbooks available on The Office of Institutional Research webpage:

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