Evidence of impact on School Populations
LearnDoEarn has proven impact, increasing enrollments in critical high school courses and improving attitude and behaviors. Districts that implement LearnDoEarn with some level of fidelity in a supportive atmosphere of high expectations report significant changes in student behaviors and huge increases in enrollments in rigorous courses, especially in math and science:
 • High School A in North Jersey (77% Hispanic, 53% low income) reported an 8% increase in student enrollment in: Algebra I, Geometry, Algebra II, Biology, and Chemistry; a 33% increase in enrollment in Physics; increased enrollment in Economics from 0 to 220 students (the school had to reinstate their Economics course, which had been discontinued).
 • High School B in Central Jersey (44% Hispanic, 21% African American, 58% low income) reported increased enrollments in Algebra I (18%), Geometry (6%), Algebra II (17%), Biology (9%) and Chemistry (3%). Disaggregate data were even more encouraging. When reviewed by ethnicity, data evidenced doubledigit increases in the percent of Hispanic students enrolling in Geometry (12%), Algebra II (28%) and Physics (54%).
 • High School C in Central Jersey (43% African American, 43% low income) evidenced a 250% increase in the number of students enrolling in Physics; the district expanded from two sections of Physics to seven, and had to hire a new fulltime Physics teacher.
 • High School D in Central Jersey (39% African American, 33% Hispanic, 43% low income) reports increasing numbers of students take rigorous math and science courses every year, many more students, even vocational students, taking Chemistry, and significant annual increases in students taking high school courses for college credit and passing related tests:
 2007/2008 International Baccalaureate participants – 66 (6 certificates earned)
2009/2010 International Baccalaureate participants – 92 (30 certificates earned)
 2007/2008 International Baccalaureate participants – 66 (6 certificates earned)

The district also reported increases in state tests scores, college acceptance rates and college attendance rates. Anecdotal information from teachers indicated that LearnDoEarn messages validated the hard work of ‘smart kids’ and it was becoming ‘cool’ to be smart.
 • Middle School A in Central Jersey (22% Hispanic, 11% African American, 33% low income) reported that for the first time, the district saw a 14% increase in the number of students enrolling in the comprehensive high school and an equivalent decrease in the number of students enrolling in the vocational school. The school also reported that for the first time, many of the parents advocated for their children to be scheduled into demanding high school mathematics classes rather than accept enrollment in general mathematics classes.
 • Vocational Technical High School A in South Jersey (2% Hispanic, 2% African American, 47% low income), a rural school district, saw a 107% increase in students enrolling in Physics, and increased enrollments in Geometry and second year World Language of 50% each.
 • In one highly urbanized district near New York City, administrators were so impressed by the data in LearnDoEarn lessons that they established a longterm plan under which every student in the district would take math up to and including Trigonometry, as well as Biology, Chemistry, and Physics.