Brain-based learning theory has been shown to affect school performance/achievement (percentile ranking, grade-point averages) in the Park View Middle School and Dry Creek Elementary School projects (Caine, R.N., & Caine, G. (1997). Education on the edge of possibility. Alexandria, VA:ASCD.).

The Positive Action philosophy, Thoughts-Actions-Feelings Circle, and philosophical constructs correspond to the principles of the brain/mind learning theory formulated by Renate and Geoffrey Caine (Caine, R.N., & Caine, G. (1991, 1994). Making connections: Teaching and the human brain. New York: Addison-Wesley.). The Positive Action program model theoretical base and the brain/mind theory principles define meaningful learning as:

• Intuitive/innate
• Complex, adaptive, patterned, affected by emotion
• Intra- and interpersonal
  Simultaneously involving physical, intellectual, and social/emotional areas of the self for rote and meaningful learning
• Unique and developmental for each learner.

The Positive Action program model for comprehensive school reform follows established brain-based learning theory principles shown to enhance school performance/achievement.