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The Auditor
These performance measures were generated and audited by Dr. Clete Bulach, a college professor and retired school superintendent, and consultant to Georgia and West Virginia Departments of Education. His agency measures the effectiveness of character education in public schools. In partnership with the Teach One to Lead One® Program Office of Celebrate Life International, Inc., data was gathered through a national sample of public middle and high school students utilizing a 65-question self questionnaire. Surveys were conducted during Spring and Fall Semesters in 2006. Dr. Bulach commented at the time, "In my over 40 years of experience, [Teach One to Lead One] is the only program I have seen that is able to take at-risk juveniles and turn them around." Recently he added:
After reviewing the most recent stats, I want to inform you that the data is amazing. The control group (kids who did not go through the T1L1 program) reported negative progress just as I expected. On the other hand, students who completed the T1L1 program reported improvement and some are statistically significant. That says a lot for your program. Improving scores when it is normal for them to get worse indicates that your program is working.
| Specific Issues & Perceptions |
| Many of our students started the program saying it was okay to steal, smoke marijuana, or do nothing if they saw someone get bullied. We saw dramatic changes in many of these kids as a result of T1L1. Look at these responses to specific issues and perceptions. Remember, these are just looking at those students who started out with a negative stance on an issue: |
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...who had said it was okay to steal now say it's wrong and they won't do it |
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..who had said it was okay to use tobacco now say it's wrong and they won't use it |
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...who had said it was okay to smoke marijuana now say it's wrong and they won't use it |
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...who had said it was okay to drink while under the legal age now say it's wrong and they won't participate in that activity |
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...who had said it was okay to drive while under the influence of drugs or alcohol now say it's wrong and they won't do it |
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...who had said they could not influence their relationships with other people now feel empowered to have that influence |
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...who had said it was okay to use illegal drugs now say it's wrong and they won't do it |
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...who said they had no choice regarding their attitude each day now realize they can choose what their attitude will be |
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...who had said it was okay to have friends who engage in illegal activities now say it's wrong and they won't keep that kind of company |
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...who turned a blind eye to those who were being bullied now say that was wrong and they will help someone who is being bullied |
Behavioral Traits
All of the student responses were summarized using commonly-accepted traits usually referred to as "behavioral traits." Here are the traits and their definitions, as well as the percent of improvement in the students during the course of the T1L1 program:
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Respect
How we treat self and others, as well as property, and attitude toward sex and drugs (5 percent improvement)
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Leadership/Integrity
Leading and helping others at school and community; living and role modeling by universal ethical values (8 percent improvement)
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Honesty/Fairness
Doing away with lying, cheating, stealing (3 percent improvement)
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Responsibility/Accountability/Dependability
Our habits and our attitude toward life's circumstances determine success or failure in life (10 percent improvement)
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Cooperation
Improving communication to be able to work on problems; working together with a goal in mind; positive relationships with peers and adults (5 percent improvement)
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Perseverance/Diligence
Plans for furthering education and pursuing higher education; goal setting and accomplishing goals (2 percent improvement)
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Compassion/Empathy
Using talents and skills to benefit others (1 percent improvement)
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Self-Control/Discipline
Ability to deal with peer pressure; recognize trouble and be aware of consequences
(1 percent improvement)
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Click here for a bar graph illustrating the "before" and "after" empirical data of these eight behavioral traits. Then look at this second graph that shows how Control Groups (students at the same schools who did not participate in the T1L1 program) actually declined in their behavioral traits scores, as compared to their counterparts who did improve as a result of T1L1.
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Student Comments
Individual students provided specific comments at the end of the Teach One to Lead One® program:
More Student Comments...
Back to the Introduction
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