NCJ Number
172322
Journal
Educational Evaluation and Policy Analysis Volume: 19 Issue: 1 Dated: (Spring 1997) Pages: 65-82
Date Published
1997
Length
18 pages
Annotation
This report presents the methodology and findings of a statewide evaluation of a school-based substance use and drug education program called California Drug, Alcohol, and Tobacco Education (DATE).
Abstract
The evaluation was conducted from 1991 to 1994. Researchers used multiple methods to evaluate DATE programs such as Drug Abuse Resistance Education (DARE) and Red Ribbon Weeks. Analysis of 143 field interviews with educators and administrators, as well as 40 student focus groups (grades 5-12) revealed that educators attempted to prevent student substance use by providing a "no-substance-use" message through high fear appeal, offering rewards, and attempting to improve students' self-esteem by teaching refusal skills. Student interviews show program dissatisfaction and service-related cognitive dissonance. In a random survey of 5,045 students in grades 7-12, more than 40 percent were "not at all" influenced by educators or drug education programs. Fifteen percent were influenced "a lot" or "completely," and nearly 70 percent described a neutral to negative affect toward educators. Regression analyses showed that survey responses did not depend on self-reported substance use, nor the number of drug programs received, among other factors. This large-scale, multi-modal evidence suggests that drug, alcohol, and tobacco education programs had no positive influence on a majority of students' substance-use decisions and had other effects counter to those intended. This was especially true during the period when youth were faced with substance-use decisions, grades 7-12. Given the similarity of many U.S. drug education programs, student rejection of DATE programs is significant. Results and the need for a conceptual shift in how students are viewed and educated about substances are discussed. 3 tables and 57 references