Degree of implementation of the Idaho Comprehensive School Counseling Program Model and its relationship to high school graduation rates

The two-fold purpose of this quantitative study was (1) to determine the degree of implementation of the Idaho Comprehensive School Counseling Program Model in junior and senior high schools across the state and (2) examine whether a relationship exists between degree of implementation and academic success, as measured by high school graduation rate. The relationship among variables was tested using a Pearson correlation coefficient with multiple regression analysis used to determine whether additional variables influence a correlation to graduation rate. Results of the study found that rural schools tend to have higher graduation rates than non-rural schools; principals are mostly unaware of the comprehensive model in their schools; graduation rates tend to decrease when implementation of responsive services increases; and few counselors implement a self-evaluation of the model in their school. Recommendations include the encouragement that counselors and principals work collaboratively in developing school counseling programs where they become advocates for students in their effort to meet the challenges of school and prepare for transition after high school.