Before he left for the Marine Corps after high school graduation, this student bought some stock because he wanted something going for him when he returned. Another way Dacker can gauge the success of his class is by student evaluations. Students are eager to share their thoughts about what they liked and did not like about the class structure and curriculum. This helps Dacker constantly update his class as well as evaluate the effectiveness. Students now receive extra credit if they recruit with him.
Many students volunteer for the job.
Dacker enjoys listening to his past students tell prospective students why they should take his class. Without realizing it, they demonstrate how important this class is to the kinds of jobs and skills they will face in their future. Because changing curriculum is a touchy subject and the concepts Dacker proposed were new and unique to high school-aged students, he had to do a lot of ground work prior to the approval of his class. He presented his loose class outline, as he would to a high school class, to about 30 to 40 principles and assistant principles. When his suggestions were approved and formalized, the school applied for and received a Perkin's grant to help fund the new curriculum.