COMP is developed from a series of studies that first identified differences in teacher management practices that correlated with student outcomes of task engagement, appropriate behavior, positive attitude, and achievement. Next, these identified teacher practices were compiled in a manual and taught to teachers. Teachers used the management strategies and their students had significantly higher task engagement, less inappropriate and disruptive behavior, and higher academic success. Finally, school district personnel were trained to deliver the teacher training, and teachers trained by them produced the same positive results.

Based on research findings, COMP assumes that academic and social behaviors are developmental, and that teachers must successfully address both academic and social dimensions within their classrooms. Teachers who do address these needs see students who are engaged, behave appropriately, and achieve academically.

Because many educators, especially beginning teachers, continually cite classroom management as their primary concern, COMP addresses a critical need for schools, faculties, and students by helping teachers create a system that is visible, established, monitored, modified, refined, and consistently supports learning.