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39 J. Res. Crime & Delinquency 3 (2002)

handle is hein.journals/jrcd39 and id is 1 raw text is: 

                        QUALITY OF SCHOOL-BASED

                             PREVENTION PROGRAMS:


                                 DENISE C. GOTTFREDSON
                                    GARY D. GOTTFREDSON

A national probability sample of 3,691 school-based prevention activities operating
in the spring of 1998 is used to describe the quality of implementation of typical
school-based prevention practices, compare the quality of implementation ofpreven-
tion practice with what is typical in prevention research, and test hypotheses about
predictors of the quality of implementation. Results indicate that the quality of
school-based prevention practices as they are implemented in the typical school is
low. The examination of correlates of prevention quality suggests that the level of
implementation ofprevention practices can be improved through better integration of
these activities into normal school operations; more extensive local planning and
involvement in decisions about what to implement; greater organizational support in
the form of high-quality training, supervision, and principal support; and greater
standardization of program materials and methods. Implications for practice are

   Recent years have seen growth in the development and application of pre-
vention programs. Drug  Abuse  Resistance Education (DARE),  developed  in
1983, is now implemented   in nearly half of the nation's elementary schools
(G. D. Gottfredson et al., 2000). Between 1987 and 1994, the Center for Sub-
stance Abuse  Prevention made  363  grants directed at high-risk youth. The
Bureau  of Alcohol, Tobacco and Firearms promotes and sponsors gang resis-
tance education  and training (GREAT) programs; the Administration on

   This research was supported by grant number 96-MU-MU-0008 from the National Institute
of Justice, U.S. Department of Justice. Additional support was provided by grant number
98-JN-FX-0004 from the Office of Juvenile Justice and Delinquency Prevention, U.S. Depart-
ment of Justice, and by the U.S. Department of Education. The opinions expressed do not necessar-
ily reflect the positions or policy of any sponsor. We thank Suzanne Busby, David Cantor, Scott
Crosse, Ellen R. Czeh, Rebecca Gold, Irene Hantman, Elizabeth M. Jones, Jacob Lawrence,
Kirsten Mackler, Felicia Morings, Allison Payne, Nicole Piquero, April Rose, Lana Ryaboy,
Gary Shapiro, Rebecca Silverman, Adriana Wade, and Shannon Womer for assistance with this
research. This report is based on a longer technical report by G. D. Gottfredson et al. (2000).
0 2002 Sage Publications

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