Abstract
Since at least the 1930s, school counselors have used data to inform school counseling programming. However, the evolving complexity of school counselors’ identity calls for an updated understanding of the use of data. We offer an expanded definition of data-based decision making that reflects the purpose of using data in educational settings and an appreciation of the complexity of the school counselor identity. We discuss implications for applying the data-based decision-making process using a multifaceted school counselor identity lens to support students’ success.
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