Author: Chuck Zulanas

Philosophy Makes Students Smarter in Math and English

Many parents have the perception that philosophy does not improve their student’s education. However, philosophy courses may actually help students to improve in their courses in a far greater manner than any would suppose. A case study by the Endowment Education Foundation had the following characteristics:

  • Controlled test on the effectiveness of philosophy
  • Nine- and Ten-year-old children
  • Test comprised of more than 3,000 kids in 48 schools across England
  • Classes were for 40-minutes, once a week for a year
  • Twenty-two schools acted as a control group, while students at the other 26 took the philosophy class

The Topics Discussed:

  • Concepts such as truth, justice, friendship, and knowledge, with time carved out for silent reflection, question making, question airing, and building on one another’s thoughts and ideas.

Results in Academics:

  • Increased math and reading scores by the equivalent of 2 extra months of teaching
  • Children from disadvantaged backgrounds saw an even bigger leap in performance: reading skills increased by four months, math by three months, and writing by two months
  • Teachers also reported a beneficial impact on students’ confidence and ability to listen to others
  • The beneficial effects of the philosophy course lasted for two years
  • Even though the course was not designed to improve literacy or numeracy, the intervention group continued to outperform the control group long after the classes had finished

See more information at:

A Philosophy Course For Your High School Student

Similarly, Leadership Society of Arizona teaches a unique leadership philosophy in its course. This philosophy is based off 24-years of research at Arizona State University. This course teaches students a way to learn 5x quicker, how to decrease worry and stress, and a structure that enables them to “know everything without knowing anything”. Consequently, the leadership methodology helps students to develop the mind of an experienced leader at an early age. The course helps students break down complexity by using logic and natural laws to identify and solve issues.

What is Taught?

The course teaches simple natural laws that that will enable students to simplify complexity and understand “the why” with minimal amounts of information. Furthermore, the course material comes from history’s visionaries, including Socrates, Einstein, and Deming. Through discussion, debate, presentations and written assignments, students will learn natural laws that will help them quickly understand people, life, social issues, and themselves.

The main Natural Laws and Logic learned in this course are as follows:

  1. Cause and Effect
  2. Natural Laws do not have exceptions
  3. Everything that you go through is connected to you.
  4. No-influence
  5. No one knows everything.
  6. Extremes simplify life.
  7. Leadership is aligning resources

Students that have taken LSA’s courses have made lasting changes to their lives, while also improving their academics. As students are less stressed and take more accountability for their lives, they will produce better results in the classroom as shown here and here.

Leadership Society of Arizona Is For All Students

Leadership Society of Arizona works with all students to increase their productivity, to develop their problem-solving skills and to expand on the knowledge that they already have. Catering to the student needs, LSA focuses on coaching students to become successful in all facets of their lives. Sign up for one of our 2017 summer programs here, and if you have any questions, feel free to call Joseph Kashiwagi at 480-313-4488 or email at

The Cure to Procrastination


Procrastination is a word almost all students know well, the act of delaying an action. It usually increases stress, worry, and in the end makes you work harder. When you procrastinate, you are not as efficient or productive. Experts define procrastination as the voluntary delay of some important task that we intend to do, despite knowing that we’ll suffer as a result (Jaffe, 2013).  Many believe procrastination is a “bad” characteristic, signifying a flaw in the person who does it; this is why so many have searched for a solution.  However, experts have found this not to be the case. They have found that procrastination is actually a warning sign (Wade, 2011).

Dryden and Gordon (1993) identify three typical causes of procrastination: anxiety, low tolerance/frustration levels and rebellion. Unfortunately, according to Kanus (1993), people who procrastinate experience delay in two key personal areas: self-development and personal maintenance. This means that procrastination will most likely lead to negative impacts on personal growth and development.


Is Procrastination Driven By Emotions?

Procrastination is thought to come from an emotional reaction to whatever it is you’re avoiding. Researchers call this phenomenon “mood repair”, where we avoid the uncomfortable feelings associated with our work by spending time on mood-enhancing activities, like playing games. (Cooper, 2016). As Timothy Pychyl, an associate professor of psychology at Carleton University, explained it “putting off the task at hand is an effective way of regulating this mood. Avoid the task, avoid the bad mood” (Pychyl, 2008).

“Procrastination is the fear of success (or failure). People procrastinate because they are afraid of the success that they know will result if they move ahead now. Because success is heavy and carries a responsibility with it, it is much easier to procrastinate and live on the – ‘someday I’ll’ – philosophy,” says Denis Waitley.  (Obih-Frank, 2010)

“It really has nothing to do with time-management,” Joseph Ferrari, psychology professor at DePaul University, says. “As I tell people, to tell the chronic procrastinator to just do it would be like saying to a clinically depressed person, cheer up” (Jaffe, 2013).

“I think the basic notion of procrastination as self-regulation failure is pretty clear,” says Timothy Pychyl of Carleton University, in Canada. “You know what you ought to do and you’re not able to bring yourself to do it. It’s that gap between intention and action.” (Jaffe, 2013).


Dilbert: The Procrastinator at work… (Obih-Frank, 2010)


Why Do We Procrastinate?

Why do we procrastinate? It boils down to one reason; you don’t want to do an action. This could be for a number of reasons ranging from: you don’t know how to do the action, it is difficult, you just don’t like doing it, or you feel there are other things that you enjoy or take precedence over the action.

Sometimes procrastinators will try multitasking to try to boost their productivity and not procrastinate. Researcher Zhen Wang was able to show that, on average, multitaskers are actually less likely to be productive. (Grabmeier, 2012)

Worse yet, Stanford researcher, Clifford Nass, examined the work patterns of multitaskers and analyzed their ability to: filter information, switch between tasks, and maintain a high working memory, and found that they were terrible at all three. According to Nass: “We were absolutely shocked. We all lost our bets. It turns out multitaskers are terrible at every aspect of multitasking.” (Nass, 2010)

Do you ever procrastinate doing things you want to do that you are excited for? No, because you enjoy doing them. So if you procrastinate a lot, then it means you are trying to do things you don’t like to do.

Thus, the question becomes, “Is it good to do things you don’t like to do?” Studies have shown when people do what they like to do, they work harder, they are more successful, and they procrastinate less (Caprino, 2016; Orr, 2015). Happiness leads to success twice as much as success leads to happiness (Orr, 2015).


Procrastination May Not Be Bad

Maybe procrastination is not a “bad” characteristic, maybe it is a sign that you are not doing the right things. Maybe it is a sign that you are in the wrong classes, school, degree, job, etc. There is a prevalent idea that sometimes you must do things you don’t want to do to be successful. However, there is no validity to this idea. Bill Gates said he would always ‘hire a lazy person to do a difficult job’ at Microsoft ‘because a lazy person will find an easy way to do it’ (Burn-Callander, 2015).  Yes, you will do things you don’t want to do, but the only reason we do them is because we don’t know any better. Studies have found that people who know who they are and what their strengths are do not do things they don’t want to (Caprino, 2016).

Tobi Lütke, the CEO of the e-commerce platform “Shopify,” couldn’t be bothered to work with difficult customers anymore, so he got rid of them to spend more time focusing on valuable customers. “If you go into business school and suggest firing a customer, they’ll kick you out of the building,” Lütke says. “But it’s so true in my experience. It allows you to identify the customers you really want to work with.”

Some ask the question, “What about a child who doesn’t want to learn to read?” My answer is yes; you can try to force a child to learn to read, but it will take a lot of effort and time. If you let the child grow, eventually they will want to learn on their own, and at that time, they will learn quickly. When people do things when they see value in them, they tend to do it quicker, better, and with less effort.


The Cure

So what is the cure? Do only things you like! If you see yourself procrastinating an action, maybe it’s not the right time to do it. Maybe, it is something that you don’t have to do. Maybe it’s a sign that you are headed down the wrong path.


Appendix: Procrastination Statistics




(Gaille, 2013)




Burn-Callander, R. (2015, February 6). Why being lazy and procrastinating could make you wildly successful. Retrieved December 02, 2016, from

Caprino, K. (2016, September 11). Successful People Who Love Their Work: 4 Career Moves They Avoid. Retrieved December 05, 2016, from

Cooper, B. (2016, March 7). Beyond time management: Why we really procrastinate and how to finally stop. Retrieved December 05, 2016, from

Gaille, B. (2013, December 6). 17 Lazy Procrastination Statistics. Retrieved December 05, 2016, from

Grabmeier, J. (2012, April, 30) Mutltitasking May Hurt Your Performance, But It Makes You Feel Better. Retrieved December 02, 2016, from

Jaffe, E. (2013, March 29). Why Wait? The Science Behind Procrastination. Retrieved December 02, 2016, from

Nass, C. (2010, February, 2) Interview – Clifford Nass. Retrieved December 02, 2016, from

Obih-Frank, E. (2010, October, 18) Warning: Top 10 Signs You Procrastinate and Tips to Help You take Massive Action! Retrieved December 02, 2016, from

Orr, C. (2015, April 29). Why Happy People Are More Successful. Retrieved December 05, 2016, from

Pychyl, T. (2008, April 25). Giving in to Feel Good: Why Self-regulation Fails. Retrieved December 02, 2016, from

Wade, L. (2011, October 24). Procrastination and Work: A Deadly Combination. Retrieved December 05, 2016, from


Consistency Yields More Effective Learning



Due to the large amount of information around us, we rarely stop to analyze our own lives. This causes an issue when we are trying to identify why we keep losing our keys, why we forget our homework assignments or why bad things keep happening to us. Not having an understanding of why we find ourselves in certain situations causes us grief, confusion and an attitude of ungratefulness. Consistency can help.


What is consistency?

Consistency is the ability to repeat an action or a routine over a period of time. A person can be consistent in thought, speech or actions. When a person is consistent, they do the same thing over and over regardless of the environment or the people they meet; they repeat the same process because it produces a desired result. For example, it takes more than one workout to get fit. Through irregular workouts, a person will be more stagnant in their growth or weight loss than someone who is consistent. In a study among overweight women, inconsistent physical activity over 12 months resulted in 7.0% average weight loss; 40 minutes a day for 5 days a week over 12 months resulted in 13.6% average weight loss.

A person who wants to have more friends does not be nice one time and assume that they will have more friends immediately. A person who wants to be happier will not smile one time during the day and think that everyone in the world is evil. In order to get stronger, more friends or in order to be happier, the person has to repeat an action over and over again.


What have studies said about consistency and success?

Those who work on consistency will be able to measure how they are changing over time. Those who are consistent can see if something works or if it does not work. Consistency will also keep you accountable. Like working out, you cannot expect instant results unless you consistently exercise. Consistency also builds discipline to make a person successful. Consistency is important for branding, and for establishing who you are to other people. Robots and automation are replacing factory workers even in China because they can consistently produce a certain desired result each time, which minimizes accidents and increases productivity. Consistency is the key to success.


Consistency in Practice: Sleep

Going to sleep at the same time every day is highly important. “Studies of people whose sleep sessions are irregular or short show they are at higher risk of developing diseases that can lead to early death, including heart disease, diabetes, high blood pressure and obesity. David Schnyer, a professor of psychology and neuroscience at the University of Texas, Austin said, “Changes in sleep can create system wide changes in the organism, and all of the stages of sleep affect the entire body and brain.”

In a study about freshmen college students, sleep patterns influenced GPA; each hour delay in weekday or weekend rise time decreased the GPA by 0.132/4.0 and 0.115/4.0, respectively.  This means that each hour a student is inconsistent and stays up past their usual bedtime, they decrease their GPA by 3.2%.  Research also shows an association between later bedtimes and lower GPAs.  Sleep duration was not different between the groups, but subjects with a more irregular sleep pattern had lower academic performance.

In another study, researchers evaluated students’ confidence and performance following two sleep scenarios: 24 hours of sleep deprivation (All-nighter study sessions) or 8 hours of sleep. The all-nighter participants were more confident that they put in more effort. However, the all-nighter participants actually performed worse on the tests than those who received 8 hours of sleep.

Depression and sleep are also interrelated, especially with irregular sleep. During college, 14.8% of students report a diagnosis of depression and an estimated 11% have suicidal ideation.  In a study of female college students, sleep debt of 2 hours per night and/or a bedtime after 2 am was associated with greater depressive symptoms. Irregular sleep schedules are also associated with greater rates of depression.


What are five things we can do to be more consistent?

Becoming consistent, especially in the mundane things of our lives, will bring  faster and better ways of doing things. Here are 5 ways to become more consistent:

  1. Simplify –Cut the clutter out from your life.  Try and make less decisions on what you’ll wear and how you’ll act around certain people.  Wear the same shirt for a week.
  2. Focus on 1 thing – There are lots all of us could change in our lives, but doing them all at once is not sustainable.  Try and find 1 or 2 easy things you could be a bit more cognizant of one thing. When you do this rather than everything at once, you will have a more effective and lasting change.
  3. Measure it – Measuring can help you tell where you are and how you have progressed over time. W. Edwards Deming, the creator of Lean management, stated, “If you can’t measure it, you can’t improve it”.  Consistency helps with measurement.
  4. Ask for help – Try to find someone who can help you with your goal of becoming more consistent; parents, a coach, friend, teacher, counselor, etc.
  5. Form a routine – Routines are the essence of consistency and will show you ways that you can improve.



In order to be happy, you must be consistent in what you do. Consistency will decrease the amount of times we are unprepared for the curveballs life throws at us. You will be able to fall asleep more easily if we go to bed at the same time every night. Consistency can help in every facet of life.

The Leadership Society of Arizona Wins ASU’s 2016 Changemaker Challenge for Education!

The Leadership Society of Arizona (LSA) recently competed in ASU’s 2016 Changemaker Challenge competition. ASU’s Changemaker Challenge had over 100 applicants and only 30 finalists. Changemaker Challenge awarded the LSA $5,000 to fund their 2016 summer education programs. The judges saw incredible value in the business venture. The judges believe that LSA had a solid foundation to thrive as a future nonprofit. Judges including Sentari Minor from SVP Arizona and Rick McCartney from InMedia Company offered to mentor LSA.

 Who We Are

The Leadership Society of Arizona (LSA) is a professional leadership organization that aims to teach students the value of using logic to become efficient in their daily lives. From the concepts, students learn how to increase their personal accountability. LSA seeks to change the paradigm of traditional education by improving students’ lives. The organization continues to build a network of educators, professionals, students and business leaders with the same goal of improving education.

Mountain Pointe High School Picture

Mountain Pointe High School Program Picture

The Problem

In brief, the average college freshman is stressed, overwhelmed, and under-prepared for college. The Center for Collegiate Mental Health in 2015 confirmed this epidemic. It found that anxiety and depression are now the most common mental health diagnoses among college students. The American College Health Association conducted another study on depression in 2010. This study found that 30.7% of college students say at one point in the past 12 months they “felt so depressed it was difficult to function.” Every year, 12% of U.S. college students make a plan to commit suicide. Consequently, 1,000 of those plans are not prevented. (Wilcox, et. al, 2010).

Mental health issues are also prevalent in junior high and high school students. The Wall Street Journal quoted a high school superintendent saying, “I cannot help but think that we may be failing [our students] by reinforcing an educational system that perpetuates grades at the expense of deep and meaningful learning.” Unfortunately, at this school district alone, there were more than 120 reported cases of depression, anxiety and suicidal thoughts. (Goyal, 2016).


The Real Issue

Students in college and high school are unprepared for life after graduation. LSA proposes that this could be due to the format of traditional education. Traditional education focuses on memorizing technical information for the test. The difference is that LSA wants to help students understand who they are. When students know who they are, they know where they can best use their talents and unique abilities.

Furthermore, the evidence for education reform is dominant, but the root of its problem and how to resolve it is not. What is evident is the misalignment of students who are not pursuing what they are best at and enjoy most. In fact, the students with the most difficulties in life seem to be those who are less clear about their future. These students do not know how to best align themselves with what will help them to achieve success. As a result, many types of irrational behavior in school and at home reflect this misalignment.

 The Solution: Logic and Natural Laws

LSA exposes students to a framework for life that uses observable laws of nature and simple logic. Usually, each student adopts different concepts that benefit their daily life. The natural laws help students to understand who they are and how to best align themselves in life. The logic helps students to quickly break down issues and understand what causes them. Contrary to the norm, LSA teaches very little technical information and focuses on teaching students how to think. Altogether, LSA uses this structure to augment the current education system. By providing students a method to simplify their problems in school and at home, they have the ability to learn five times as fast.

Natural Laws

What We Do

The purpose of the Leadership Society of Arizona is not to prepare students to go to college. LSA prepares students to be successful, to be happy, and to provide value wherever they go. When students enjoy what they are doing, they excel in college, they excel in the industry, and they excel in all aspects of life. Above all, it is important to remember that leadership skills cannot be taught to someone in a classroom. Knowing this, LSA simplifies common problems to allow students to apply the concepts to their lives. As students overcome their problems, they learn to see life as leader does. This perspective gives students opportunities to improve themselves and help others wherever they go. When students learn who they are, what they enjoy, and what value they can provide to others, they become successful. With this success, students find peace and are happy.

Jake Leadership

Jake Gunnoe, an LSA Founder, instructing at North High School about Leadership.

Our Foundation

LSA’s concepts come from industry testing, personal life, and findings from history’s greatest minds. Through research, LSA found that Socrates, Bruce Lee, Einstein, Richard Feynman, Edward Deming, and others professed these same concepts. Dr. Dean Kashiwagi began testing LSA’s concepts in the industry and in his personal life in 1994. Industry professionals collectively refer to the concepts as the Best Value Approach. Dr. Kashiwagi became the director of the Performance Based Studies Research Group (PBSRG). PBSRG’s goal is to spread logic and the Best Value Approach across the world. Along with his son, Dr. Jacob Kashiwagi, they have refined LSA’s concepts over the last 23 years.

In its short history, PBSRG has received $17.3M in research funding to test the leadership model over 1,850 times.  All over the world, the concepts have improved industry’s leadership and project management performance.  The most noteworthy industries tested include Information Technology, Engineering Services, Construction, Business, Medical, etc. So far, PBSRG has tested the concepts in 7 countries and 32 different states (PBSRG, 2016). As a result, Dr. Kashiwagi’s research has increased the efficiency of delivering services by up to 40%.  At the same time, the approach reduces client project management by up to 79%. The approach is an innovative response to the traditional price-based purchasing of professional services.


Our Case Studies

In 2009, Dr. Kashiwagi started teaching a leadership philosophy course for honors students. Dr. Kashiwagi adapted the course from his industry experiences. Students from the #1 Honors program in the world had the opportunity to learn the Best Value Approach. Students saw tremendous value by applying industry-proven concepts to their own lives. From the common sense principles taught in the course, many students overcame personal issues. These issues included anxiety, depression, alcoholism, addiction and family/mental instability.

Due to the college courses’s success, in 2013, Alfredo Rivera and Jake Gunnoe, LSA’s founders, had the idea to bring the college curriculum to high schools. As a result, they wanted to identify how a class based on logic could impact high schools. Dr. Jacob and Dr. Dean Kashiwagi helped LSA develop a leadership course for high school students. Consequently, the proposal was that if LSA could teach high school students personal development, they’d know who they are. Students who know who they are will similarly be more prepared for college.

From 2013 to 2015, LSA taught the curriculum at ASU’s Barrett Summer Scholars program. Then, in 2015, LSA created an NCAA accredited curriculum for Saint Louis High School in Hawaii. In 2016, LSA also taught standalone week-long leadership programs at North and Mountain Pointe High School. All these programs had staggering results. The programs showed 100% of the 69 high school students wanted to enroll in another program after the week. Students additionally had an average increase academic confidence by 20%,  and the programs received an administrator satisfaction rating of 10 out of 10.

North High School Education

Closing Ceremony of North High School s Summer Program

What Comes Next

With the course’s success, LSA will search for new avenues to help the rising generation. The aim is to continue to help simplify students’ lives and align them with what they most enjoy and are best at. LSA intends on expanding to over 20 high schools over the next 5 years. The group offers to teach after-school programs and summer workshops for high school students. As a result, LSA will prepare students for higher education and their careers.

If you are interested in working with us, please contact Chuck Zulanas at  Watch one of our student testimonials here and view one of our class presentations here.

Professional Leadership Education Organization


American College Health Association. (2010). American College Health Association—National College Health Assessment II: Reference Group Data Report Spring 2010. Linthicum, MD

Center for Collegiate Mental Health. (2015). 2014 Annual Report.

Goyal, N. (2016). Solutions for Stressed-Out High School Students. The Wall Street Journal. Web (Feb. 12, 2016). Retrieved from

PBSRG. (2016). Performance Based Studies Research Group Internal Research Documentation, Arizona State University, Unpublished Raw Data.

University of La Verne. (2015). Major Exploration. Retrieved November 21, 2015, from

Wilcox, H. C., Arria, A. M., Caldeira, K. M., Vincent, K. B., Pinchevsky, G. M., & O’Grady, K. E. (2010). Prevalence and predictors of persistent suicide ideation, plans, and attempts during college. Journal of affective disorders, 127(1), 287-294.


Tiger Moms and Summer Camp Kids

My Mom

Each day, there is a second that we can use or waste. Especially during childhood when children are going through their formative years, parents must be there to instill good habits and traditions that are meant to last through to adulthood. After giving up working life to raise my brother and I, my mother became a “Tiger Mom”. A “Tiger Mom” is one of the most loving, yet competitive mothers around. Her children have to be the best children, which meant tireless coordination, carpooling and time management. Like the author of the book, Battle Hymn of the Tiger Mother, my mom also saw “childhood as a training period, a time to build character and invest for the future”. A moment was not to be wasted.

Overachieving Parents across the World

My mom was not the first mom to think that she could rear a child to become the very best child. Parents across the world have higher and higher expectations of their children’s capabilities. The Gaokao, China’s grueling college entrance exam is taken by 9.4 million students each year (NY Times, 2016). Yutian Chen, ASU international student from China said, “No parent in China wants their child to fail that exam. The students that do not pass are not able to be admitted to a college, and will be unable to be employed by higher paying jobs and will be a disgrace to their family”. Most of Asia has a similar entrance exam.

In India, students will take as much as 22 board or college entrance exams before they enter college. Parents try to prepare their students to be successful. “We have to keep them under pressure,” said one mother, Jaya Samaddar, whose daughter is studying for the Indian national exams administered in the 10th grade. “We have no other choice”. (NY Times, 2010)

The Idea of Changing a Child into Something They Aren’t

Each year, parents apply more and more stress, anxiety and pressure to attempt to change their students to become the next Jack Ma, Warren Buffet, or Bill Gates. But what if the student just doesn’t have the capacity to think like a CEO? What if they don’t have the hands to become the most successful neurosurgeon in the world? And even if they are capable, what if the student absolutely hates what they are doing?

asian-stressedDespite all of the stress, most students do not know who they are, and do not know where they are going. The New York Times quoted, “At Penn State, 80 percent of freshmen — even those who have declared a major — say they are uncertain about their major, and half will change their minds after they declare, sometimes more than once” (NY Times, 2012). This uncertainty is manifested in other forms as well.

One of the most common ailments for students is depression. Students, confused about who they are and what they are doing, do not understand their place in the world. If they cannot be in the top 10% of their class, pass a test, or are doing more than a certain number of other students, they feel disheartened and like a failure. This has also led to a high rate of suicide among college students (NCHA, 2015). In Asia, some students who do not pass the college entrance exam have been so ashamed that they take their own lives.

The Real Issue

The principle that we forget is that every person is unique. No two people can be at the same place at the same time. Looking at people and even twins, there are different perspectives on life, and thus there will be different outcomes, despite having the same type of genetic makeup. Every individual’s experiences will be different than any other person’s experiences. Knowing this information, we can understand that no person’s path to success is going to be the same.

Some of the most successful businessmen in the world were great students and Brainiacs. However, the overlooked fact is there are many successful executives in the world that were terrible students including many U.S. presidents, Mark Zuckerburg, Steve Jobs, John D. Rockefeller and Bill Gates (, 2016). Grades, GPAs and standardized test scores measure the ability to answer questions and repeat it. Google’s VP of People Operations states, “From data crunching, we see G.P.A.’s and test scores are worthless as a criteria for hiring.” (Daily Caller, 2016).

The Technical Format of Most Summer Programs

Summer programs have a week to teach participants as much as they can. The “Tiger Mothers” of today are considering summer programs to get their students ahead on their college applications. The summer camps traditionally make sure to pack in as many details as possible. I attended 4 to 7 summer camps every year from 1st grade to 12th grade. Some of the camps that I attended as a child were space camp, engineering and robotics camp, computer programming camp, archaeology camp, and ACT/SAT camps. Each camp that I attended, I’d learn and cram in the details of each profession/skillset for one week. A month after the camp, I would forget everything I learned. The idea behind this traditional summer camp is the belief that by teaching students the details of a profession, they would be successful.

The High Level Format of LSA

The Leadership Society of Arizona (LSA) is a program that is based on an industry logic. It has been tested over 1900 times, delivering $6.8B of services with a 98% customer satisfaction rating over the last 23 years. This logic is broken down and simplified to teach students and professionals alike how to understand who they are. In the format of a summer camp, after-school programs and semester long programs, LSA has found staggering results (See LSA has found that as students understand who they are, they are more productive, less stressed and more successful.

Case Study at Mountain Pointe High School

LSA ran a pilot summer camp hosted at Mountain Pointe High School in July 2016. The 25 students came from across Maricopa county. When taking a straw poll at the beginning of the class, LSA discovered more than 75% of the students were forced or signed up to attend by their parents. Some dedicated parents drove their students two hours to attend the program and two hours to get back home. Despite the poor reception initially, by day 2, students began to open up to discussions about themselves. LSA brought in college counselors to talk about different non-college options that were available. The results were astounding:


Student Feedback Metrics   Parent Feedback Metrics
 Number of Students 25 Number of Parents 26
 Overall Program Rating 9.3 / 10 Overall Program Rating 9.8 / 10
“This program will help me in school” 98% “I witnessed positive changes in my child throughout the week” 88%
“I feel less stressed” 71%
“I feel more confident about my future” 62%
“I now believe that I control my life” 62% “I would like to sign my child up for more LSA Courses” 92%
“I would like to take more LSA courses” 100%

“[My son] had a phenomenal learning experience. We could see a real change in his attitude, confidence and how he conducts himself.” – Parent of HS Senior

“[The program] was helpful. I went in as a punishment, but I am glad I came.” –  HS Junior

By helping students to understand who they are and their value, students will better understand life and their future. Subscribe to our email newsletter for more information.