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In response to the increased awareness of substance abuse among youth, the Drug-Free Schools and Communities Act (DFSCA) was enacted to boost drug and alcohol abuse education and prevention programs. A number of initiatives to evaluate these programs were started, and one such assessment, a longitudinal study of school-based prevention programs, is described in this summary. For the study, about 10,000 students were surveyed annually for 4 years. The major findings indicate that some drug prevention programs improved student outcomes, but effects were small. Outcomes were better in districts where the prevention program had greater stability over time. Few schools, though, used programs that had been deemed effective in previous research, and program delivery was variable and inconsistent, even within schools. Many programs featured multiple components, such as classroom instruction combined with student support services. Students in the survey mirrored the behaviors, beliefs, and attitudes about drugs found in national trends, and alcohol was the most widely used substance for students at any grade level. Some of the factors that lowered drug use included sports and exercise, volunteer work, and homework. It is recommended that larger social influences be considered in future research. (RJM)

Establishing school-based drug prevention programs was the aim of the Drug-Free Schools and Communities Act of 1986 (DFSCA). The study design and data collection methods for a longitudinal study of the effectiveness of DFSCA are presented in this report. As part of an overall assessment of DFSCA, the report details the methodology used to accomplish the goals of the longitudinal study and it provides supportive evidence for the viability of the study design and the student sample. (The longitudinal study examines student behaviors and attitudes about alcohol and drugs, characteristics of school-based prevention programs in the participating school districts, and the effectiveness of those programs.) Same-grade comparisons are reported on drug use, attitudes, and perception of drug use for a cohort of two age-groups. These comparisons, which serve to establish the validity of the data, also afford a unique look into the potential age-related tendencies for the reported drug use behaviors and attitudes. The student survey instrument is appended. (EMK)

Establishing school-based drug prevention programs was the aim of the Drug-Free Schools and Communities Act of 1986 (DFSCA). A summary of the findings of a longitudinal study of DFSCA is presented in this report. Revitalized in 1995 as the Safe and Drug-Free Schools and Communities Act (SDFSCA), the Act's scope was extended to include prevention of violence. Programs in 19 school districts were studied over four years by repeatedly surveying a cohort of students, beginning when the students were in grades five and six. The study's primary purpose was to assess whether drug prevention programs make a difference for youth; and, if so, what strategies were most successful. Findings reported under "Student Behaviors, Beliefs, and Attitudes about Drugs," include comparison of the two groups' responses over time, profiles of users and non-users, and "What Students Say About Drugs." Under "Home School, and Community Risk Indicators" are topics on school environment and violence; under "Drug Prevention Programs and Their Effects on Student Outcomes" are findings on program consistency and effectiveness, student participation, and "Outcomes of Prevention Programs." A summary of study findings, conclusions, data analyses, a discussion of implications, a bibliography, and a "Glossary of Analysis Variables" are provided. (EMK)

In 1990, the U.S. Department of Education (ED) launched a 5-year study of the outcomes of local prevention-education programs funded under the Drug-Free Schools and Communities Act (DFSCA). Every 2 years ED conducts surveys of the Governors' DFSCA programs and those administered by state education agencies (SEAs) to provide a comprehensive report of program performance. This report presents the findings from the third biennial surveys, covering the performance period from 1991-93. ED provided each state and territory with two reporting forms, one for programs funded through SEAs and another for programs funded through Governors' offices. Findings indicate that the DFSCA has provided an impetus for prevention initiatives in virtually every state and community in the nation. However, the program's future may depend on more systematic and uniform methods for measuring program impacts and outcomes. Before Congress mandates spending a percentage of program funds on the replication of successful programs, states must first strengthen their ability to identify programs worthy of replication. For evaluation to improve on a national level, definitional matters and other data-collection parameters must be addressed, and technical assistance to states and localities should be strengthened. The report supports the efforts of the ED to develop a set of performance indicators for DFSCA programs. A total of 21 exhibits and 7 figures are included. Appendices includes a list of states that submitted 1991-93 performance reports, a copy of the Governors' Program Biennial Performance Report Form, a copy of SEA and LEA report forms, tabulations of responses from governors' programs, and tabulations of responses from SEAs and LEAs. (LMI)

In 1990, the U.S. Department of Education (ED) launched a 5-year study of the outcomes of local prevention-education programs funded under the Drug-Free Schools and Communities Act (DFSCA). This second biennial report summarizes the results of the 1989-91 biennial performance reports completed by governors' DFSCA programs and state education agencies (SEAs). In 1992 ED provided each state and territory with two reporting forms, one for programs funded through SEAs and another for programs funded through Governors' offices. Findings show that evaluation efforts on the part of states and localities have progressed since the initial implementation period. However, substantial numbers of governors' state-level programs, governors' award recipients, SEAs, and local education agencies continue to have limited or no evaluation activities, especially those that evaluate the impact of prevention programs on the lives of students and youth. The results raise new questions, in particular: What types of activities (other than prevalence surveys) are being used by states and localities to assess program effectiveness, and what are the results of the evaluations? Thirty-five exhibits are included. Appendices includes a list of states that submitted 1989-91 performance reports, a copy of the Governors' Program Biennial Performance Report Form, a copy of SEA and LEA report forms, a compilation of responses from governors' programs, and a compilation of responses from SEAs and LEAs. (LMI)

Establishing school-based drug prevention programs was the aim of the Drug-Free Schools and Communities Act of 1986 (DFSCA). The extent to which DFSCA-funded programs made a difference in helping states and localities prevent or reduce drug use and some of the effective prevention strategies and programs for use with school-aged youth are examined in this report. Site visits were made to 19 participating school districts to determine: (1) rationale for the adoption or use of chosen program components; (2) content, organization, and delivery of the prevention program; (3) types of evaluations the programs had conducted; and (4) the extent to which districts/schools were able to implement program activities as planned, and why. Key findings are presented under the headings of"Program Content,""Program Staffing", and "Evaluation." Overall, DFSCA was successful in encouraging these school districts to establish or expand their school-based prevention programs. Content and quality of the efforts varied. Factors that facilitated implementation, barriers to achieving full implementation, and needs for technical assistance are discussed. Attachments include DFSCA as amended in 1989 and a list of "Prevention Specific Curricula" used by the districts under review. (EMK)