Abstract
Pressures to evaluate teacher preparation programs are always present. Accountability, pertinence, and usefulness are normal reasons to expect ongoing evaluation. In the preparation of school counselors and school psychologists, however, the demands for evaluation are unique. Aubrey (1982) lists three forces that threaten the survival of graduate counseling programs. These are 1. the American public’s lack of confidence in evaluation, 2. the nation’s economy and the fiscal outlook for the next few years, and 3. the social and political conservatism of the present time.
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