ISM’s six-year International Model Schools Project found powerful relationships between a professional-growth-focused faculty culture, on the one hand, and student performance, satisfaction, and enthusiasm, on the other. In ISM’s review of literature accompanying one of the two books produced in concert with that project, ISM cited Stanford University’s Dr. Milbrey McLaughlin’s work. She had noted, during a 1983 presentation to the annual conference of the National Association of Independent Schools, “… [R]esearch studies on planned change and teacher evaluation give clear evidence that, when interaction of this sort (i.e., teacher-to-teacher interaction dealing with teaching-learning equations and with professional excellence) does occur, especially on a regular basis, it has a substantial, powerful, and positive effect on what and how well students learn.”