The University of Wisconsin Educational Leadership and Policy Analysis Department conducted a longitudinal qualitative study (2004-2009) on the long-term impact of this class. Students study true stories on how to find and use one’s gifts, and talents in a career of their choosing, making a positive difference in their ‘world’ - their sphere of influence. The lessons that influenced these students were from the lessons utilizing the by the following research:

Character Education
Teaching habits of thought and deed that foster respect, justice, civic virtue, citizenship, and responsibility.  Character education is a learning process that enables students and adults in a school community to understand, care about and act on core ethical values such as respect, justice, civic virtue and citizenship, and responsibility for self and others. Upon such core values, we form the attitudes and actions that are the hallmark of safe, healthy and informed communities that serve as the foundation of our society.

Developmental Asset/Search Institute
The Search Institute has identified 40 positive supports and strengths that young people need to succeed. Half of the assets focus on the relationships and opportunities they need in their families, schools, and communities (external assets). The remaining assets focus on the social-emotional strengths, values, and commitments that are nurtured within young people (internal assets).

“An asset based approach fosters hope by shifting the focus from “what’s wrong with us.” It assumes that, even though there may be problems, sometimes very serious ones, there are also untapped resources and capacities inherent in every individual, organization, or community which can be put to use to improve current conditions. Discovering and affirming these underutilized assets and untapped potential are hallmarks of an asset based approach to community work.”

- University of Memphis Engaged Scholar Module 4

The research behind our service-learning piece - tutoring and mentoring support during the school day

Resiliency Research: Education remains one of the most important factors in resilience; its greatest side effect is the belief that one is building a roadway out of despair. Emily Werner (researcher of Kauai Resiliency Study) found, in fact, the ability to read at grade level by age ten was a startling predictor of whether or not poor children would engage in juvenile crime; at least 70% of youthful offenders were in need of remedial education by the fourth grade.

This has led some researchers to suggest that intelligence is a key factor in resilient behavior. But Werner argues that we should turn that around: if scholastic competence is important in rising above adversity, then, she says, that suggests we should put more effort into teaching children well in those early years. We don't have to fully understand resilience to concentrate on basics, such as fostering competence in school, learning to find help, learning to plan and set goals

Intercultural Maturity: In a 2008 University of Michigan study showed that Fortune 500 Companies were hiring college graduates with the ability to cross racial, socio-economic, age and gender lines with ease. This class/program teaches young people how to develop these skills when they are young - and write about using these skills/ abilities on college and job applications.