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Archived InformationIs the SDFSCA State Grants Program effectively
promoting safe and drug-free schools?
Chris Ringwalt, DrPHSenior Research Scientist
Phone: (919) 265-2613
E-mail: [email protected]
Key Principle of Effectiveness
Programs and activities “shall be based on scientifically based research that provides evidence that the program to be used will reduce violence and illegal drug use.”
Title IV – 21st Century Schools
Section 4115(a)(1)(C)
The prevalence of effective universal substance use prevention curricula
Preliminary evidence from the second School-Based Substance Use Prevention
Programs Study (SSUPPS)
Sponsored by NIDA (R01 DA016669)
Study methodology
• Representative sample of all public schools that include middle school grades
• Sample stratified by population density, school size, and poverty
• 2204 schools sampled• Respondents were school staff person identified
as lead substance use prevention teacher• Survey data collected in spring 2005 via Web,
then mail, then phone• Response rate = 78.1%
Prevalence of NREPP-recognized universal prevention curriculum
During the current school year, which of the following substance use prevention curricula are you:
1. using 2. using the most with students in middle or junior high
grades in your school?
[Extensive list follows of school-based prevention curricula]
Prevalence of NREPP-recognized universal prevention curriculum, by population density
0
10
20
30
40
50
60
Any one effectivecurriculum
Effectivecurriculum usedmost
How long?
When did your school first start using the substance use prevention curriculum you are using the most with students in middle or junior high grades?
1. Less than 1 year
2. At least 1 year, but less than 3 years
3. At least 3 years, but less than 5 years
4. At least 5 years
How long effective prevention curriculum used the most has been in place
0
5
10
15
20
25
30
35
<1 year 1-3 years 3-5 years 5+ years
How likely to continue?
How likely is it that the substance use prevention curriculum you are using the most with students in middle or junior high grades will continue to be used:
1. Next school year
2. In 3 years
3. In 5 years
Likelihood of continuation of effective prevention curriculum
0
10
20
30
40
50
60
70
80
90
100
next year in 3 years in 5 years
Likely or highlylikely
How many students reached?
About what proportion of students in middle or junior high grades in your school will have received the curriculum you are using the most before starting high school grades?
1. 0%2. 1-20%3. 21-40%4. 41-60%5. 61-80%6. 81-100%
0% category on next slide refers to schools with students who:
• Receive no substance use prevention curricula whatsoever
• Receive a substance use prevention curriculum not shown to be effective
Middle schools’ reports of the proportion of their students who receive an evidence-based curriculum
0102030405060708090
100
Summary
• Almost half the nation’s middle schools report having at least one effective (i.e., evidence-based) substance use prevention curriculum in place
• However, only a quarter are using one the most• Differences in use by population density of community
served are modest• Two-thirds of schools using effective curricula the most
have had them in place for at least 3 years• The likelihood that schools will continue using these
curricula in the future is very high• However, 80% of the nation’s middle schools report that
none of their students is exposed to an effective substance use prevention curriculum
Difficulties in determining the effectiveness of the SDFSCA Program
• Control schools with no prevention programming now impossible to find; program effects cannot be isolated from potential competing attributions
• There is increasing school resistance to non-mandated drug use surveys; evaluations harder and more expensive to conduct
• There are other challenges to collecting survey data, especially given ED’s mandate for active parental consent and new concerns that drug use surveys may be iatrogenic
• School-based archival data concerning reports of substance use activity are unreliable
• Teacher fidelity to curriculum very hard to assess
Proposed mechanisms to determine effectiveness of SDFSCA Programs
Support periodic surveys of nationallyrepresentative sample of schools to determine:
• Proportion and distribution of schools using effective (i.e., evidence-based) curricula
• Reach (exposure) of effective curricula to all students• Extent to which content thought to be effective is taught• Extent to which teaching strategies thought to be effective
are used• Extent to which teachers are administering evidence-
based curricula with fidelity• Progress over time both relative to earlier surveys and to
established goals