Customer Testimonials

We've heard from people from across the country. Read testimonials from:

Classroom Teachers
Institutes of Higher Education
Parents
Publications
School Administrators
Students

Classroom Teachers

You provided a concrete example of what creative thinking can accomplish when you answered the question about the strongest material on earth and then provided examples of how it has been used. I always thought kevlar vests were made of some type of metal! The challenges we face are huge. I look forward to using the system with the students at [my school].
-Reading Specialist, New Jersey school

“We teachers always tell students to work hard. But LearnDoEarn presents students with a statistical rationale for why they have no choice but to work hard.”
-Grade 8 Mathematics teacher, New Jersey

"This is very applicable - enlightening."
-National Board Certified Teacher

"I showed the presentations in my Academic Support class and in [our] summer work study program. I started with World Class Students in Academic Support, and Work the Money in the summer program.

The students were engaged from the start in both instances, but what seemed to work best for me was starting with Work the Money. Many of my students want to make lots of money, but they have little or no real idea of what it takes. The fact that there are workable rules for handling money and that any one can be a millionaire, or at least make enough money to do what they want, if they are disciplined enough took the mystery out being rich and seemed to hit home.

Once they realized they had an actual shot at a decent future, they seemed to be more accepting of the connection between education and how it shapes their future. For instance, it was good for them to be able to equate a minimum of one year of college and a certificate with an annual income of $40 - 65,000 - entry into the middle class. Basically I used the students' preoccupation with money as a motivator for the rest of the program.

As I said, the students were engaged from the beginning. The presentations generated a lot of discussion with very little prompting from me. Many couldn't believe the facts and figures they were seeing; others did. So this made for a lot of lively back and forth.

The biggest advantage of the presentations overall was one of credibility. Students were getting the message from the "real world"; it wasn't something their teacher simply made up.
-Special Education Teacher

"Thank you. Information is needed by our students. I will be using your website."
-National Board Certified Teacher

Institutes of Higher Education

“The singular strength of the program is that it helps kids see that what they do now in school does relate to what they can do later on.”
-Dean, Graduate School of Education, New Jersey university

Parents

"While helping my 11-year old son with his math, he got very frustrated with it. He said he did not care about math. I took him to the LearnDoEarn website and showed him a sixth grade presentation module. After viewing that, he realized why math was important and had a renewed interest. In fact, the information he learned in the module made an impression because days later, he quoted statistics he learned from the presentation. His commitment and resolve to his work has soared."
-Pennsylvania parent

Publications

“. . . no other business-driven program . . . encompasses the broad academic and personal competencies necessary to success in college and employment.”
-Education Week, December 20, 2006

School Administrators

“The LearnDoEarn program can be a powerful tool to help motivate students, improve student academic achievement and prepare them for life after high school. It is such a powerful tool / resource that we have only begun to scratch the surface of its true worth. The program addresses achievement issues in three ways. It clearly raises expectations for student achievement and it helps steer students to rigorous course selections. To help ensure success, students have to be exposed to and succeed in classes with high demands. Secondly, students receive positive recognition for a job well done. Parents and educators sometimes miss this very important point. LearnDoEarn points to what kids do right. Finally, the program helps to establish and bolster business / school partnerships. These partnerships quickly become mutually beneficial.”
-Assistant Superintendent, New Jersey school district

“The information on the website has helped us decide to phase out the less rigorous non-laboratory science courses like oceanography, and start encouraging more students to take the chemistry they had been avoiding.”
-Assistant Superintendent, New Jersey school district

“Enrollment in physics classes has soared, as has enrollment in economics classes, which we had phased out several years ago – all because of mounting student demand.”
-Director of Education, New Jersey high school

“More students are taking physics and economics since we started using LearnDoEarn four years ago. Additionally, the work-ethic focus of the School Counts modules is particularly important. Students do need the academic component, but they won’t be productive members of society unless they know how to work in the workforce.”
-Director, High School Programs, New Jersey vocational school

"The information is fantastic - the fact that teachers have so much access to the info for free is great! It's so relevant and appropriate for middle/Jr. High and high schools - the best presentation I've attended today."
- Administrator attending National Board for Professional Teaching Standards Conference

Students

“LearnDoEarn made me put things together. I decided that in order to get where I wanted to in international economics, and to distinguish myself in applying to college, I would have to take those courses [outlined in the World Class Students sequence]. The things they stressed to us really helped me get my job as a bank teller. My attendance and grades showed I was responsible and able to work hard. Usually, they don’t hire 16-year-olds.”
-17-year-old male senior, New Jersey

“For the first time, I feel like I am controlling my future. For the first time, I don’t feel lost trying to figure out what to do.”
-16-year-old female eighth grade student, New Jersey