Archived Information Is the SDFSCA State Grants Program effectively promoting safe and drug-free schools? Chris Ringwalt, DrPH Senior Research Scientist Phone: (919)

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 – 21 st 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

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

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

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% % % % % %

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

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 nationally representative 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