Proof of academic performance often serves as the litmus test for maintaining instructional practices and programs. Just as the national focus on academic improvement has gained momentum, so too has another movement calling for character education. Educators find themselves caught in the middle, questioning whether character education is just another passing fad or a valid educational initiative that will positively affect student performance as well as attitude. The phrase "character education" does not refer to a single approach or even a single list of the values that are taught in character education programs. "Character education" is often the umbrella term that describes concerted efforts to teach a number of qualities, such as civic virtues, respect and responsibility, social and emotional learning, empathy and caring, tolerance for diversity, and service to the community. This article discusses two recent studies of character education programs that provide evidence of their effectiveness--and describe strategies that will help middle level and high school educators who want to initiate or improve character education in their schools. These data-driven studies approach character education scientifically from two different perspectives. The first (Lickona & Davidson, 2005) explores the character education initiatives in 24 high schools that have received recognition for excellence; the second study (Berkowitz & Bier, 2005) examines 69 research studies on 33 specific character education programs to provide empirical evidence of what works in character education. The two studies fit together like pieces of a puzzle to confirm what many have long argued: effective character education not only improves school climate and student behavior but also can lead to academic improvement. Effective features of character education include professional development, peer interaction, an explicit agenda, and family and community involvement.