Research & Results

The results of more than 35 years of research has proven that positive connection between parent involvement and student success is highly beneficial to the students performance and overall behavior in every setting. Our nine years of research and development mirror and support the finding of many researchers as published in major medical journals and other publication over the years. We are on the cutting edge of positive growth and change. When parents and families effectively engage in the education of their children there is greater potential of transforming children positively than any other type of educational reform.

Further, educators who realize that they are the parents of their classrooms when children are in their care will experience much better results than those teachers who simply approach it as doing a job. When families and schools are given well-structured, quality parent involvement and classroom management programs they experience profound benefits for students, parents, teachers, and the entire school in general. The students have higher grades, test scores, and graduation rates and they have better school attendance. Drugs and alcohol use and violent behavior decreases dramatically and teachers and administrations have greater confidence, they are more efficient, and excited about coming to work.

The Points Method® System produces results that are long-lasting and that work with a diverse range of parents, students, educators and child advocate professionals.

Period of Effectiveness
FOR A LIFETIME (LIFESKILL) - Instantaneous and continuous results obtained when parent, educator or professional continue to actively engage the student. Residual behavior and attitude modification continues even once adult interaction subsides.

Classroom Profile
19 European-Americans, 1 Hispanic, 1713 African-Americans, 5 Native Americans

Target Age
Classroom Management studies conducted with Students:, Grades 9th thru 10th. Profession development in attitude and behavior modification conducted: Grades K-8

Parents, Teachers and Professional Child Advocates

EFFECTIVENESS in Classroom Management:

  • Decreased tardiness by 91.67% in comparison to student performance before using The Points Method® System.
  • Decreased missing homework by 89.29% compared to before
  • Increased classroom participation by 72% with the use of POINTS.
  • Decreased classroom disruptions by 91.97% after implimenting POINTS.


  • Offer enormous classroom management opportunity from the time your students enter your class until they leave.
  • Effectiveness extends beyond the classroom by shaping what children do in their spare time away from school.
  • Students can earn POINTS for doing extra things at home to better themselves.
  • Punctuality problems are a thing of the past. Students literally run to my class so they can receive POINTS for being on time.
  • When the bell rings at the end of class, students are asking to continue class because they are in competition for CLASS PARTICIPATION POINTS.
  • Students who look for attention for acting up realize they can gain attention as well for showing proper behavior and they want to be acknowledged with POINTS.
  • Teaches students responsible because POINTS can be cashed in for fun activities.
  • POINTS gives the teacher leverage and makes the student have a better attitude about the consequences of their behavior and academics.
  • Students will even try to set contracts to do better for themselves if they can be rewarded with POINTS.


  • Incentives in Charter Schools – Study by Margaret Raymond, Stanford University, 2008
  • APIP (Advanced Placement Incentive Program) and experimental study by C. Kirabo Jackson, Cornell University, 2008
  • Learn & Earn, by EMSTAR Research, Inc., 2008
  • Earning by Learning, by Dallas ISD studies, 2001 & 2006
  • Case Study - (Effective Child Behavior Modification Strategies to Break Barriers and Promote Mental Health) by Crystal Barker, MS, Arkansas Counseling Associates / Jump Start Program July 2007
  • Case Study – An Approach to Classroom Management (Improving Student Motivation and Classroom Participation in Lower Economic Urban Districts) by James Jennings, Kettering High School, July 2007
  • Comparative effectiveness of behavior modification and transactional analysis. Journal Consulting and Clinical Psychology, 1975, 43, 758-779. By C.F. Jesness
  • On the efficacious use of verbal self-instructional procedures with children. Cognitive Therapy and Research, 1977, 1, 331-341. By P.C. Kendall
  • Interventions for boys with conduct problems: Multiple settings, Treatments, and criteria. Journal of Consulting and Clinical Psychology, 1974, 42, 471-481. By G.R. Patterson
  • The modification of aggression and stealing behavior of Boys in the home setting. In E. Ribes-Inesta & A. Bandura (Eds.), Analysis of Delinquency and aggression. Hillside, New Jersey: Lawrence Erlbaum, 1976 by J.B. Reid & G.R. Patterson