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**SAMHSA Model Programs:**

**Model Prevention Programs Supporting**

**Academic Achievement**

SAMHSA Model Programs offers a number of programs that directly address
or indirectly affect risk and protective factors related to school
performance. Primarily designed to prevent or reduce substance abuse,
violence, and other high-risk behaviors, Model Programs also improve
reading, written expression, and math skills; increase school attendance
and school bonding; and reduce school failure.

In general, Model Programs demonstrate that by improving the overall
social and behavioral functioning of children and youth, enhancing
parental and family competence, and reducing exposure to or
participation in substance use, they positively affect students'
academic performance. However, some Model Programs include academic
outcome measures in their research evaluations and can document specific
academic achievement outcomes in participants: a persuasive testament to
school administrators that implementing a Model Programs is worth the
extra administrative and teacher time and expense. Model Program
academic outcome measures and proven outcomes include:

-   Improved grades

-   Higher rates of next-grade promotion

-   Increased grade point average

-   Improved graduation rates

-   Improved reading, math, and writing skills

-   Improved standardized test scores

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-   Increased credits earned

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-   Increased child developmental levels (for very young children)

In addition to academic achievement outcomes, these programs also
display other outcome measures related to school performance. These
include:

-   Decreased absenteeism/improved attendance

-   Decreased high-school drop out

-   Increased parental involvement in child's school

-   Fewer out-of-school suspensions

-   Fewer in-grade retentions

-   Fewer special education referrals

-   Fewer school behavioral incidents

-   Improved social competence and play skills in very young children

-   Greater participation in after-school and learning activities

All SAMHSA Model Programs with documented academic achievement outcomes
are comprehensive, and most are multicomponent, involving school and the
family. Although most programs with academic achievement outcomes are
designed for elementary grades, some are for preschool children and
middle school youth, and one is for high school youth.

The accompanying chart, **Academic Achievement Outcomes Documented in
SAMHSA Model Programs**, describes each SAMHSA Model Program that has
proven academic achievement outcomes and provides information about
both, specific academic achievement outcomes and other outcomes related
to school performance.

**Academic Achievement Outcomes Documented in SAMHSA Model Programs**

+----------------------+-------------------------+--------------------+
| **Program            | Academic Achievement    | **Other Problem    |
| Description**        |                         | Behavior           |
|                      | and Other Outcomes      | Reduction**        |
|                      |                         |                    |
|                      | Related to School       |                    |
|                      | Performance             |                    |
+----------------------+-------------------------+--------------------+
| **Across Ages:** a   | The level of mentor     | The level of       |
| school and           | involvement was         | mentor involvement |
| community-based drug | positively related to:  | was positively     |
| prevention program   |                         | related to:        |
| for youth 9 to 13    | -   Improved grades     |                    |
| years old that seeks |                         | -   Decreased      |
| to strengthen the    | -   Increased school    |     alcohol and    |
| bonds between adults |     attendance          |     tobacco use    |
| and youth and        |                         |                    |
| provide              | -   Decreased           | -   Improved       |
| opportunities for    |     suspensions from    |     attitudes      |
| positive community   |     school              |     toward adults  |
| involvement. It      |                         |     in general and |
| pairs older adult    | -   Improved attitudes  |     older adults   |
| mentors with young   |     towards school      |     in particular  |
| adolescents making   |                         |                    |
| the transition to    |                         |                    |
| middle school. It    |                         |                    |
| aims to increase     |                         |                    |
| knowledge of health  |                         |                    |
| and substance abuse  |                         |                    |
| and foster healthy   |                         |                    |
| attitudes; improve   |                         |                    |
| school bonding and   |                         |                    |
| academic             |                         |                    |
| performance,         |                         |                    |
| strengthen           |                         |                    |
| relationships with   |                         |                    |
| adults and peers,    |                         |                    |
| and enhance problem  |                         |                    |
| solving and decision |                         |                    |
| making skills.       |                         |                    |
+----------------------+-------------------------+--------------------+
| **CASASTART:** a     | Compared with the       | Compared to the    |
| community-based,     | control group, children | control group,     |
| school-centered      | who participated in the | children who       |
| program designed to  | program reported        | participated in    |
| keep high risk 8 to  | significantly higher    | the program were:  |
| 13 year old youth    | levels of:              |                    |
| free of drug and     |                         | -   20% less       |
| crime involvement.   | -   Promotion to the    |     likely to use  |
| It is based on the   |     next grade over the |     drugs in the   |
| assumption that      |     3 years of the      |     past 30 days   |
| while all            |     study               |                    |
| pre-adolescents are  |                         | -   60% less       |
| vulnerable to        | -   Participation in    |     likely to sell |
| experimentation with |     after school and    |     drugs          |
| substances, those    |     learning activities |                    |
| who lack effective   |                         | -   20% less       |
| human and social     |                         |     likely to      |
| support are          |                         |     commit violent |
| especially           |                         |     acts           |
| vulnerable.          |                         |                    |
| CASASTART seeks to   |                         |                    |
| build resiliency in  |                         |                    |
| the youth,           |                         |                    |
| strengthen families  |                         |                    |
| and make             |                         |                    |
| neighborhoods safer  |                         |                    |
| for children and     |                         |                    |
| their families. It   |                         |                    |
| promotes             |                         |                    |
| collaboration among  |                         |                    |
| the key stakeholders |                         |                    |
| in a community or    |                         |                    |
| neighborhood, and    |                         |                    |
| provides case        |                         |                    |
| managers to work on  |                         |                    |
| a daily basis with   |                         |                    |
| high-risk children   |                         |                    |
| and youth.           |                         |                    |
+----------------------+-------------------------+--------------------+

### Academic Achievement Outcomes Documented in SAMHSA Model Programs

+-----------------------+------------------------+---------------------+
| #                     | Academic Achievement   | **Problem Behavior  |
| # Program Description |                        | Reductions in other |
|                       | and other outcomes     | areas**             |
|                       |                        |                     |
|                       | related to school      |                     |
|                       | performance            |                     |
+-----------------------+------------------------+---------------------+
| **Child Development   | Compared to control    | Among fifth and     |
| Project (CDP)\*:** a  | school counterparts,   | sixth grade         |
| school wide           | students showed:       | students in schools |
| improvement program   |                        | that fully          |
| that helps elementary | -   24% stronger       | implemented CDP:    |
| schools become        |     academic           |                     |
| "caring communities   |     motivation         | -   Alcohol use     |
| of learners" for      |                        |     declined from   |
| their students, 5 to  | -   8% higher more     |     48% to 37% of   |
| 12 years old. Phase   |     frequent reading   |     students        |
| II consists of two    |     of books outside   |                     |
| modules:              |     of school          | -   Cigarette use   |
|                       |                        |     declined from   |
| (1) SIPPS (Systematic | -   33% greater sense  |     25% to 17% of   |
|     Instruction in    |     of the school as a |     students        |
|     Phoneme           |     caring community   |                     |
|     Awareness,        |                        | -   Marijuana use   |
|     Phonics, and      | -   12% more liking    |     declined from   |
|     Sight words) that |     for school         |     7% to 5% of     |
|     develops word     |                        |     students        |
|     recognition       | Upon reaching middle   |                     |
|     strategies and    | school, students from  | -   Other risky     |
|     skills            | CDP schools showed:    |     behaviors       |
|                       |                        |     declined,       |
| (2) Making Meaning:   | -   25% higher         |     including       |
|     Strategies that   |     achievement test   |     carrying        |
|     Build             |     scores             |     weapons,        |
|     Comprehension and |                        |     threats of      |
|     Character , A     | -   An average ½ point |     violence, and   |
|     module that       |     higher grades in   |     involvement in  |
|     teaches eight     |     core academic      |     "gang fights."  |
|     reading           |     classes            |                     |
|     comprehension     |                        | Upon reaching       |
|     strategies and    | -   18% higher         | middle school       |
|     integrates        |     educational        | students showed:    |
|     academic,         |     aspirations        |                     |
|     ethical, and      |                        | -   13% less        |
|     social            | -   19% less           |     delinquent      |
|     development       |     misconduct in      |     behavior        |
|     throughout        |     school             |                     |
|                       |                        | -   20% higher      |
| \*This program is     | -   19% more liking    |     involvement in  |
| currently being       |     for school         |     positive        |
| modified and that     |                        |     activities such |
| modification is under | -   18% greater trust  |     as sports,      |
| evaluation.           |     in and respect for |     clubs and youth |
|                       |     teachers           |     groups          |
+-----------------------+------------------------+---------------------+
| **DARE To Be You**: a | Compared to a control  | Compared to the     |
| primary prevention    | group, this program    | control group:      |
| program for children  | increased child        |                     |
| 2 to 5 years old and  | developmental levels   | -   Increased       |
| their families,       | and maintained them    |     parental        |
| designed to improve   | for at least 2 years.  |     effectiveness   |
| parental child-       |                        |     and             |
| management skills and |                        |     satisfaction    |
| parental competence   |                        |                     |
| and satisfaction;     |                        | -   Increased       |
| improve relationships |                        |     appropriate     |
| between children and  |                        |     parental limit  |
| their families; and   |                        |     setting         |
| boost children's      |                        |                     |
| developmental levels. |                        | -   Decreased       |
|                       |                        |     parent-child    |
|                       |                        |     blaming and     |
|                       |                        |     harsh           |
|                       |                        |     punishment      |
|                       |                        |                     |
|                       |                        | Better child        |
|                       |                        | self-management and |
|                       |                        | family              |
|                       |                        | communication       |
|                       |                        | reported by         |
|                       |                        | families            |
+-----------------------+------------------------+---------------------+

### Academic Achievement Outcomes Documented in SAMHSA Model Programs

+-----------------------+-------------------------+---------------------+
| #                     | Academic Achievement    | **Problem Behavior  |
| # Program Description |                         | Reductions in other |
|                       | and other outcomes      | areas**             |
|                       |                         |                     |
|                       | related to school       |                     |
|                       | performance             |                     |
+-----------------------+-------------------------+---------------------+
| **Early Risers:       | -   High-risk children  | Relative to         |
| Skills for Success:** |     whose parents       | comparisons:        |
| a multicomponent      |     received 50% or     |                     |
| program for           |     more of recommended | -   Significant     |
| elementary school     |     parent home         |     gains in social |
| children 6 to 10      |     visiting contact    |     competence,     |
| years old who are at  |     time showed higher  |     including       |
| high risk for early   |     rates of            |     improved social |
| development of        |     improvement on      |     skills and      |
| conduct problems,     |     academic            |     social          |
| including substance   |     achievement.        |     adaptability    |
| use. It focuses on    |                         |                     |
| child social skills   | -   Compared to         | -   Children with   |
| training; family      |     high-risk control   |     the most severe |
| support and           |     participants,       |     aggressive      |
| consultation;         |     high-risk program   |     behavior showed |
| parent-school         |     participants made   |     significant     |
| consultation;         |     significant         |     reductions in   |
| contingency           |     improvements in     |     self-regulation |
| management of         |     academic            |     problems        |
| aggressive,           |     achievement, with   |                     |
| disruptive, and       |     this effect         | -   Children whose  |
| non-compliant child   |     primarily evident   |     parents         |
| behavior; reading and |     in gains in basic   |     achieved        |
| math instruction; and |     reading skills.     |     recommended     |
| educational           |     This effect held    |     levels of       |
| enrichment            |     true for boys and   |     participation   |
| activities.           |     girls.              |     reported less   |
|                       |                         |     parental        |
|                       |                         |     distress and    |
|                       |                         |     improved        |
|                       |                         |     methods for     |
|                       |                         |     disciplining    |
|                       |                         |     children.       |
+-----------------------+-------------------------+---------------------+
| **The Incredible      | Two randomized control  | Two randomized      |
| Years Training        | group evaluations       | control group       |
| Series:** a program   | indicated that the      | evaluations         |
| to promote emotional  | child training series:  | indicated that The  |
| and social            |                         | Incredible Years    |
| competence, and to    | -   Significantly       | series increased    |
| prevent, reduce and   |     increased           | children's use of   |
| treat behavioral and  |     children's          | prosocial conflict  |
| emotional problems in |     appropriate         | management          |
| young children 2 to 8 |     cognitive           | strategies with     |
| years old. It focuses |     problem-solving     | peers.              |
| on children with high |     strategies          |                     |
| rates of aggressive   |                         |                     |
| behavior and provides | -   Increased           |                     |
| three developmentally |     children's social   |                     |
| based curricula for   |     competence and      |                     |
| parents, teachers,    |     appropriate play    |                     |
| and children.         |     skills              |                     |
|                       |                         |                     |
|                       | -   Reduced conduct     |                     |
|                       |     problems at home    |                     |
|                       |     and school.         |                     |
+-----------------------+-------------------------+---------------------+

### Academic Achievement Outcomes Documented in SAMHSA Model Programs

+-----------------------+-------------------------+---------------------+
| #                     | Academic Achievement    | **Problem Behavior  |
| # Program Description |                         | Reductions in other |
|                       | and other outcomes      | areas**             |
|                       |                         |                     |
|                       | related to school       |                     |
|                       | performance             |                     |
+-----------------------+-------------------------+---------------------+
| **Leadership and      | Program participants    | Increases knowledge |
| Resiliency Program:** | realized:               | of and negative     |
| a school and          |                         | attitudes about     |
| community based       | -   An increase of 0.8  | substance abuse and |
| program for high      |     in grade point      | violence.           |
| school students 14    |     average, based on a |                     |
| to19 years old that   |     4.0 scale           |                     |
| enhances the internal |                         |                     |
| strengths and         | -   100% graduation     |                     |
| resiliency of         |     rates               |                     |
| participant youth     |                         |                     |
| through weekly group  | -   Extremely high      |                     |
| meetings, alternative |     percentage of       |                     |
| outdoor activities,   |     participants either |                     |
| and community         |     became employed or  |                     |
| service.              |     pursued             |                     |
|                       |     post-secondary      |                     |
|                       |     education           |                     |
|                       |                         |                     |
|                       | -   60% to 70% increase |                     |
|                       |     in school           |                     |
|                       |     attendance          |                     |
|                       |                         |                     |
|                       | -   65 % to 70%         |                     |
|                       |     reduction in school |                     |
|                       |     behavioral          |                     |
|                       |     incidents           |                     |
|                       |                         |                     |
|                       | -   Increased sense of  |                     |
|                       |     school bonding      |                     |
+-----------------------+-------------------------+---------------------+
| **PATHS (Providing    | Cognitive testing       | In various studies, |
| Alternative THinking  | indicates that PATHS    | PATHS has shown a:  |
| Strategies):** a      | leads to improvements   |                     |
| comprehensive program | in the following        | -   32% reduction   |
| for promoting         | skills:                 |     in teachers'    |
| emotional and social  |                         |     reports of      |
| competencies and      | -   In normal and       |     students        |
| reducing aggression   |     special-needs       |     exhibiting      |
| and acting-out        |     children, the       |     aggressive      |
| behaviors in          |     ability to plan     |     behavior        |
| e                     |     ahead to solve      |                     |
| lementary-school-aged |     complex tasks with  | -   36% increase in |
| children (5 to 12     |                         |     teachers'       |
| years old), while     | -   Cognitive           |     reports of      |
| simultaneously        |     flexibility and low |     students        |
| enhancing the         |     impulsivity with    |     exhibiting      |
| educational process   |     non-verbal tasks    |     self-control    |
| in the classroom.     |                         |                     |
|                       | -   Improved reading    | -   68% increase in |
|                       |     achievement for     |     students'       |
|                       |     young deaf          |     vocabulary for  |
|                       |     children.           |     expressing      |
|                       |                         |     emotions        |
|                       | -   20% increase in     |                     |
|                       |     students' scores on | -   Significant     |
|                       |     cognitive skills    |     improvement in  |
|                       |     tests               |     students'       |
|                       |                         |     ability to      |
|                       |                         |     tolerate        |
|                       |                         |     frustration     |
|                       |                         |                     |
|                       |                         | -   Significant     |
|                       |                         |     improvement in  |
|                       |                         |     students'       |
|                       |                         |     ability and     |
|                       |                         |     willingness to  |
|                       |                         |     use effective   |
|                       |                         |     conflict        |
|                       |                         |     resolution      |
|                       |                         |     strategies.     |
+-----------------------+-------------------------+---------------------+

### Academic Achievement Outcomes Documented in SAMHSA Model Programs

+-----------------------+-------------------------+---------------------+
| #                     | Academic Achievement    | **Problem Behavior  |
| # Program Description |                         | Reductions in other |
|                       | and other outcomes      | areas**             |
|                       |                         |                     |
|                       | related to school       |                     |
|                       | performance             |                     |
+-----------------------+-------------------------+---------------------+
| **Positive Action:**  | In studies completed in | -   Violence and    |
| a comprehensive and   | several States:         |     substance abuse |
| coherent program that |                         |     reduced 26% to  |
| improves academic     | -   Academic            |     56%             |
| achievement and       |     achievement         |                     |
| multiple behaviors of |     improved 12% to 65% | -   Self-concept    |
| children and          |                         |     improved up to  |
| adolescents. It is    | -   General discipline  |     43%             |
| intensive and         |     improved by 23% to  |                     |
| extensive, with       |     90%                 | -   85% fewer       |
| lessons at each grade |                         |     violent         |
| level K-12 that can   | -   Absenteeism         |     incidents per   |
| be reinforced all     |     decreased between   |     1000 students   |
| day, school-wide,     |     6% and 45%          |     (Nevada study,  |
| after school, at home |                         |     equally in      |
| and in the community. | -   32% to 75% fewer    |     schools with    |
| There are kits for    |     absentees of 21     |     high versus low |
| teachers on each      |     days or more        |     minority and    |
| grade level K-12, for |     (middle school)     |     mobility        |
| in school and after   |                         |     populations)    |
| school, school wide   | -   Truancy decreased   |                     |
| climate kits,         |     by 14% to 20%       | -   76% fewer       |
| counselor's kit,      |                         |     disciplinary    |
| family kit and        | -   Suspensions were    |     problems        |
| community kit. All    |     reduced 8% to 81%   |     compared to     |
| components can        |                         |     non-PA Schools  |
| stand-alone, are      | -   37% lower high      |     (Hawaii study,  |
| useful in a variety   |     school dropout rate |     where effects   |
| of settings, and easy |                         |     were stronger   |
| to use, are           | -   High school         |     in high-poverty |
| completely planned    |     graduates 28% more  |     schools)        |
| and prepared, and     |     likely to obtain    |                     |
| ready for use.        |     higher education    | -   68% fewer       |
| Effects cover         |                         |     violent         |
| multiple behaviors:   | Data from a study in    |     incidents than  |
| decreasing substance  | Nevada found that,      |     non-PA schools  |
| use, violence,        | compared to the control |     (Florida study) |
| disruptive and other  | group, students scored  |                     |
| negative behaviors    | 16% higher in their     | Florida middle      |
| and improving         | fourth-grade            | schools with \>60%  |
| academic performance. | achievement scores.     | PA "graduates"      |
|                       | Similarly, in Hawaii,   | reported:           |
|                       | Positive Action (PA)    |                     |
|                       | schools reported 52%    | -   70% fewer       |
|                       | better SAT scores. PA   |     incidents or    |
|                       | elementary schools in a |     substance use   |
|                       | large Florida school    |     per 100         |
|                       | district reported 45%   |     students        |
|                       | better scores on the    |                     |
|                       | Florida Reading Test    | -   70% fewer       |
|                       | compared to schools not |                     |
|                       | implementing PA. The    |    violence-related |
|                       | Florida study showed    |     incidents per   |
|                       | that results are        |     100 students    |
|                       | sustained through       |     (threats,       |
|                       | secondary school.       |     fights,         |
|                       | Middle schools          |     battery, and    |
|                       | containing \>60% of PA  |     weapons         |
|                       | "graduates" reported    |     possession;     |
|                       | 18% higher proportions  |     equally good    |
|                       | of students coring      |     results in      |
|                       | above average on 8^th^  |     high-risk       |
|                       | grade NRT reading and   |     schools)        |
|                       | math combined. High     |                     |
|                       | schools with 27% to 50% | -   52% less        |
|                       | of PA "graduates"       |     property crime  |
|                       | reported 9% to 15%      |     (stronger       |
|                       | improved achievement    |     effects in      |
|                       | scores on five          |     higher mobility |
|                       | different standardized  |     schools)        |
|                       | tests.                  |                     |
|                       |                         | Florida high        |
|                       |                         | schools with 27% to |
|                       |                         | 50% PA "graduates"  |
|                       |                         | reported:           |
|                       |                         |                     |
|                       |                         | -   50% less        |
|                       |                         |     violence        |
|                       |                         |                     |
|                       |                         | -   30% fewer       |
|                       |                         |     in-school       |
|                       |                         |     suspensions     |
+-----------------------+-------------------------+---------------------+

Academic Achievement Outcomes Documented in SAMHSA Model Programs

+-----------------------+-------------------------+---------------------+
| #                     | Academic Achievement    | **Problem Behavior  |
| # Program Description |                         | Reductions in other |
|                       | and other outcomes      | areas**             |
|                       |                         |                     |
|                       | related to school       |                     |
|                       | performance             |                     |
+-----------------------+-------------------------+---------------------+
| **Project ACHIEVE**:  | A comparison of         |                     |
| a school reform and   | prior-year data with    |                     |
| school effectiveness  | the averages from 8     |                     |
| program for use in    | years of program        |                     |
| preschool, elementary | implementation at one   |                     |
| and middle schools,   | of the studied schools  |                     |
| with students 3 to 14 | showed academic gains   |                     |
| years old. It works   | on the California Test  |                     |
| to improve school and | of Basic Skills (CTBS), |                     |
| staff effectiveness   | including:              |                     |
| and emphasizes        |                         |                     |
| increasing student    | -   Reading CTBS: 33%   |                     |
| performance in areas  |     of the full project |                     |
| of social skills and  |     cohort students     |                     |
| social-emotional      |     scored at or above  |                     |
| development; conflict |     the 50^th^          |                     |
| resolution and self   |     percentile compared |                     |
| management;           |     to 29% of the       |                     |
| achievement and       |     partial project     |                     |
| academic progress;    |     cohort.             |                     |
| and positive school   |                         |                     |
| climate and safe      | -   Math CTBS: 40% of   |                     |
| school practices.     |     the full project    |                     |
|                       |     cohort students     |                     |
|                       |     scored at or above  |                     |
|                       |     the 50^th^          |                     |
|                       |     percentile compared |                     |
|                       |     to 36% of the       |                     |
|                       |     partial project     |                     |
|                       |     cohort students.    |                     |
|                       |                         |                     |
|                       | -   Language CTBS: 41%  |                     |
|                       |     of the full project |                     |
|                       |     cohort students     |                     |
|                       |     scored at or above  |                     |
|                       |     the 50^th^          |                     |
|                       |     percentile compared |                     |
|                       |     to 36% of the       |                     |
|                       |     partial project     |                     |
|                       |     cohort students.    |                     |
|                       |                         |                     |
|                       | There is also           |                     |
|                       | longitudinal outcome    |                     |
|                       | data from three schools |                     |
|                       | that have implemented   |                     |
|                       | Project ACHIEVE.        |                     |
|                       |                         |                     |
|                       | In addition, this study |                     |
|                       | showed that:            |                     |
|                       |                         |                     |
|                       | -   Out of school       |                     |
|                       |     suspensions         |                     |
|                       |     decreased 29%       |                     |
|                       |                         |                     |
|                       | -   Grade retentions    |                     |
|                       |     decreased 47%       |                     |
|                       |                         |                     |
|                       | -   Special education   |                     |
|                       |     referrals decreased |                     |
|                       |     61%                 |                     |
|                       |                         |                     |
|                       | -   Special education   |                     |
|                       |     placements          |                     |
|                       |     decreased 57%       |                     |
|                       |                         |                     |
|                       | -   Disciplinary        |                     |
|                       |     referrals to the    |                     |
|                       |     principal's office  |                     |
|                       |                         |                     |
|                       | -   School bus          |                     |
|                       |     disciplinary        |                     |
|                       |     referrals decreased |                     |
+-----------------------+-------------------------+---------------------+

Academic Achievement Outcomes Documented in SAMHSA Model Programs

+-----------------------+-------------------------+---------------------+
| #                     | Academic Achievement    | **Problem Behavior  |
| # Program Description |                         | Reductions in other |
|                       | and other outcomes      | areas**             |
|                       |                         |                     |
|                       | related to school       |                     |
|                       | performance             |                     |
+-----------------------+-------------------------+---------------------+
| **Reconnecting        | Relative to controls,   | Relative to         |
| Youth:** a            | high-risk youth         | controls, high-risk |
| school-based          | participating in the    | youth participating |
| prevention program    | program evidenced:      | in the program      |
| for youth 14 to 19    |                         | evidenced:          |
| years old in grades 9 | -   18% improvement in  |                     |
| through 12 who are at |     grades in all       | -   54% decrease in |
| risk for school       |     classes             |     hard drug use   |
| dropout. It uses a    |                         |                     |
| partnership model     | -   7.5% increase in    | -   48% decrease in |
| involving peers,      |     credits earned per  |     anger and       |
| school personnel, and |     semester            |     aggression      |
| parents to address    |                         |     problems        |
| three program goals:  | -   Decrease in trend   |                     |
| decreased drug        |     of daily class      | -   32% decrease in |
| involvement,          |     absences (ditching) |     perceived       |
| increased school      |                         |     stress          |
| performance, and      | -   26% drop out        |                     |
| decreased emotional   |     rate v. a 39%       | -   23% increase in |
| distress.             |     dropout rate for    |     self-efficacy   |
|                       |     controls            |                     |
+-----------------------+-------------------------+---------------------+
| **SAFE Children**: a  | Children in the program | -   Parents used    |
| community- and        | showed steeper growth   |     more effective  |
| school-based program  | in academic achievement |     parenting       |
| that helps families   | over a 24-month period  |     practices       |
| manage educational    | than children in the    |                     |
| development and child | control group. By       | -   Parents         |
| development in        | follow up at the        |     reported        |
| communities where     | beginning of second     |     greater use of  |
| children are at high  | grade, the reading      |     home rules and  |
| risk for substance    | scores of children in   |     family          |
| abuse and other       | the program were at a   |     organization    |
| problem behaviors. It | level approximate to    |     strategies      |
| aims to build support | the national average    |                     |
| networks among        | and " 4 months ahead"   | -   Children's      |
| parents, develop      | of those in the control |     social          |
| parenting skills,     | group.                  |     competence      |
| give parents a better |                         |     increased       |
| understand of schools | At follow up, parents   |                     |
| and how they work,    | in the program were     |                     |
| and ensure that       | still maintaining       |                     |
| children have the     | involvement in their    |                     |
| skills to master      | children's school life, |                     |
| basic reading when    | instead of showing the  |                     |
| they enter first      | typical pattern of a    |                     |
| grade.                | severe drop-off.        |                     |
+-----------------------+-------------------------+---------------------+