NCEE 2010-4007 U.S. DEPARTMENT OF EDUCATION

Impacts of a Violence Prevention 

Program for Middle Schools 

Findings From the First Year of Implementation 

Impacts of a Violence Prevention 

Program for Middle Schools 

Findings From the First Year of Implementation 

April 2010

Authors 

Suyapa Silvia 

Jonathan Blitstein 

Jason Williams 

RTI International 

Chris Ringwalt 

Pacific Institute for Research and Evaluation (PIRE) 

Linda Dusenbury 

William Hansen 

Tanglewood Research, Inc. 

John Rice 

Project Officer 

Institute of Education Sciences 

NCEE 2010-4007

U.S. DEPARTMENT OF EDUCATION 

U.S. Department of Education 

Arne Duncan 

Secretary 

Institute of Education Sciences 

John Q. Easton 

Director 

National Center for Education Evaluation and Regional Assistance 

John Q. Easton 

Acting Commissioner 

April 2010

This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of 

Education Sciences, under contract no. ED01CO0052/0015 with RTI International, the Pacific Institute for Research 

and Evaluation (PIRE), and Tanglewood Research, Inc. 

This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to 

reprint this publication is not necessary, the citation should read: Silvia, S., Blitstein, J., Williams, J., Ringwalt, C., 

Dusenbury, L., and Hansen, W. (2010). Impacts of a Violence Prevention Program for Middle Schools: Findings From the First Year 

of Implementation (NCEE 2010-4007). National Center for Education Evaluation and Regional Assistance, Institute of 

Education Sciences, U.S. Department of Education. Washington, DC. 

IES evaluation reports present objective information on the conditions of implementation and impacts of the programs 

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Impacts of a Violence Prevention Program for Middle Schools iii

Contents 

List of Tables ............................................................................................................................. v

List of Figures ..........................................................................................................................vii

Acknowledgments ................................................................................................................... ix

Disclosure of Potential Conflicts of Interest ........................................................................... xi

Executive Summary ............................................................................................................... xiii

Chapter 1. Overview of the Study ............................................................................................ 1

1.1 Grant Programs Supported by the Office of Safe and Drug-Free Schools ............................. 1

1.2 The Problem of Violence in the Nation’s Middle Schools......................................................... 2

1.3 Review of the Literature Concerning the Effectiveness of School-Based Violence 

Prevention Strategies in Middle Schools ....................................................................................... 2

1.4 The Intervention............................................................................................................................... 4

1.4.1 The Curriculum: RiPP Program ........................................................................................ 6

1.4.2 The Whole-School Intervention: Best Behavior Program ............................................ 6

1.5 Key Study Research Questions ....................................................................................................... 7

1.6 Organization of This Report ........................................................................................................... 7

Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach ................... 9

2.1 Study Design ...................................................................................................................................... 9

2.2 Description of the Process for Selecting Programs ...................................................................10

2.2.1 Solicitation Process ...........................................................................................................10

2.2.2 Review Process ..................................................................................................................10

2.3 Criteria and Process for District and School Selection and Random Assignment ...............11

2.3.1 District and School Selection ..........................................................................................11

2.3.2 Random Assignment of Schools to Treatment ............................................................12

2.3.3 Characteristics of the Districts and Schools in the Study ...........................................14

2.4 Defining and Recruiting Students and Teachers Into the Sample ..........................................15

2.4.1 Defining the Student Full Sample ...................................................................................15

2.4.2 Defining the High-Risk Student Subgroup ...................................................................17

2.4.3 Selection of the Teacher Sample .....................................................................................18

2.5 Response Rates ...............................................................................................................................19

2.5.1 Student Participation ........................................................................................................19

2.5.2 Teacher Participation ........................................................................................................20

2.6 Data Collection ...............................................................................................................................20

2.6.1 Student Surveys .................................................................................................................21

2.6.2 Teacher Surveys.................................................................................................................22

2.6.3 Violence Prevention Coordinator Interview ................................................................. 22

2.6.4 Violence Prevention Staff Interviews.............................................................................23

2.6.5 School Management Team Interviews ...........................................................................23

2.6.6 Curriculum Implementation Records ............................................................................23

2.6.7 Classroom Observations (Evaluation Team) ................................................................23

2.6.8 Monthly Implementation Progress Reports (Liaisons) ...............................................23

2.6.9 Year-End Implementation Reports (Liaisons) .............................................................24

2.7 Measuring Program Fidelity ..........................................................................................................24

2.8 Construction of Impact Indices ....................................................................................................25
Contents 

iv Impacts of a Violence Prevention Program for Middle Schools 

2.8.1 Measurement Model .........................................................................................................26

2.8.2 Outcome Indices ...............................................................................................................27

2.9 Model Specification ........................................................................................................................30

2.9.1 Sampling Models and Linking Functions ......................................................................30

2.9.2 Structural Models..............................................................................................................32

2.9.3 Matched Nested Cross-Sectional Models for Full Sample and Gender 

Subgroups Analyses ..........................................................................................................32

2.9.4 Nested Cohort Models for Program Outcomes Among Selected High-Risk 

Youth ..................................................................................................................................34

2.9.5 Program Impacts on Teacher Behaviors .......................................................................36

2.9.6 Analytic Approaches for Mixed Model Regression .....................................................37

2.10 Observed Precision ........................................................................................................................37

Chapter 3. Implementation of the Violence Prevention Program ........................................ 41

3.1 Description of the Intervention ...................................................................................................42

3.1.1 Overview ............................................................................................................................42

3.1.2 Responding in Peaceful and Positive Ways (RiPP) ......................................................43

3.1.3 Best Behavior .....................................................................................................................46

3.2 Training, Technical Assistance, and Support ..............................................................................49

3.2.1 RiPP Training ....................................................................................................................49

3.2.2 Best Behavior Training.....................................................................................................50

3.2.3 Technical Assistance, Teacher Support, and the Role of the 

Implementation Liaisons ..................................................................................................51

3.3 Program Implementation ..............................................................................................................52

3.3.1 Context of Program Delivery ..........................................................................................52

3.3.2 RiPP Delivery and Fidelity ...............................................................................................53

3.3.3 Best Behavior Program Fidelity ......................................................................................56

3.4 Implementation Challenges ...........................................................................................................59

3.5 Treatment Contrast ........................................................................................................................60

Chapter 4. Impacts of the Violence Prevention Program .....................................................63

4.1 Student Characteristics at Baseline ...............................................................................................63

4.2 Interpreting Program Impacts ......................................................................................................67

4.3 Main Program Impacts ..................................................................................................................68

4.4 Other Program Impacts .................................................................................................................69

4.5 High-Risk Student Analyses ..........................................................................................................73

4.6 Exploratory Analysis—Impacts on the Gender Subgroup ......................................................73

4.7 Conclusions .....................................................................................................................................76

References ................................................................................................................................79

Appendixes 

A: Survey Instruments ........................................................................................................................... A-1

B: Defining the High-Risk Student Subgroup .................................................................................... B-1

C: Construction of Outcome Measures ............................................................................................... C-1

D: Statistical Precision ........................................................................................................................... D-1

E: Baseline Measures for Gender Subgroups ..................................................................................... E-1

F: Unadjusted Means and Standard Deviations for Impact Variables ............................................ F-1
Impacts of a Violence Prevention Program for Middle Schools v

List of Tables 

1. Research questions ........................................................................................................................ 7

2. Characteristics of participating districts...................................................................................15

3. School demographics..................................................................................................................16

4. Impact data collection points for students ..............................................................................16

5. Student response rates, total sample .........................................................................................19

6. Student response and mobility rates, by group .......................................................................20

7. Data collection activities .............................................................................................................21

8. RiPP fidelity criteria—Year one ................................................................................................24

9. Fidelity criteria for Best Behavior—Year one .........................................................................25

10. Observed intraclass correlation coefficients (ICCs) and minimum detectable 

effects (MDEs) reported as event rate ratios (ERRs) for self-reported violence 

and victimization .........................................................................................................................39

11. Content and sequence of the first-year RIPP curriculum lesson plans ...............................45

12. Average site-level percentage of designated staff trained in the intervention ....................50

13. Placement of RiPP curriculum in classes.................................................................................53

14. RiPP curriculum dosage—Year one .........................................................................................54

15. RiPP curriculum fidelity assessments based on evaluation team observations—

Year one ........................................................................................................................................55

16. Principal support of Best Behavior—Year one ......................................................................57

17. Needs assessment; creation of schoolwide rules; and rewards system—Year one ...........58

18. Teacher reports of clarity of school rules in intervention schools .......................................58

19. Number of schools implementing strategies related to violence prevention .....................61

20. Baseline demographic characteristics of the student sample ................................................64

21. Difference in baseline demographic characteristics between the student sample 

and population .............................................................................................................................65

22. Baseline measures for the student sample: Full sample .........................................................66

23. Baseline measures for the student sample: High-risk subgroup ...........................................67

24. Main program impacts on self-reported violence and victimization—Year one ...............69

25. Secondary program impacts on student-level outcomes—Year one ...................................70

26. Secondary program impacts on teacher outcomes—Year one ............................................72

27. Main program impacts on self-reported violence and victimization—Year one: 

High-risk subgroup (Via repeated measures) ..........................................................................74

28. Main program impacts on self-reported violence and victimization—Year one: 

Gender subgroups .......................................................................................................................75

Impacts of a Violence Prevention Program for Middle Schools vii 

List of Figures 

1. Theory-of-action model for the intervention ............................................................................5

2. Flow diagram detailing recruitment and randomization ........................................................14

3. Composition of the Best Behavior teams ................................................................................56

Impacts of a Violence Prevention Program for Middle Schools ix

Acknowledgments 

This study represents a collaborative effort among participating schools; staff from RTI 

International (RTI); our colleagues at Pacific Institute for Research and Evaluation (PIRE); 

researchers at Tanglewood Research, Inc.; and the program developers for Responding in Peaceful 

and Positive Ways (RiPP), Wendy Bauers Northup and Aleta Meyer, and the program developer for 

Best Behavior at the University of Oregon, Jeff Sprague. We are especially grateful to the school 

principals, faculty, and students of the participating schools for their dedication to implementing the 

programs and for graciously participating in all data collection. 

At Tanglewood Research, Bill Hansen and Linda Dusenbury and a group of dedicated site 

liaisons supported, coached, and monitored teachers and faculty during the implementation of the 

programs; they also coordinated training and technical assistance for large numbers of staff. The 

program developers were true partners in this effort and were extremely flexible and cooperative 

with the needs of the study as we worked to implement an intervention formed from the two 

programs. 

At RTI, the evaluation was supported by a team of devoted school recruiters, site 

coordinators, and site visitors, including Becky Durocher, Linda Bailey-Stone, Betty Burton, Terri 

Dempsey, Connie Hobbs, Farley Bernholz, Kimrey Millar, Lisa McCaskill, Elizabeth Parish, and 

Linda Pucci. The team oversaw locally based field data collectors who worked tirelessly to 

coordinate evaluation activities and achieve high response rates for the student survey. Data 

collection logistics and training were ably supported by Margaret Searle and Lori Hill, under the 

leadership of Lisa McCaskill and Linda Bailey-Stone. Jon Blitstein led the analyses; Jason Williams 

and Gayle Bieler provided additional support. Early drafts of this report were reviewed by Gayle 

Bieler, Jeremy Bray, Gordon Brown, and Dennis Wallace. 

The study’s Technical Working Group provided helpful advice and guidance on the 

evaluation’s design and analysis. Three panel members also provided expert advice on the selection 

of the programs and conducted extremely helpful reviews of the revised curriculum. We appreciate 

the contributions of Robert Boruch, Thomas Cook, David Cordray, Daniel Flannery, Dennis 

Gorman, Nancy Guerra, Jeffrey Smith, Pamela Orpinas, and William Shadish. 

Impacts of a Violence Prevention Program for Middle Schools xi

Disclosure of Potential Conflicts of Interest 

The research team for this evaluation consists of a prime contractor, RTI International 

(RTI), and two subcontractors, Pacific Institute for Research and Evaluation (PIRE) and 

Tanglewood Research, Inc. RTI and PIRE formed the evaluation team, while Tanglewood Research 

oversaw implementation of the two programs. None of these organizations or their key staff 

members has financial interests that could be affected by findings from the evaluation of the two 

school-based violence prevention programs considered in this report. No one on the Technical 

Working Group, convened by the research team to provide advice and guidance, has financial 

interests that could be affected by findings from the evaluation. 

Impacts of a Violence Prevention Program for Middle Schools xiii 

Executive Summary 

This is the first of two reports that summarize the findings from an impact evaluation of a 

violence prevention intervention for middle schools. This report discusses findings after 1 year of 

implementation. A forthcoming report will discuss the findings after 2 years and 3 years of 

implementation. In 2004, the U.S. Department of Education (ED) contracted with RTI 

International (RTI) and its subcontractors, Pacific Institute for Research and Evaluation (PIRE) and 

Tanglewood Research, Inc., to conduct an evaluation of a hybrid intervention model that combines 

a curriculum-based program, Responding in Peaceful and Positive Ways (RiPP [Meyer and Northup 

2002a, 2002b, 2006]), and a whole-school approach, Best Behavior (Sprague and Golly 2005). The 

combined intervention was administered over the course of 3 successive years. Using a randomized 

control trial design (with entire schools randomly assigned either to receive the intervention or not), 

the evaluation assesses the intervention’s effects on student violence and victimization and whether 

these effects vary by levels of student risk. Tanglewood Research, which assisted in the process by 

which the programs under study were selected, provided implementation oversight along with sitebased liaisons and coordinated training and technical assistance for staff in intervention schools. The 

developers of the two programs that constitute the intervention—Prevention Opportunities and 

University of Oregon—provided the program materials and conducted staff training. 

Study Background 

The Office of Safe and Drug-Free Schools (OSDFS), through the Safe and Drug-Free 

Schools and Communities Act (SDFSCA, Title IV-A), supports both state and national programs 

intended to prevent and reduce the levels of drug use and violence in and around schools. State 

grants from SDFSCA provide funding to approximately 97 percent of all school districts for this 

purpose. A study conducted in 2000 found that 90 percent of districts that receive SDFSCA funding 

implemented curricula that target youth violence (Hantman and Crosse 2000). While there is now a 

lengthy set of school-based drug prevention curricula that have been evaluated using rigorous 

designs, much less evidence is available concerning effective violence prevention strategies in school 

settings. 

The need for evidence-based violence prevention programs is particularly critical for middle 

schools, whose students experience the highest rate of school-based violence relative to students in 

other grades. Data from a recent National Center for Education Statistics report indicate that the 

rate of victimization for students aged 12 through 14 was 35 incidents per 1,000 students, which was 

higher than the rate for students aged 15 through 18, which was 23 incidents per 1,000 students 

(Dinkes, Kemp, and Baum 2009). Similarly, data from the School Survey on Crime and Safety 

(SSOCS) for the 2005–06 school year reveal that students were more likely to experience a violent 

event in middle schools (52 per 1,000) than in elementary (25 per 1,000) or secondary (26 per 1,000) 

schools (Nolle, Guerino, and Dinkes 2007). National Crime Victimization Survey (NCVS) data also 

indicate that bullying is a significant problem. In 2005, some 36 percent of students in grades 6 and 

7, and 29 percent of students in grades 8 and 9, reported having been bullied in the previous 

6 months (Dinkes, Cataldi, and Lin-Kelly 2007). 

Among the violence prevention strategies for middle schools which have been evaluated 

through rigorous methods are at least eight curriculum-based programs, including RiPP (Meyer and 

Northup 2002a, 2002b, 2006), one of the two prevention programs selected for this study. Four 

evaluations of RiPP have been conducted by the program’s developers in schools serving students in 
Executive Summary 

xiv Impacts of a Violence Prevention Program for Middle Schools

grades 6 through 8. The evaluations found statistically significant decreases in students’ approval of 

violent behavior, levels of peer provocation, physical aggression, victimization, and discipline 

violations, although results have not been consistently maintained at follow-up time points (Farrell, 

Valois, and Meyer 2002; Farrell, Meyer, and White 2001; Farrell, Meyer, et al. 2003; Farrell, Valois, et 

al. 2003). While evaluations of RiPP and similar curriculum programs have yielded significant results, 

their effect sizes tended to be modest. A meta-analysis of school-based violence prevention 

evaluations from a mix of experimental and quasi-experimental designs reported an average effect 

size of 0.10 (Cohen’s d) for classroom-based social skills programs (Wilson and Lipsey 2005). 

A few other school-based programs have sought to prevent violence using whole-school 

strategies that seek to influence the school environment, for example, through clarifying rules for 

behavior, increasing supervision of the school grounds, or setting up positive behavior reward 

systems. Some of these programs have been evaluated using middle school–age students, but not 

with the same methodological rigor to which the curriculum-based programs have been subjected. 

Included among these is Positive Behavior Support (PBS [Sugai and Horner 1994; Sprague, Sugai, 

and Walker 1998]), whose components and strategies form the basis for Best Behavior (Sprague and 

Golly 2005), the second of the prevention programs selected for this evaluation. Two evaluations of 

PBS conducted with elementary and middle school students found reductions in students’ aggressive 

social behavior and discipline violations and also found that students had increased knowledge of 

social skills (Metzler et al. 2001; Sprague et al. 2001). A few other programs combine both 

curriculum and whole-school approaches, but their evaluations, while yielding promising results, 

have not been very rigorous. More research is clearly indicated, particularly to determine the effects 

of programs that use a combination of classroom-based curricula and whole-school approaches to 

prevent school violence, which experts in the field of violence prevention suggest may help boost 

impacts. This study will yield information regarding the effects of a combined curriculum and 

whole-school intervention for middle school students. 

The study’s research questions for impacts and implementation in year one are provided in 

table ES-1.

Table ES-1. Research questions 

Intervention implementation

 Is delivery of the violence prevention program consistent with its design and intended implementation?

 With the goal of decreasing disruptive, aggressive, violent, and other delinquent behaviors, what other 

interventions or prevention programs do the treatment and control schools implement, other than the violence 

prevention program under study?

Intervention impacts

 Does the degree of violence differ in schools that implement the violence prevention program, relative to schools 

that do not implement it?

 What is the impact of the violence prevention program on students who are at elevated risk for violence and 

aggression?1

 

1

 The two programs that make up the intervention are universal programs and, as such, are not designed specifically for students who 

are already exhibiting serious violent behavior in school. However, the study addressed this research question because the impacts of 

universal programs on high-risk students are still of interest to practitioners. 
Executive Summary 

Impacts of a Violence Prevention Program for Middle Schools xv

Implementation Findings 

The key descriptive findings regarding the first year of implementation of the curriculum 

portion of the program include the following: 

 The first-year curriculum was delivered in its entirety to a majority of assigned 

classrooms. Seventy percent of schools delivered all 16 lessons to all classrooms where the 

curriculum had been assigned, while another 15 percent of schools delivered all lessons in at 

least three-fourths of these classrooms. 

 Teachers in the majority of treatment schools followed the curriculum lesson scripts 

and adhered to the prescribed teaching strategies. Teachers in 65 percent of the 

intervention schools were observed to deliver lessons with few or no deviations from the 

written lesson plan (e.g., adding or modifying activities or changing the activity sequence), 

according to classroom observations by the evaluation team. In addition, teachers in 

55 percent of the intervention schools delivered lessons with few or no deviations from the 

prescribed teaching strategies (e.g., using role plays or small group discussions). 

Observations made by the liaisons were comparable for alignment with the teaching 

techniques (65 percent for liaisons, as compared with 55 percent for the evaluation team) but 

less so for deviations from the lesson plan (40 percent for liaisons, as compared with 

65 percent for the evaluation team). 

 In a majority of schools, students were engaged with the curriculum. Based on 

evaluation team observations, students were found to be engaged during the lesson activities, 

exercises, and discussions in 85 percent of the intervention schools. Observations made by 

the liaisons were comparable and indicated that students were engaged with the curriculum 

in 60 percent of the intervention schools. 

The main implementation findings for the whole-school portion of the program (Best Behavior) 

include the following: 

 Half of the treatment schools had principals who were supportive of the wholeschool portion of the program. Principals at 50 percent of the treatment schools were 

rated as supportive on three out of four indicators, according to liaisons who helped 

implement the program. 

 The school management teams, charged with developing and disseminating the 

school rules and reward systems, met less frequently than stipulated by the program.

Although school management teams are to meet monthly during the school year, the average 

team met on five occasions during the first year of implementation. 

 By the end of the first year, the majority of treatment schools had instituted 

behavioral rules and rewards, which are key steps during the first year of Best 

Behavior. By the end of the first year, 75 percent of treatment schools had school rules 

posted in the school, 75 percent had instituted a token reward system for adhering to school 

rules, and 50 percent had the school rules taught in classrooms. 

 The majority of teachers agreed that the rules were well defined and that they were 

clear with regard to the behaviors being targeted. Eighty-four percent of teachers at 

intervention schools agreed or strongly agreed that school rules were clearly defined, 

79 percent agreed or strongly agreed that rules emphasized rewarding desired behaviors, and 
Executive Summary 

xvi Impacts of a Violence Prevention Program for Middle Schools

69 percent agreed or strongly agreed that rules emphasized consequences for undesired 

behaviors. 

 The primary treatment contrast between the treatment and control schools was the 

violence prevention program implemented by the study. While no control school was 

implementing Best Behavior, an equal number of control and intervention schools used a 

discipline tracking system, one of the strategies encouraged by Best Behavior. In addition, an 

equal number of treatment and control schools implemented peer mediation programs. 

While no control schools implemented RiPP in the first year, slightly more treatment schools 

than control schools implemented stand-alone violence prevention curricula, other than 

RiPP. In addition, slightly more control schools than treatment schools were using security 

measures such as cameras and law enforcement officers. 

Impact Findings 

The main findings regarding intervention impacts after year one are the following:

 There were no statistically significant differences between intervention and control 

schools on self-reported student violence or victimization. On average, 6th-graders in 

the intervention schools reported engaging in 2.91 violent acts at school in the past 30 days, 

compared with 6th-graders in control schools, who reported engaging in 2.88 violent acts at 

school in the past 30 days. On average, 6th-graders in both intervention and control schools 

reported being victimized 4.97 times in the past 30 days. 

 There were no statistically significant impacts on self-reported violence and 

victimization between high-risk youth at treatment schools and high-risk youth at 

control schools. On average, 6th-graders in the intervention schools who were categorized 

as being at a high risk for violence reported at follow-up that they had engaged in 5.16 

(change from baseline of 0.13) violent acts at school in the past 30 days. This is compared 

with high-risk 6th-graders in the control schools who reported at follow-up that they had 

engaged in 4.78 (change from baseline of 0.11) violent acts at school in the past 30 days. In 

addition, high-risk 6th-graders in the intervention schools reported being victimized an 

average of 6.28 (change from baseline of 0.47) times at school in the past 30 days. This is 

compared with high-risk 6th-graders in the control schools who reported being victimized 

an average of 6.23 (change from baseline of 0.30) times at school in the past 30 days. 

 There were no statistically significant impacts on either secondary or intermediate 

outcomes. In addition, after 1 year of exposure to the RiPP and Best Behavior intervention, 

student measures for secondary outcomes—including student safety concerns, teacher 

victimization and safety concerns, and student prosocial behaviors—did not differ between 

students in intervention schools and students in control schools. Also, there were no 

statistically significant differences on intermediate outcomes—that is, where the program 

logic model predicts change would be observed before it would be observed on the outcome 

measures. These include student self-reported coping strategies, student perceptions of 

behavior expectations, and student attitudes toward aggression. 

 There were no statistically significant impacts for either boys or girls on violence or 

victimization. An exploratory subgroup analysis indicated that there were no statistically 

significant differences between boys in the treatment schools and boys in control schools for 

either self-reported violence or victimization. Likewise, there were no statistically significant 
Executive Summary 

Impacts of a Violence Prevention Program for Middle Schools xvii 

differences between girls in the treatment schools and girls in control schools on either selfreported violence or victimization. Also, the difference in impacts between boys and girls 

was not statistically significant for either self-reported violence or victimization. 

As the implementation results document, the programs being evaluated as part of the study 

were not fully implemented with complete fidelity in the first year. This has the potential to limit the 

ability to find statistically significant differences between treatment and control schools. 

The Intervention 

Two research-based programs were selected through an open competition and advice from a 

panel of experts in the field of violence prevention: the RiPP program (Meyer and Northup 2002a, 

2002b, 2006) was chosen as the curriculum-based component of the intervention, and the Best 

Behavior program (Sprague and Golly 2005) (a formalized version of schoolwide PBS [Sugai and 

Horner 1994; Sprague, Sugai, and Walker 1998]) was selected as the whole-school component. 

These two approaches are considered complementary in that they target both individual- and 

school-level change mechanisms. 

While both RiPP and Best Behavior are implemented by school staff, in this study technical 

assistance was made available throughout the implementation period by on-site implementation 

liaisons trained and hired by the implementation subcontractor, Tanglewood Research. Liaisons 

(e.g., former school teachers or administrators) were expected to facilitate, coach, and monitor the 

progress and delivery of both programs. 

The Curriculum: RiPP Program 

RiPP (Meyer and Northup 2002a, 2002b, 2006) is a universal, social-cognitive violence 

prevention program that focuses on the reduction of situational and relationship violence. The goal 

of the curriculum is to promote effective social-cognitive problem-solving skills; motivation and 

self-efficacy for using those skills; and school norms that support those attitudes and skills while 

reducing the appeal and perceived utility of violent behaviors and related attitudes. By targeting these 

attitudes and skills, the program is designed to increase social competence and thereby reduce 

violent behavior. 

The RiPP curriculum consists of 16 lessons (each lasting 50 minutes) per year in grades 6 

through 8. Each lesson builds on the previous lessons in a cumulative fashion. Similarly, each gradelevel curriculum expands on the concepts taught in the previous year. In year one of program 

implementation, all students in the 6th through 8th grades received lessons designed for use in 6th 

grade (RiPP-6) because all students were required to receive the foundational lessons before the 

more advanced RiPP materials. 

The lessons in the first-year RiPP program introduce the problem-solving model. The 

lessons comprise a variety of activities and strategies, including team building, social-cognitive 

problem solving, repetition and mental rehearsal, small group work, role playing, rehearsal of 

specific social skills for preventing violence, and didactic learning. Most lessons contain between 

four and six of these activities and are estimated to take between 5 and 15 minutes per activity. Each 

activity is scripted and tied to a specific objective. Most lessons make use of the student workbook 

as part of the activities. 
Executive Summary 

xviii Impacts of a Violence Prevention Program for Middle Schools

The Whole-School Intervention: Best Behavior Program 

Best Behavior (Sprague and Golly 2005) provides a standardized staff development program 

that is designed to develop and administer effective school rules and discipline policies at both 

schoolwide and classroom levels to decrease school violence and antisocial behavior. The complete 

Best Behavior program is designed to be implemented on an approximately 3-year timeline, as 

individual school capacity dictates. The program is implemented by a school management team 

made up of teachers and administrators. Best Behavior involves intervention strategies at the school 

and classroom levels, including the following: 

 review and refinement of school discipline policies; 

 use of positive reinforcement and recognition for prosocial behaviors, both schoolwide and 

in individual classrooms; 

 clarification and teaching of behavioral expectations for student behaviors; and 

 systematic collection and review of patterns of discipline referrals to guide decisionmaking 

and planning. 

The Best Behavior management team is expected to create a systematic approach to 

developing schoolwide positive behavior supports. This approach includes four broad sets of 

activities, the first three of which should be implemented beginning in the first year. First, the team 

is to conduct a schoolwide needs assessment to identify reasonable goals. Needs assessments are to 

be repeated annually. Second, the team is to define rules and expectations, with general rules (e.g., be 

safe, be respectful, be responsible) supported with expectations for all settings within the school 

environment. Rules and expectations are to be taught on a regular basis by all teachers and staff. 

Third, the team is to develop and support a positive behavior reinforcement system in which 

students are to be given token rewards for obeying rules and meeting expectations. Finally, in the 

second year of program implementation, the team is to develop a data-based decisionmaking process 

for identifying and addressing the needs of high-risk students. During annual training, Best Behavior 

prompts each school to develop its own specific strategies for achieving goals and objectives for 

each year. Also, Best Behavior was adapted to reinforce and complement the RiPP curriculum. 

Evaluation Design 

Designed as a group-randomized control experiment, the study was conducted in 40 middle 

schools serving grades 6 through 8. Twenty schools were randomly assigned to receive the 

combined intervention, and 20 schools were randomly assigned to serve as control schools (with no 

intervention beyond that which schools were already implementing). In year one, the intervention 

was delivered schoolwide by school staff trained annually by the program developers. School staff 

also received technical assistance and were monitored throughout implementation by trained site 

liaisons under the guidance of Tanglewood Research. 

Participating Schools 

Following recruitment of 13 districts and 40 schools, random assignment to condition was 

conducted within district, among pair-matched sets of schools based on the percentage of students 
Executive Summary 

Impacts of a Violence Prevention Program for Middle Schools xix 

receiving free or reduced-price lunches.2 The sites were geographically dispersed and represented a 

range of district enrollment sizes. A majority of the districts were located in large urban or suburban 

areas with only three sites in rural districts. All participating schools were middle schools that 

included only grades 6 through 8. The average enrollment in these schools is 871 and ranges 

between 462 and 1,404 students. Minority students compose 65 percent of the student body, on 

average, and range between 15 percent and 100 percent. The average percentage of students 

receiving free or reduced-price lunches is 56 percent and ranges between 16 percent and 97 percent. 

There were no statistical differences between the intervention and control groups on these 

characteristics. 

Student Sample 

The impact analysis for the main findings uses a cross-sectional sample in each school. The 

first-year analysis used data collected from a census of the entering 6th-grade class in fall 2006 

(baseline) and from those who remained in the study schools as 6th-graders or were new in spring 

2007 (first follow-up). The research team obtained written parental consent from 6th-grade students 

at baseline and from new students at the first follow-up. These data were used to answer questions 

about the effects of the intervention across the general student population after 1 year of program 

implementation. Over 70 percent of enrolled students received parental consent and completed a 

survey at baseline, and 77 percent completed a survey at the first follow-up. A total of 7,351 students 

provided survey data for this analysis. More than one-half of the students in the sample were either 

Hispanic or Black. About one-half of the students in the sample were male, and more than one-half 

lived in single-adult households. A two-tailed t-test, obtained from multilevel regression models 

using the school as the unit of analysis, indicated that none of the mean demographic characteristics 

was statistically different between students attending intervention schools and those attending 

control schools. 

To address the research question regarding how the program impacts students at high risk 

for violent behaviors, we identified a subset of students at high risk for violent and aggressive 

behaviors, based on student responses to the fall 2006 baseline survey. Unlike the remainder of the 

students in the full sample, this sample was to be followed longitudinally; the research team 

attempted to survey the students in the high-risk subgroup even if they left one of the study schools 

and were attending another school in the same district during spring 2007. If a student went to a 

different district, the student was not followed. Over 90 percent of the students identified as high 

risk at baseline completed a survey at the first follow-up (N = 1,938). 

Teacher Sample 

Secondary outcome data were collected from teachers through an annual survey conducted 

in spring. This survey was administered to a random sample of 24 teachers (stratified by grade) at 

each of the 40 middle schools participating in the study; a new sample was selected each year. 

Eligible teachers included all full-time classroom teachers and could include RiPP teachers in 

intervention schools. Ninety-six percent (N = 917) of the sampled teachers completed a survey. 

 

2

In the two school districts with three recruited schools, the schools first were rank ordered on the percentage of free or reducedprice lunches, from lowest to highest. The first two schools within each district formed a pair. The third school from each district 

formed the last pair, across districts. Schools were then randomly assigned within each pair to treatment or control conditions. 
Executive Summary 

xx Impacts of a Violence Prevention Program for Middle Schools

Data Collection and Outcome Measures 

Data for the study’s outcome measures to estimate intervention impacts were collected 

through student surveys in both treatment and control schools. Student surveys provided data to 

address the main impact research questions regarding school violence. Baseline data collection for 

students occurred in fall 2006, prior to the introduction of the intervention; follow-up student data 

collection occurred in spring 2007. Teacher data were collected through a survey administered to a 

random sample of teachers at each school in spring 2007 to assess other program impacts besides 

main outcomes. In addition to outcome data, the study team collected implementation data through 

the teacher survey, class records, annual school prevention coordinator and teacher interviews, and 

classroom observations.

The primary outcomes are student violence and student victimization, both measured 

through student surveys. For each of these two outcomes, two additional sub-indices were created 

to better understand any differences between intervention and control schools with regard to 

specific types of violence and aggression. 

A second set of indices was created to examine possible secondary effects from the 

intervention (e.g., spillover effects), beyond the primary effects. These were: (1) student safety 

concerns; (2) teacher safety concerns; (3) teacher victimization; and (4) student prosocial behaviors. 

Finally, a third set of indices was created to examine possible intermediate effects from the 

intervention. The theoretical model for the combined intervention predicts that changes in these 

areas would precede changes on the primary outcomes and included: (1) student perceptions of 

behavior expectations; (2) student attitudes toward violence; and (3) student self-reported coping 

strategies. 

Analytic Approach for Estimating Program Impacts 

The study team evaluated program impacts using multiple regression models that predicted 

each outcome’s measure (e.g., aggression, victimization) as a function of condition (treatment vs. 

control) and relevant covariates (e.g., demographic characteristics, school characteristics) using a 

mixed-effects regression model based on multilevel equations. Primary outcomes include selfreported counts of violent behavior and victimization occurring in the past 30 days. 

The full student sample and gender subgroup analyses used a matched nested cross-sectional 

model (matched analysis). Under this model, students are nested in schools; schools are nested in 

pairs and in experimental condition; and pairs are crossed with experimental condition (i.e., each pair 

is represented at each level of condition). The covariate models for students in the full sample 

predicted the average response at follow-up, adjusting for the following covariates: baseline school 

mean of the response, school size, and individual demographic variables (gender, race/ethnicity, and 

number of parents in the household). For the gender subgroup analyses, the adjusted models 

included a gender-by-condition interaction effect. 

The statistical models employed to assess program outcomes among high-risk youth are 

different from those employed to assess program outcomes on the general population of students. 

For the high-risk youth, the interest is in whether or not the RiPP and Best Behavior intervention 

led to individual change across time. To address this question, nested cohort models using 

difference-in-difference estimation were developed to assess changes on self-reported measures of 

aggression and victimization among high-risk youth in treatment schools relative to changes among 

high-risk youth in control schools. These models use data collected on the same sample of students 

at each measurement occasion. The repeated measures models for the high-risk sample contained 
Executive Summary 

Impacts of a Violence Prevention Program for Middle Schools xxi 

the student’s treatment condition (intervention vs. control), data collection wave, wave-by-condition 

interaction effect, gender, race/ethnicity, number of parents in household, and school size. 

Estimated program impacts reflect the net difference of the within-group change from pretest to 

first follow-up for treatment versus controls. 

To examine teacher outcomes, we employed multivariate models where teachers are nested 

within schools and schools are nested within matched pairs randomized to experimental condition. 

Hierarchical linear models account for the correlation of teachers within schools and for schools 

within matched pairs assigned to condition. The models predicted the average response at follow-up, 

adjusting for school size. 

The results are presented in terms of event rates (ERs) and event rate ratios (ERRs). ERs 

indicate incidence density; this refers to the number of events among a particular group for a given 

period of time. For the measures of violent behavior and victimization in this study, all items 

assessed occurrences in the past 30 days. Accordingly, an ER of 2.5 among students in intervention 

schools indicates that students in these schools reported an average of 2.5 incidences in the past 30 

days. ERRs compare the incidence density among a group of interest (intervention schools) to a group 

used as a reference (control schools). Where ERRs are greater than 1.00, the indicated group reports 

a higher frequency of occurrences than the reference group; where ERRs are less than 1.00, the 

indicated group reports a lower frequency of occurrences than the reference group. An ERR of 2.00 

would indicate that, on average, students in the intervention schools reported twice as many 

incidents in the past 30 days as students in the control schools; similarly, an ERR of 0.50 would 

indicate that, on average, students in control schools reported twice as many incidents in the past 30 

days as students in intervention schools. 

After 1 year of program implementation, there were no significant differences between the 

students in intervention and control schools on violence and victimization, both overall and for 

specific types of violence and victimization. These data are reported in table ES-2. In addition, there 

were no statistically significant program impacts among the subpopulation of high-risk youth, as 

measured by student violence and victimization (table ES-3). 
Executive Summary 

xxii Impacts of a Violence Prevention Program for Middle Schools

Table ES-2. Main program impacts on self-reported violence and victimization—Year one 

Self-reported student outcome

Model-adjusted follow-up event rates (SE) Estimated impact1

(95% CI)

Wald ChiIntervention group Control group Square p-value

Violence2 (All items) 2.91 (1.03) 2.88 (1.03) 1.01 (0.93, 1.10) 0.79

Without a weapon 2.79 (1.03) 2.76 (1.03) 1.01 (0.93, 1.10) 0.74

With a weapon 0.10 (1.09) 0.11 (1.09) 0.95 (0.78, 1.15) 0.58

Victimization3(All items) 4.97 (1.02) 4.97 (1.02) 1.00 (0.95, 1.06) 0.99

Overt 2.88 (1.02) 2.86 (1.02) 1.00 (0.94, 1.07) 0.90

Relational 2.07 (1.02) 2.11 (1.02) 0.98 (0.93, 1.03) 0.45

Sample size (Schools) 20 20

Sample size3(7,351 students 

clustered within schools) 3,619 3,732

1

 Program impact estimated as a model-adjusted event rate ratio (ERR) for intervention versus controls at follow-up, with 95 percent 

confidence limits. Impact estimates of 1.00 indicate no difference between intervention and control groups. 

2

 Based on count data.

3

 Student sample sizes used in the analysis vary due to item nonresponse at follow-up, covariate nonresponse, or both. Missing 

data ranged from 1 percent to 4 percent. 

NOTE: Generalized linear mixed models (SAS PROC GLIMMIX, Poisson distribution with log link function) were used to evaluate 

the program impact while accounting for the clustering of students within schools. Covariates in the model included the baseline 

school mean of the response variable, race/ethnicity, gender, number of parents in household, and school size. CI = confidence 

interval. SE = standard error. 

SOURCE: Student survey, fall 2006 (baseline) and spring 2007 (first follow-up). 
Executive Summary

Impacts of a Violence Prevention Program for Middle Schools xxiii

Table ES-3. Main program impacts on self-reported violence and victimization—Year one: High-risk subgroup (Via repeated 

measures) 

Student self-reported outcome1

Model-adjusted baseline event rates2

(SE)

Model-adjusted follow-up event 

rates2(SE) Estimated impact 

(95% CI)3

Wald ChiSquare 

Intervention group Control group Intervention group Control group p-value

Violence (All items) 5.03 (1.03) 4.67 (1.03) 5.16 (1.03) 4.78 (1.03) 1.00 (0.92, 1.10) 0.95

Without a weapon 4.76 (1.03) 4.40 (1.02) 4.89 (1.03) 4.51 (1.03) 1.00 (0.92, 1.09) 0.95

With a weapon 0.26 (1.10) 0.26 (1.10) 0.26 (1.11) 0.26 (1.10) 0.99 (0.97, 1.33) 0.99

Victimization (All items) 5.81 (1.03) 5.93 (1.03) 6.28 (1.03) 6.23 (1.03) 1.03 (0.97, 1.10) 0.34

Overt 3.52 (1.02) 3.60 (1.02) 3.86 (1.02) 3.81 (1.02) 1.03 (0.96, 1.11) 0.35

Relational 2.28 (1.02) 2.32 (1.02) 2.42 (1.02) 2.41 (1.02) 1.02 (0.95, 1.09) 0.60

Sample size: Schools 20 20 20 20

Sample size:4 Students within 40 schools 1,005 1,148 897 1,016

1

 Based on count data. 

2

 Group-by-time specific event rates. 

3

 Program impact (with 95 percent confidence limits) estimated via difference-in-difference models comparing change across time in the intervention versus control groups. Ratios of 

impact estimates of 1.00 indicate no interaction between time and program group (i.e., no program impact). 

4

 Student sample sizes used in the analysis vary due to item nonresponse at baseline, follow-up, or covariate nonresponse. Missing data ranged from 4 percent to 5 percent, with 240 

missing at follow-up.

NOTE: Generalized linear mixed models (SAS PROC GLIMMIX, Poisson distribution with log link function) were used to evaluate the program impact while accounting for the 

clustering of students within schools. Covariates in the model included gender, race/ethnicity, number of parents in household, and school size. CI = confidence interval. SE = standard 

error. 

SOURCE: Student survey, fall 2006 (baseline) and spring 2007 (first follow-up). 

Impacts of a Violence Prevention Program for Middle Schools 1 

Chapter 1. 

Overview of the Study 

Under contract from the National Center for Education Evaluation and Regional Assistance 

of the U.S. Department of Education, RTI International (RTI) and its subcontractor, Pacific 

Institute for Research and Evaluation (PIRE), are conducting an impact evaluation of a middle 

school–based violence prevention program. This study examines the effects of a hybrid intervention 

model that combines curriculum-based and whole-school approaches. Using a group-randomized 

trial design, the evaluation will assess program effects on student aggression and victimization. The 

program was administered over the course of 3 successive school years by RTI and its 

subcontractor, Tanglewood Research, Inc., which assisted in the process by which the programs 

under study were selected and also coordinated training and technical assistance for staff in 

intervention schools. The developers of the two programs that make up the intervention—

Prevention Opportunities and University of Oregon—provided the program materials and 

conducted staff training; both are subcontractors on this study. 

This chapter begins with a discussion of the federal programs that address school violence 

and the nature and extent of the problem of violence in the nation’s middle schools. It then 

summarizes the research literature on the effectiveness of violence prevention programs. Finally, the 

chapter describes the interventions that were implemented and evaluated in the present study and 

then presents the key research questions that were addressed. Later chapters report findings from 

the first school year; findings from the second and third school years will be reported in a second 

report. 

1.1 Grant Programs Supported by the Office of Safe and Drug-Free 

Schools 

In 1986, Congress enacted the Drug-Free Schools and Communities Act (DFSCA) as 

Subtitle B of Title IV of the Anti-Drug Abuse Act of 1986, which has since endorsed the largest 

federal effort to prevent alcohol and other drug use among the nation’s school-aged youth. As 

school safety became a more pressing concern—and after the president and the nation’s governors 

adopted the Goals 2000: Educate America Act, P.L. 103-227, 108 Stat. 125–209 (1994), which 

included a goal for safe, drug-free, and disciplined schools—Congress reauthorized the DFSCA as 

Title I of the Safe and Drug-Free Schools and Communities Act (SDFSCA) of 1994. This 

reauthorization for the first time included violence prevention as a supported activity under the act. 

As of the end of the 1990s, state grants from SDFSCA were providing funding to approximately 

97 percent of all school districts to implement programs that target youth alcohol and other drug use 

and also school safety. Of those, 90 percent implemented curricula that targeted youth violence 

(Hantman and Crosse 2000). 

The next federal legislation of pertinence to this study is the No Child Left Behind Act 

(NCLB) of 2001, which reauthorized the Elementary and Secondary Education Act of 1965. Section 

4121 of NCLB authorized the secretary of education to develop, implement, and evaluate 

scientifically valid, evidence-based programs to prevent violence and the illegal use of drugs among 

students, in response to state and local needs. NCLB legislation also included the ―Principles of 

Effectiveness,‖ which was originally developed by the Office of Safe and Drug-Free Schools 

(OSDFS) in 1998 (U.S. Department of Education 1998). The third of these principles directs 
Chapter 1. Overview of the Study 

2 Impacts of a Violence Prevention Program for Middle Schools 

schools receiving OSDFS funds to administer prevention programs that have yielded empirical 

evidence of reductions in drug use or violent behavior. With support from the National Institutes of 

Health—and particularly from the National Institute on Drug Abuse—a lengthy set of school-based 

drug prevention curricula now have been evaluated using randomized trials (National Institute on 

Drug Abuse [NIDA] 2003). However, much less rigorous evidence is available concerning effective 

violence prevention strategies in school settings, particularly for middle schools, whose students (as 

described in the next section) experience the highest rate of school-based violence relative to 

students in other grades. 

1.2 The Problem of Violence in the Nation’s Middle Schools 

Violent behavior may be defined as the threat, attempted use, or actual use of physical force 

that results in physical or nonphysical harm. Violence exists in a wide variety of social and physical 

contexts, including the nation’s schools. As defined in Violence in U.S. Public Schools (Miller 2003), 

school violence encompasses events that occur on or near school property, on school buses, and at 

school-sponsored events. School violence may be lethal, but it far more commonly involves fighting, 

bullying, physical attacks, and verbal threats made by students or their parents against teachers or 

other students. Recent data from the National Crime Victimization Survey (NCVS) show that in 

2007, some 4 percent of students aged 12 through 18 reported that they had been victimized at 

school during the previous 6 months (Dinkes, Kemp, and Baum 2009). 

Students are most likely to perpetrate or be subjected to violent behaviors in middle school 

grades. The rate of victimization in 2007 for students aged 12 through 14 was 35 incidents per 1,000 

students, which was higher than the rate for students aged 15 through 18, which was 23 incidents 

per 1,000 students (Dinkes, Kemp, and Baum 2009). Similarly, data from the School Survey on 

Crime and Safety for the 2005–06 school year reveal that students were more likely to experience a 

violent event in middle schools (52 per 1,000) than in elementary (25 per 1,000) or secondary (26 per 

1,000) schools (Nolle, Guerino, and Dinkes 2007). NCVS data also indicate that bullying is a 

significant problem. In 2005, some 36 percent of students in grades 6 and 7, and 29 percent of 

students in grades 8 and 9, reported having been bullied in the previous 6 months (Dinkes, Cataldi, 

and Lin-Kelly 2007). 

1.3 Review of the Literature Concerning the Effectiveness of SchoolBased Violence Prevention Strategies in Middle Schools 

Violence prevention strategies in schools can be divided into two broad types: curriculumbased programs and whole-school (or environmental) strategies. Curriculum-based programs are 

implemented in a classroom setting and typically aim to improve students’ social and problemsolving skills for dealing with conflict and managing aggression. Whole-school (or environmental) 

approaches seek to influence the school environment through a variety of strategies, such as 

increasing supervision of the school grounds, clarifying rules and consequences for student 

behavior, establishing reward systems to encourage positive behaviors, and training staff in 

classroom management. 

There are now at least eight violence prevention curricula that target students in middle 

school settings, including Second Step (Committee for Children 1990), Too Good for Violence 

(Mendez Foundation 1995), and Responding in Peaceful and Positive Ways (RiPP [Meyer and 

Northup 2002a, 2002b, 2006]), the latter of which is one of two prevention programs selected for 

this study. RiPP has been subjected to four discrete evaluations by the program’s developers. The 
Chapter 1. Overview of the Study 

Impacts of a Violence Prevention Program for Middle Schools 3 

first of these comprised a quasi-experimental study administered in a single school, in which 

students in one 6th-grade pod received the program, while those in another did not. Compared with 

students in the comparison group, those in the treatment group reported less approval of violent 

behavior at immediate follow-up, as well as less physical aggression, lower levels of peer 

provocation, and increased peer support for nonviolent behavior (Farrell, Valois, and Meyer 2002). 

For the second study, 27 classes of 6th-graders in three urban middle schools were randomly 

assigned to an intervention or control group. Students exposed to RiPP scored higher at immediate 

follow-up on a test of knowledge and also manifested fewer in-school suspensions and disciplinary 

violations for violent offenses. These outcomes, however, were not maintained either 6 months or 

1 year later (Farrell, Meyer, and White 2001). In a third evaluation, 21 classes of 7th-graders who had 

received RiPP the previous year were randomized either to an intervention group that received an 

additional year of RiPP or to a control group without exposure to another year of RiPP. As 8thgraders, students in the intervention group manifested fewer disciplinary code violations for violent 

offenses, but no effects were found on self-reported physical aggression. In a fourth evaluation that 

utilized a quasi-experimental design, eight schools were assigned to either an intervention or a 

treatment condition. Students in the intervention schools received RiPP in both the 6th- and 7thgrades and over time demonstrated lower levels of aggression and victimization, although these 

results were not noted consistently across four follow-up time points between the end of 6th grade 

and the beginning of 8th grade (Farrell, Valois, et al. 2003). 

While evaluations of RiPP and similar prevention programs have yielded significant results, 

their effect sizes have tended to be modest. A meta-analysis of school-based violence prevention 

evaluations from a mix of experimental and quasi-experimental designs reported that the average 

effect size was d = 0.10 for classroom-based social skills programs (Wilson and Lipsey 2005). These 

findings suggest that curriculum-based programs for middle schools, in and of themselves, are 

unlikely to make lasting changes in students’ violent behaviors. 

A few school-based programs have sought to prevent violence by means of a whole-school 

approach. Some of these have been evaluated with middle school–age students. One example is the 

Olweus Bullying Prevention Program (Olweus 1983), which includes the formation of a schoolwide 

prevention committee that monitors areas of the school where bullying is prevalent and the 

establishment and enforcement of class norms and rules concerning bullying behavior. This 

program, which was subjected to a nonrandomized trial in a middle school setting, yielded 

statistically significant decreases in self-reports of taking part in bullying others, but no main effects 

on student victimization were observed (Bauer, Lozano, and Rivara 2007). 

Another example is the schoolwide Positive Behavior Support (PBS) approach (Sugai and 

Horner 1994; Sprague, Sugai, and Walker 1998). PBS is a schoolwide intervention that teaches 

school staff to recognize, monitor, and reward good school behavior and to provide consistent 

sanctions for rule violations. Best Behavior (Sprague and Golly 2005), which constitutes the second 

of the prevention programs selected for this evaluation, is a formalized, written expression of the 

PBS model. While Best Behavior has yet to be evaluated as such, it is based on the components and 

strategies that have been tested as part of PBS. One evaluation of PBS, which utilized data from 

three middle schools (one intervention school and two nonmatched comparison schools), 

demonstrated reductions in students’ aggressive social behavior and referrals for discipline problems, 

as well as increases in perceptions of school safety (Metzler et al. 2001). A second evaluation of PBS, 

which also relied on a quasi-experimental design, matched nine intervention schools (six elementary 

and three middle schools) to six comparison schools (three elementary and three middle schools). 
Chapter 1. Overview of the Study 

4 Impacts of a Violence Prevention Program for Middle Schools 

Intervention schools manifested reductions in office discipline referrals and improved knowledge of 

social skills, but no changes in perceptions of school safety were observed (Sprague et al. 2001). 

Several programs have developed a hybrid approach that combines some of the 

characteristics of both whole-school and curriculum-based programs. One example of this approach 

is the Students for Peace project (Kelder et. al. 1996), which includes both a violence prevention 

curriculum and the formation of a School Health Promotion Council. This program was evaluated 

by means of a randomized controlled trial comprising eight middle schools, but yielded no 

intervention effects (Orpinas et al. 2000). Another example is Positive Action (Allred 1984), a K–12 

program that includes a curriculum and also seeks to improve the overall climate of the schools. 

This program has been evaluated in middle schools, but only by means of a quasi-experimental 

design that relied on school-level archival data on student performance and disciplinary 

referrals/actions. This study of Positive Action found that middle schools with estimated higher 

proportions of Positive Action graduates scored significantly better than schools with proportionally 

fewer estimated Positive Action graduates (based on implementation of Positive Action at feeder 

elementary schools in prior years). Significant effects were reported for a variety of outcomes, 

including school achievement, absenteeism, and incidents per 100 students of problem behaviors 

(substance use, violence, disrespectful or disorderly conduct, and property crime) (Flay and Allred 

2003). While the results of this study are promising, the methodological weaknesses inherent in 

quasi-experimental studies suggest the need to subject this and other promising hybrid programs to 

more controlled evaluations. 

1.4 The Intervention 

The school-based violence prevention intervention that is the focus of this evaluation 

combines two discrete approaches: a curriculum-based model to facilitate students’ social 

competency, problem-solving, and self-control skills; and a whole-school model that targets school 

practices and policies through the systemic reorganization and modification of school management 

strategies, disciplinary policies, and enforcement procedures. These two approaches are considered 

complementary, in that they target both individual- and school-level change mechanisms; together, 

they offer the opportunity for synergistic benefits. Through an open competition and with the 

advice of a panel of experts in the field of violence prevention, the RiPP program (Meyer and 

Northup 2002a, 2002b, 2006) was chosen as the curriculum-based component of the intervention, 

and the Best Behavior program (Sprague and Golly 2005) was selected as the whole-school 

component. As universal prevention programs, RiPP and Best Behavior (as implemented in this 

study3) are not designed as interventions to be used with students who are already exhibiting serious 

violent behavior in school. Nonetheless, the study examined outcomes among a subset of students 

at elevated risk for violence and aggression to investigate the potential impact of the program on 

these students. 

Both of these programs were implemented as a combined intervention for 3 consecutive 

years in a number of middle schools. The program developers provided training for teachers and 

staff each year, and the implementation subcontractor, Tanglewood Research, provided teachers and 

staff with ongoing support for the duration of the evaluation. Figure 1 presents a theory-of-action 

model for the combined intervention. 

 

3

 An additional component of Best Behavior, not included in this study, provides support systems for individual students. 
Chapter 1. Overview of the Study

Impacts of a Violence Prevention Program for Middle Schools 5

Figure 1. Theory-of-action model for the intervention 

Contextual factors • Demographics • School size • Number of parents in the household • Free or reduced-price lunch

Intermediate outcomes • Improve student coping strategies • Reduce students’ positive attitudes 

toward violence • Improve alignment of student 

expectations of the consequences 

of violent behavior with school rules 

and sanctions for infractions • Improve school staff’s response to 

violent behavior

Interventions

RiPP • Promote effective social-cognitive problem-solving skills • Promote motivation and self-efficacy for using those skills • Promote school norms encouraging those attitudes and skills • Reduce appeal and perceived effectiveness of violent behavior

Best Behavior • Review and refine school discipline policies • Improve classroom organization and management techniques • Support prosocial behavior, both schoolwide and in individual 

classrooms • Teach behavioral expectations for antisocial student behaviors • Collect and review discipline referrals to guide decisionmaking

and planning

Impact outcomes • Decrease student violence • Decrease student victimization
Chapter 1. Overview of the Study 

6 Impacts of a Violence Prevention Program for Middle Schools 

1.4.1 The Curriculum: RiPP Program 

RiPP (Meyer and Northup 2002a, 2002b, 2006) is a universal, social-cognitive violence 

prevention program that focuses on the reduction of situational and relationship violence. The goal 

of the curriculum is to promote effective social-cognitive problem-solving skills; motivation and 

self-efficacy for using those skills; and school norms that support those attitudes and skills while 

reducing the appeal and perceived utility of violent behaviors and related attitudes. By targeting these 

attitudes and skills, the program is designed to increase social competence and thereby reduce 

violent behavior. 

For this study, the RiPP curriculum comprises 16 lessons, each 50 minutes in length, 

delivered over the course of a school year to 6th- through 8th-grade students. Through repeated 

exposure to this problem-solving model, increased awareness of nonviolent options, and 

opportunities for reflection and practice, participants learn how to choose the prosocial strategy in 

any given situation that is most likely to provide desired short- and long-term outcomes. 

In this study, the RiPP curriculum is delivered by classroom teachers, as opposed to the 

outside professionals for whom the curriculum was originally developed. In addition to 

implementing the RiPP curriculum, teachers are trained to use social modeling and classroom 

management techniques to promote prosocial behaviors and reduce the incidence of violent 

behaviors. Classroom management techniques alter the classroom context and shift the reward 

contingencies (i.e., consequences) associated with inappropriate behavior. Prosocial modeling 

involves the demonstration of nonaggressive methods for conflict resolution. This suggests that 

teacher behavior in the classroom setting is an important experiential component of the intervention 

program. A more detailed description of RiPP appears in chapter 3. 

1.4.2 The Whole-School Intervention: Best Behavior Program 

The purpose of the Best Behavior program (Sprague and Golly 2005) is to improve 

discipline in schools, and the program is designed to be implemented by a school management team 

made up of teachers and administrators. The whole-school component involves intervention 

strategies at the school and classroom levels, including the following: 

 review and refinement of school discipline policies; 

 instruction on classroom organization and management techniques; 

 use of positive reinforcement and recognition for prosocial behaviors, both schoolwide and 

in individual classrooms; 

 clarification and teaching of behavioral expectations for student behaviors; and 

 systematic collection and review of patterns of discipline referrals to guide decisionmaking 

and planning. 

The Best Behavior developers provided extensive training to the school management team 

prior to the implementation and in follow-up years and were available throughout the study for 

assistance with resolving problems as they arose. Ongoing support throughout implementation was 

provided by site liaisons. Best Behavior was implemented schoolwide for 3 years under the guidance 

of a school management team that was developed for this purpose. A more detailed description of 

Best Behavior appears in chapter 3. 
Chapter 1. Overview of the Study 

Impacts of a Violence Prevention Program for Middle Schools 7 

1.5 Key Study Research Questions 

The study’s primary research question is as follows: ―Does the degree of violent behaviors 

differ in schools where the violence prevention intervention is implemented, relative to schools that 

do not receive the intervention?‖ The study includes both a process evaluation, which is designed to 

assess the fidelity with which the program was implemented and to provide contextual information, 

and an impact evaluation, which will assess improvement in program outcomes. Specific research 

questions, presented in table 1, guided each of these components. 

Table 1. Research questions 

Intervention implementation

To be assessed at the end of each of the 3 implementation years:

 With the goal of decreasing disruptive, aggressive, violent, and other delinquent behaviors, what other 

interventions or prevention programs do the treatment and control schools implement, other than the violence 

prevention program under study?

 Is delivery of the violence prevention program consistent with its design and intended implementation?

To be assessed only after the last implementation year:

 What are the costs of the program for each participating school and student?

Student outcomes and impacts

To be assessed at the end of each of the 3 implementation years:

 Are there differences in the degree of violence in schools that implement the violence prevention program, 

relative to schools that do not implement it?

 What is the impact of the violence prevention program on students who are at elevated risk for violence and 

aggression?

To be assessed only after the final implementation year:

 What are the outcomes of the violence prevention program on students with varying years of program 

exposure or dosage? 

1.6 Organization of This Report 

This report is organized to provide a detailed description of the methods and data collected 

for the study and the findings after 1 year of implementation of the combined intervention. 

Chapter 2 presents the study design, describes the sample selection, and outlines the analytic 

approaches. Chapter 3 describes the implementation of the program, including progress made in the 

first year, training and technical assistance, challenges, and treatment contrast among all participating 

schools. Finally, chapter 4 presents findings from the impact analyses for both intermediate and 

impact outcomes. 

Impacts of a Violence Prevention Program for Middle Schools 9 

Chapter 2. 

Study Design, Sample Selection, Measures, 

and Analytic Approach 

The impact evaluation of a school-based violence prevention program examines the 

implementation and effects of a violence prevention intervention in middle schools that was 

delivered over 3 years to students in grades 6 through 8. The key question is whether or not there 

are observed differences in levels of school violence and victimization in schools that delivered the 

intervention relative to control schools that did not receive the intervention. This chapter presents 

the study design and methods for selecting schools and respondents; it also provides an overview of 

data collection and the approaches to the data analysis. 

2.1 Study Design 

Designed as a group-randomized control experiment, the study was conducted in 40 middle 

schools serving only grades 6 through 8. Twenty schools were randomly assigned to receive a 

combined curriculum plus whole-school violence prevention intervention, and 20 schools were 

randomly assigned to serve as control schools (with no intervention beyond that which schools were 

already implementing). The intervention was delivered schoolwide over 3 years by school staff 

trained by the program developers. School staff also received technical assistance and were 

monitored throughout implementation and continued to be monitored by trained site liaisons under 

the guidance of the implementation subcontractor. 

Student outcome data were collected at each intervention and control school prior to 

program delivery in fall 2006 and again at the end of each of the 3 years of program delivery, in 

spring 2007, spring 2008, and spring 2009. Teacher outcome data were collected at the end of each 

school year. In addition to outcome data, the study collected implementation data annually from all 

intervention schools and documented violence prevention activities, policies, and programs that 

were offered in addition to the intervention, in both intervention and control schools. 

The impact analysis is based on a pretest/posttest control group design; this design provides 

protection from a number of potential sources of bias and is generally recommended over designs 

that rely solely on information collected at the end of an intervention (Shadish, Cook, and Campbell 

2002). The study evaluates program impact using multiple regression models that predict each 

outcome measure (e.g., aggression, victimization) as a function of condition (treatment vs. control) 

and of relevant covariates (e.g., baseline measures, demographic characteristics). The inclusion of 

covariates related to the outcomes but unrelated to program exposure improves the precision of the 

test of the program effect by reducing unexplained variation. Because students are nested within 

schools and schools are nested within condition, the study estimates these effects using multilevel 

regression equations and software. A second impact analysis focuses on a subset of students at high 

risk for violence and aggression, based on student responses to the fall 2006 baseline survey. These 

analyses address a second key research question concerning the impact of the intervention on highrisk students. 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

10 Impacts of a Violence Prevention Program for Middle Schools 

2.2 Description of the Process for Selecting Programs 

Two research-based programs were selected through an open competition and advice from a 

panel of experts in the field of violence prevention: the Responding in Peaceful and Positive Ways 

(RiPP) program (Meyer and Northup 2002a, 2002b, 2006) was chosen as the curriculum-based 

component of the intervention, and the Best Behavior program (Sprague and Golly 2005) (a 

formalized version of Positive Behavior Support [PBS] [Sugai and Horner 1994; Sprague, Sugai, and 

Walker 1998]) was selected as the whole-school component. In this section, we describe the process 

for identifying and selecting these two programs. 

2.2.1 Solicitation Process 

To identify the most promising approaches to violence prevention for middle schools, the 

research team developed a solicitation that invited program developers to submit information about 

their approaches for review. The solicitation was disseminated in various ways, including mass 

e-mails to all known program developers of violence prevention programs for middle schools 

(approximately 46 programs), an advertisement in the October 6, 2004, issue of Education Week

(http://www.edweek.org), and distribution of a flyer at two national conferences on violence 

prevention (―Preventing Violence and Related Health-Risking Social Behaviors in Adolescents: An 

NIH State of the Science Conference,‖ held October 13–15, 2004; ―Persistently Safe Schools: The 

National Conference of the Hamilton Fish Institute on School and Community Violence,‖ held 

October 27–29, 2004). The solicitation included a description of the goals and merits of this project 

and defined the criteria for inclusion. The solicitation described the types of middle school violence 

prevention programs sought, including: (1) classroom instruction models, (2) models of systemic 

change and reorganization, and (3) hybrid programs that integrate both classroom instruction and 

systemic change. The solicitation asked developers to submit with their proposals a description of 

the program’s model and content, data on program usage, and any evidence of effectiveness. In 

addition, the solicitation requested information on the program’s requirements for training, technical 

assistance, and program management and the developer’s capacity to assist the contractor’s 

implementation team with these activities. If the program was not a middle school approach or had 

not yet been tested in a middle school environment, the developer was asked to provide a 

description of how the program would be modified to fit that setting. A total of 16 programs were 

submitted for consideration. 

2.2.2 Review Process 

The primary criteria for program selection included having an approach that had strong 

potential—based on theory, supportive empirical data, or preferably both—to reduce violence and 

conflict, including aggression, bullying, and other forms of inappropriate behavior among middle 

school students. Approaches that had this potential were expected to have the following 

characteristics: 

 an understandable and well-defined theory or logic model describing how actions taken by a 

school’s faculty and staff are expected to affect students’ competencies and motivations, the 

school environment, or both and how these changes would translate into changes in violent 

behavior; 

 outcomes from past feasibility and pilot tests with explanations of how the approach is 

appropriate or will be modified to be appropriate for middle schools; 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

Impacts of a Violence Prevention Program for Middle Schools 11

 manualization (in at least a preliminary form) or sufficiently clear documentation of the 

approach so that manuals can be produced that will allow the approach to be replicated 

systematically in many sites; and 

 a plan for training and technical support. 

Three independent experts in school-based violence prevention served as reviewers in the 

program selection process. Raters were provided with criteria for evaluating such qualities as 

developmental appropriateness, cultural appropriateness, ease of implementation, the extent of 

integration within and across settings, and potential for engaging students. Review criteria included 

the theoretical or conceptual foundation of the program and process and outcome evaluations, if 

any. Further, raters judged the overall quality of the approach and, in light of existing theory and 

evidence, the potential of the approach to reduce violence. Reviewers were trained in a 3-hour 

conference call, with documents available for each reviewer to examine and refer to as training 

proceeded. The reviewers reported no conflicts of interest with regard to any of the programs that 

were submitted. 

The review of programs involved a two-stage process: (1) initial review of all documents 

provided by programs to determine a short list of likely qualified programs, and (2) a final review of 

programs based on documentation plus information gathered from applicants in response to 

questions generated from the initial review. Each program was analyzed by two reviewers. Paired 

reviews were discussed to ensure there was as much consistency among reviewers as possible about 

each program. 

Reviewers strongly recommended that the program selected should include both classroom 

components and whole-school approaches. Unfortunately, none of the highest-rank programs could 

be described as a hybrid model. We selected two of the highest-rated programs—one that was a 

curriculum-based strategy, the other a whole-school approach—for this project. We consulted with 

the developers of each of the two programs to ensure their willingness to have each of their 

programs be part of the same evaluation and to be evaluated collectively, not separately. Developers 

also agreed to alter slightly the language used in the program so that the violence prevention 

terminology was consistent between the two programs. 

2.3 Criteria and Process for District and School Selection and 

Random Assignment 

This section describes the process by which districts and schools were identified and 

recruited into the study and, in the case of schools, subsequently assigned randomly to either the 

treatment or control group. Districts and schools were selected on the basis of a number of 

inclusion and exclusion criteria that help to ensure a sample of schools that would remain viable 

throughout the anticipated experimental period. This approach creates a purposive, rather than a 

truly random, sample of schools and is common in group-randomized trials. 

2.3.1 District and School Selection 

The sampling frame of schools was constructed using publicly available information from 

the Common Core of Data (CCD) regarding poverty (based on the percentage of students in each 

school eligible for free and reduced-price lunches), enrollment size, locale, and race/ethnicity. To 

address the analytical objectives of this study and manage the many operational challenges, the 

sampling frame was limited to regular (public, noncharter, and nonmagnet) schools including at least 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

12 Impacts of a Violence Prevention Program for Middle Schools 

grades 6 through 8 with a 6th-grade population of at least 250 students. The research team required 

at least 250 students in the 6th grade in each school to obtain a sufficiently large high-risk 

subsample. School districts with fewer than three eligible schools were excluded because they yielded 

insufficient matched pairs of schools to include in the study. Moreover, the sampling frame was 

designed to oversample urban, high-poverty, and high-minority schools, as these factors are strongly 

correlated with school violence (DuRant et al. 1994; DuRant et al. 1997; DuRant et al. 1999). 

Because data on actual rates of school violence are not generally available for individual schools, the 

aforementioned characteristics were used as proxies for identifying schools with elevated levels of 

violence and aggression. 

Recruitment and randomization proceeded as illustrated in figure 2. Working from the 

sampling frame, districts were first screened to confirm their eligibility and to identify any approval 

processes required to contact sampled schools. Districts were deemed ineligible to participate if 

there was a current or planned district mandate for all middle schools to implement curriculumbased or whole-school violence prevention programs that were similar to RiPP or Best Behavior. A 

total of 248 school districts were found eligible to be recruited for the study. Of these, 107 refused 

to participate, 94 did not respond with a decision, and 34 were not contacted because the study’s 

target number of schools had been reached. Thirteen districts agreed to allow the study team to 

contact their schools. 

On receipt of district approval to contact schools, schools were mailed study materials and 

called to invite their participation in the study. In a majority of cases, the decision to participate in 

the study was left up to the individual schools. Information regarding 6th-grade enrollment and the 

percentage of students eligible for free and reduced-price lunches was requested to verify schoollevel eligibility. The study excluded schools that were currently implementing or were planning to 

implement programs similar to RiPP or Best Behavior or schools for which future redistricting plans 

(e.g., changing feeder patterns) would negatively impact the 6th-grade enrollment levels for the 

ensuing academic year. The study also excluded schools that could not accommodate 16 lessons, 

each lasting 50 minutes, for all 6th- through 8th-graders and that could not identify placement for 

the RiPP curriculum in the normal academic day. During recruitment, it was made clear that schools 

would be required to abide by random assignment. If selected for the control group, schools had to 

agree to refrain from implementing similar violence prevention programs during the 3 years of the 

study. 

Of the 82 middle schools that met initial eligibility criteria for the sampling frame, an 

additional 15 schools were found ineligible during the recruitment stage, 15 refused to participate, 

and 12 were not contacted because they exceeded the number of schools needed to form matched 

pairs from the same district. 

All schools in a district that met the criteria and agreed to participate were accepted into the 

study, if at least two such schools could be identified in the same district. Prior to randomly 

assigning schools to the treatment or control group, the research team required the school principals 

and district superintendent to sign a memorandum of understanding that described the study 

activities and detailed the duties and responsibilities of the schools, districts, and RTI International 

(RTI). 

2.3.2 Random Assignment of Schools to Treatment 

A critical feature of the impact evaluation is the random assignment of schools either to the 

treatment group, which receives the RiPP and Best Behavior intervention, or to the control group, 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

Impacts of a Violence Prevention Program for Middle Schools 13

which continues the schools’ ongoing violence prevention efforts. Random assignment to condition 

was conducted within district, among pair-matched sets of schools. In group-randomized trials, 

matching is used to help ensure the distribution of potentially confounding influences and to 

increase the precision of the test of the program impact (Murray 1998). Because matching occurred 

prior to the collection of baseline information, schools were matched on the proportion of students 

who receive free or reduced-price lunches; this variable is often employed as a proxy for low 

socioeconomic condition and tends to be correlated with violence in the community, particularly in 

cities and in combination with social disorganization (e.g., economic and social flux, high turnover 

of residents, and a high percentage of single-parent families) (U.S. Department of Health and 

Human Services 2001). 

In districts with exactly two schools recruited, those schools automatically formed a pair, and 

one school was randomly assigned to the treatment condition. In districts with more than two 

schools (even number), schools were matched using the percentage of free or reduced-price lunches, 

and then one school in the pair was randomly assigned to the treatment condition and the other to 

the control condition. Two districts included an odd number (three) of recruited schools. In these 

two districts, the schools were first rank ordered on the percentage of free or reduced-price lunches, 

and a pair was formed from the first two schools within each district. This left a third school, one in 

each district, which formed the last pair. As before, one school in each pair was randomly assigned 

to the treatment condition and the other to the control condition. 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

14 Impacts of a Violence Prevention Program for Middle Schools 

Figure 2. Flow diagram detailing recruitment and randomization 

Sampling frame of school districts (n = 366)

School districts that meet study criteria (n = 248)

Recruitment of school districts Districts agreed to participate (n = 13)

Refused to participate (n = 107)

Treatment: RiPP and Best Behavior (n = 20) Control (n = 20)

Not contacted (n = 34) No decision (n = 94)

Not contacted (n = 12) Recruitment of schools (n = 82) Ineligible (n = 15) Refused to participate (n = 15)

Screening of school districts Ineligible (n = 118)

Schools agreed to participate (n = 40) SOURCE: Data are from recruitment records maintained by the research team. 

2.3.3 Characteristics of the Districts and Schools in the Study 

In all, 13 districts were recruited into the study, each yielding between one and three pairs of 

schools. As shown in table 2, the sites were geographically dispersed and represented a range of 

district enrollment sizes. A majority of the districts were located in large urban or suburban areas, 

with only three sites in rural districts. 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

Impacts of a Violence Prevention Program for Middle Schools 15

Table 2. Characteristics of participating districts 

District Region District location District enrollment Number of participating schools

Total 40

1 West Urban Greater than 100,000 2

2 Midwest Urban 20,000 and fewer 2

3 Midwest Urban 20,000 and fewer 2

4 Midwest Urban 20,000 and fewer 2

5 Northeast Urban 20,000 and fewer 2

6 Northeast Suburban 20,000 and fewer 2

7 South Suburban 21,000 to 100,000 3

8 South Suburban Greater than 100,000 6

9 South Rural 20,000 and fewer 4

10 South Rural 20,000 and fewer 2

11 South Rural 20,000 and fewer 2

12 South Urban 21,000 to 100,000 5

13 South Urban 21,000 to 100,000 6

SOURCE: Search for Public School Districts: School Year 2005–06, Common Core of Data (CCD), U.S. Department of Education, 

Institute of Education Sciences, National Center for Educational Statistics. Retrieved July 22, 2008, from 

http://nces.ed.gov/ccd/districtsearch/index.asp. 

All participating schools were middle schools that included only grades 6 through 8. As 

shown in table 3, the average enrollment in these schools is 871 and ranges between 462 and 1,404 

students. Minority students comprise 65 percent of the student body, on average, and range between 

15 percent and 100 percent. The average percentage of students receiving free or reduced-price 

lunches is 56 percent and ranges between 16 percent and 97 percent. Intervention and control 

schools were compared for baseline differences using a variation on the model described in 

section 2.7. Baseline demographics were predicted by intervention status in mixed models with the 

school as the unit of analysis. There are no statistical differences between the intervention and 

control groups on these characteristics. As described above, schools were pairwise matched using 

the percentage of free or reduced-price lunches prior to random assignment. 

2.4 Defining and Recruiting Students and Teachers Into the Sample 

2.4.1 Defining the Student Full Sample 

Our selection plan includes all 6th-graders in the 2006–07 school year, a refreshed census of 

all 7th-graders in the 2007–08 school year, and all 8th-graders in the 2008–09 school year. The 

research team obtained written parental consent from 6th-grade students at baseline in fall 2006. At 

each of three follow-up points in spring 2007, spring 2008, and spring 2009, the study attempted to 

survey all 6th-, 7th-, and 8th-grade students, respectively, who had prior consent and remained in the 

schools. In addition, the study sought parental consent for new students who had moved into study 

schools in the survey grades. 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

16 Impacts of a Violence Prevention Program for Middle Schools 

Table 3. School demographics 

Characteristic All schools Intervention Control Difference p-value

Enrollment 

Mean 871 848 895 −47 0.50

Range 462–1,404 462–1,404 634–1,209

Race/ethnicity minority (%)

Mean percentage 64.54 66.83 62.24 4.59 0.63

Range 14.70–99.90 15.21–99.90 14.70–99.83

Students eligible for free or 

reduced-price lunches (%)

Mean percentage 55.64 55.68 55.59 0.09 0.99

Range 16.44–96.88 27.48–83.55 16.44–96.88

NOTE: A two-tailed t-test was used to test differences between intervention schools and control schools. Statistical significance is 

indicated by * if the p-value is less than or equal to 0.05. 

SOURCE: Search for Public School Districts: School Year 2005–06, Common Core of Data (CCD), U.S. Department of Education, 

Institute of Education Sciences, National Center for Educational Statistics. Retrieved April 29, 2009, from 

http://nces.ed.gov/ccd/districtsearch/index.asp. 

The student survey sample was designed to respond to the study’s main impact questions 

while minimizing the burden of data collection at each school. As shown in table 4, the impact 

analysis for the first year uses data collected from a census of the entering 6th-grade class in fall 

2006, from those who remained in the study schools (―stayers‖) as 6th-graders in spring 2007 and 

from students who entered the schools during the 2006–07 school year. These data will be used to 

answer questions about the effects of the intervention across the general student population after 

1 year of program implementation. 

Table 4. Impact data collection points for students 

Data collection 

year

Grade level

6th grade 7th grade 8th grade

First year Census of 6th grade (fall); 6thgrade ―stayers,‖ new

students, and ITT high-risk 

subsample1(spring)

Second year 7th-grade ―stayers,‖ new 

students, and ITT high-risk 

subsample (spring)

Third year 8th-grade ―stayers,‖ new 

students, and ITT high-risk 

subsample1(spring)

1

Intent-to-treat (ITT) subsample of students at high risk for aggressive and violent behaviors. 

NOTE: Data were collected at both treatment and control schools. 

The data collection schedule follows the grade-progression pattern of the intervention 

program. This approach is consistent with the primary aim of examining the impact of the RiPP and 

Best Behavior program on the school population as a whole. It examines the impacts of the RiPP 

and Best Behavior program among students who attend treatment schools, as compared with 

students in a matched group of schools that did not include the program. 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

Impacts of a Violence Prevention Program for Middle Schools 17

Impact analyses in the second and third years will be based on the 7th- and 8th-grade classes, 

respectively, and will include students who remain in the study schools and also new students 

enrolled in each of those years whose parents provide consent for the survey. Analyses included in 

this report are based on measures after 1 year of program implementation only. 

2.4.2 Defining the High-Risk Student Subgroup 

To address the research question regarding how the program impacts students at high risk 

for violent behaviors, we identified a subset of students at high risk for violent and aggressive 

behaviors, based on student responses to the fall 2006 baseline survey. The goal was to identify an 

average of 54 high-risk students per school and establish a cohort of 2,160 high-risk youth that 

would be surveyed again at the end of the first implementation year. Unlike the remainder of the 

students in the full sample, the research team attempted to survey the students in the high-risk 

subgroup even if they left one of the study schools and were attending another school in the same 

district during spring 2007. 

The science supporting the identification of youth at heightened risk for violent perpetration 

is not well developed. In consultation with experts in the field of youth violence prevention, the 

study team used data from the baseline survey and created an index to identify youth who may be at 

elevated risk for exhibiting violent behavior. In examining risk, the study considered both overt 

behaviors and self-reported attitudes and intentions regarding violence. The sample of high-risk 

youth includes perpetrators who reported acts of violence or aggression in the past 30 days; students 

who exhibit risk, based on their attitudes and intentions regarding violence; and students who fall 

into both of the above groups. 

To identify students who fall into the perpetrator group, the study employed item response 

theory (IRT [Nunnally and Bernstein 1994]) and examined the 14 perpetration variables included in 

the baseline survey (see appendix B for additional details). IRT was used here because it permitted us 

to examine the relationship of each component item from the violence index to an underlying, 

unobserved latent factor of perpetration. In this manner, each perpetration item could be examined 

for its strength of relationship to the perpetration factor as well as its severity relative to other items. 

The analysis identified the following eight items (listed in descending order of IRT severity ranking) 

that mark significant violent behavior: 

 injuring another student with a weapon such as a knife, gun, or club; 

 bringing a weapon such as a knife, gun, or club to school; 

 threatening another student with a weapon such as a knife, gun, or club; 

 trying to force another student to do something that he or she does not want to do; 

 taking, damaging, or destroying on purpose something that belongs to another student; 

 throwing something at another student to hurt him or her; 

 actually hurting another student by hitting, pushing, slapping, or shoving; and 

 instigating a fight with another student. 

Students who reported committing any of these acts one or more times in the past 30 days 

were placed in the high-risk perpetrator group.
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

18 Impacts of a Violence Prevention Program for Middle Schools 

To identify high-risk students who did not report perpetration in the past 30 days, the study 

examined a number of measures that indicate a cognitive predisposition toward violent behavior. As 

these constructs serve as theoretical mediators of program effects, they are relevant for identifying 

risk. 

Factor analysis identified three unidimensional constructs: attitudes endorsing violence (eight 

items), positive reactions to anger (nine items), and negative reactions to anger (three items). The 

study team next entered scale scores for each construct into a latent class analysis (LCA 

[McCutcheon 1987; Collins and Lanza 2009]), a latent variable technique similar to factor analysis. 

However, whereas factor analysis attempts to find common dimensions that group items, LCA 

attempts to find profiles of responses that group respondents. The groups formed in LCA are based 

on similarities in response patterns, so that item relationships are explained by class membership. 

LCA produced a five-class solution, with one class (approximately 10 percent of the total 

sample) demonstrating a clear potential for future violence. The profile of responses in this class 

showed elevated positive attitudes toward violence and negative (self-reported) coping strategies, 

together with lower positive (self-reported) coping strategies.4 These youth represent a potential 

perpetrator group. Combining the results of LCA and the perpetrator analysis, the research team 

identified 2,391 high-risk youth. Because this number is approximately 10 percent greater than the 

number of high-risk youth that the study team anticipated identifying and would overpower the 

study with regard to the high-risk sample, the researchers randomly selected 60 high-risk youth from 

schools that provided 71 or more potential cohort members. This approach provides a high-risk 

cohort that corresponds to the target minimum detectable effects (MDEs) for the high-risk sample 

(see appendix B). Additionally, it allowed for cost control by limiting the number of students the 

study needed to follow into nonprogram schools within the same districts. 

The subset of students identified as high risk for violence is assessed using an intent-to-treat 

model wherein they are included in analyses, whether or not they receive the intervention. This 

component answers questions about the effects of the intervention on individual change in students 

at high risk for violence. As shown in table 4, the same subset of high-risk students identified in fall 

2006 was assessed in the second and third years, based on data collected in spring 2008 and spring 

2009.

2.4.3 Selection of the Teacher Sample 

Secondary outcome data were collected from teachers through an annual survey conducted 

in spring. This survey was administered to a random sample of 24 teachers (stratified by grade) at 

each of the 40 middle schools participating in the study; a new sample was selected each year. 

Eligible teachers included all full-time classroom teachers and could include RiPP teachers in 

intervention schools. 

 

4

 To measure coping strategies, students were asked to report the likelihood of reacting in various ways when angered. Exploratory factor 

analysis indicated two independent dimensions of the coping measure: one represented nine positive or nonviolent reactions (e.g., 

walk away or ignore the situation/person, try to talk it out with the other person), and the other represented three negative or violent 

reactions (e.g., yell at the person, break something, hit or threaten to hurt the person). Two composite variables were formed 

accordingly, to represent positive or negative reactions. 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

Impacts of a Violence Prevention Program for Middle Schools 19

2.5 Response Rates 

2.5.1 Student Participation 

For the student survey, response rates were largely determined by three factors: parental 

consent, student absence at survey administration, and student willingness or ability to complete the 

questionnaire. Active parental consent was required, and the study team worked closely with each 

school to ensure that parents who did not return the consent form were sent reminder notices with 

replacement forms, as needed, to maximize the parental consent rates. Regarding student absence, 

the study tracked attendance at survey administration for all students for whom the study had 

parental consent, keeping a list of absentees. The research team scheduled one makeup session in 

each school for students who missed the regular administration. During survey administration, the 

study team used two-part identification labels with peel-away portions that left only a bar-coded 

label with no identifiers on the survey; this was intended to bolster students’ belief in the 

confidentiality of the survey. The surveys were administered by trained RTI staff and field staff 

members. 

The student response rates for the baseline and follow-up at the end of the first year of 

program implementation are shown in table 5. In fall 2006, 70 percent of the 10,717 students in the 

6th grade received written parental consent for participation in the study. A survey was completed 

by 99 percent of students with consent, for an overall response rate of 70 percent. Thus, the baseline 

sample of 6th-grade students participating in the study represented 70 percent of the total number 

of students enrolled in the 6th grade, based on the response rate. At the follow-up in spring 2007, 

the percentage of students receiving consent increased to 79 percent as new students were invited to 

participate. The survey was completed by 97 percent of this group, so the overall response rate 

increased to 77 percent. 

Table 5. Student response rates, total sample 

6th-grade enrollment

Percent consented 

of enrolled 

Percent surveyed of 

consented

Percent surveyed of 

enrolled

Baseline

Total sample 10,717 70 99 70

School median 262 71 99 71

School range 129–445 36–93 94–100 37–92

First follow-up

Total sample 9,872 79 97 77

School median 240 81 98 80

School range 135–399 58–96 90–100 52–95

SOURCE: Data collection records maintained by the research team. 

Response rates across schools ranged from 37 percent to 92 percent at baseline, with a 

median of 71 percent. Three schools from the same district exhibited the lowest response rates 

(below 50 percent). At the first follow-up, the response rates ranged between 52 percent and 

95 percent, with a median of 80 percent. Among the paired treatment and control schools, response 

rates differed by no more than 11 percentage points, with half the pairs differing by 5 or fewer 

percentage points. 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

20 Impacts of a Violence Prevention Program for Middle Schools 

As shown in table 6, a two-tailed t-test, derived using multilevel regression, indicated that the 

mean response rates between treatment (71 percent) and control groups (70 percent) were not 

statistically different at baseline or first follow-up (77 percent and 78 percent, respectively). Student 

mobility in and out of study schools was examined by measuring the rate of students who exited or 

entered the sample at the first follow-up. Across all schools, there was a 30 percent increase in new 

students for whom consent was attempted at the first follow-up and a 5 percent loss of sample 

students from baseline due to students transferring out of study schools. These rates were not 

statistically different for treatment and control groups. 

Table 6. Student response and mobility rates, by group 

Total Intervention Control Difference t-test p-value

Response rate at baseline 70.75 71.19 70.31 0.90 0.22 0.8278

Response rate at first follow-up 77.33 76.79 77.88 −1.08 −0.29 0.7765

Rate of exiting1students 4.63 4.83 4.44 0.39 0.27 0.7920

Rate of entering2students 30.12 30.75 29.50 1.25 0.16 0.8736

1 Exiting students are defined as those who consented at baseline but left the school by the first follow-up. 

2 Entering students are defined as those who were identified as new to the school at the first follow-up and for whom consent was 

attempted. 

NOTE: A two-tailed test was used to test differences between intervention schools and control schools. Statistical significance is 

indicated by * if the p-value is less than or equal to 0.05. 

SOURCE: Data collection records maintained by the research team. 

Follow-up among the high-risk sample was handled differently. The impact analysis of highrisk youth employs a longitudinal design. Under this design, the sample of high-risk youth identified 

in the first year was treated as a cohort, and the study employed rigorous tracking methods to ensure 

that all youth in the high-risk cohort who remained in the school districts involved in the study 

provided data at each data collection period. Even so, some attrition was unavoidable. At the first 

follow-up, 90 percent of the 2,153 high-risk students completed a survey, while 3 percent did not 

complete a survey due to refusal or repeated absences, and 7 percent did not complete a survey 

because they moved out of the school district. Among treatment and control schools, the average 

school nonresponse rate for high-risk students at the first follow-up was 11 percent in both groups; 

rates were not statistically different across the two groups (t = −0.55, p = 0.580). 

2.5.2 Teacher Participation 

For the teacher survey, the study monitored data collection returns and encouraged 

participation by contacting respondents who did not return their completed questionnaire. 

Ninety-six percent of the 960 teachers sampled in spring 2007 responded to the survey, for a total of 

917 teachers. The teacher sample comprised approximately equal numbers of teachers in treatment 

(N = 465) and control schools (N = 452). Average school-level response rates were 97 percent and 

94 percent for treatment and control schools, respectively; this difference was not statistically 

significant (t = 0. 83, p = 0.411). Among responding teachers, 11 percent had taught the RiPP 

curriculum during the year, while the majority (89 percent) were non-RiPP teachers. 

2.6 Data Collection 

We conducted a number of different data collection activities to address the study’s research 

objectives. Data for the study’s outcome measures to estimate intervention impacts were collected 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

Impacts of a Violence Prevention Program for Middle Schools 21

through student surveys and teacher surveys (which were also used to collect implementation data). 

Both were gathered in treatment and control schools. Program implementation data sources 

included interviews with violence prevention coordinators, violence prevention staff, and school 

management teams; teacher data on RiPP implementation; and observations of RiPP classroom 

activities. These data were used to assess fidelity of implementation, level of student attendance, 

training of implementers, implementation of interventions other than the test intervention, and 

other issues relevant to implementation. Table 7 summarizes the data collection activities, including 

the schedule. Each of the data sources is described in more detail in the sections that follow. 

Table 7. Data collection activities 

Instrument Use of information Condition

First year Second year Third year

Fall 

06

Spring 

07

Fall 

07

Spring 

08

Fall 

08

Spring 

09

Student survey Outcome Treatment and 

control 

schools

   

Teacher survey Outcome and 

implementation

Treatment and 

control 

schools

  

Violence prevention 

coordinator interview 

guide

Implementation Treatment and 

control 

schools

  

Violence prevention staff 

interview guide 

Implementation Treatment 

schools

  

School management team 

interview guide

Implementation Treatment 

schools

  

Curriculum implementation 

records

Implementation Treatment 

schools

  

Classroom observations Implementation Treatment 

schools

  

Monthly Implementation 

Progress Reports 

(Liaisons)

Implementation Treatment 

schools      

Year-End Implementation 

Reports (Liaisons)

Implementation Treatment 

schools

  

2.6.1 Student Surveys 

Student surveys were conducted in both treatment and control schools. Questions asked 

about students’ social competency skills, aggressive or disruptive conduct, attitudes toward violence, 

victimization by violence or bullying, and perceptions of safety at school and related avoidance 

behaviors. The survey took no more than one class period (45–50 minutes) to complete, on average. 

The student survey was administered to all 6th-graders in the fall and spring semesters of the 2006–

07 school year and included students in the high-risk subsample if they remained at the same school. 

Students in the high-risk subsample who had left the school they attended during baseline were still 

surveyed, if possible, during the follow-up, as long as the school they now attended was in the same 

district. 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

22 Impacts of a Violence Prevention Program for Middle Schools 

A copy of the student survey is included in appendix A. The student survey was constructed 

using scales from existing surveys, as shown in appendix C, table C-1. These scales were chosen to 

measure the specific intermediate and impact outcomes reflected in the logic model (figure 1, 

chapter 1) under several domains: 

 aggression, 

 victimization, 

 safety concerns, 

 behavioral expectations, 

 prosocial behaviors, 

 self-reported coping strategies, and 

 attitudes toward violence. 

The study team pilot tested the survey with nine students to determine that they were able to 

complete it in 45 minutes or less and that the items were not overly difficult and did not make 

respondents uncomfortable. 

2.6.2 Teacher Surveys 

The teacher surveys were completed by teachers in both intervention and comparison 

schools. Questions asked about teachers’ perceptions of the level of disruptive behaviors in class, 

perceptions of school climate, experience with victimization, and feelings of safety in school. 

Teachers completed the survey during spring 2007; a new random sample of teachers was selected in 

each of the two subsequent years. The survey is self-administered and, on average, took no more 

than 30 minutes to complete. 

The teacher survey was constructed using scales from other surveys that addressed specific 

outcome and implementation measures of interest for this study. The sources for the outcome 

measures are shown in appendix C, table C-1. A copy of the teacher survey is included in 

appendix A.

2.6.3 Violence Prevention Coordinator Interview 

The violence prevention coordinator interview provided information on existing violence 

prevention strategies in study schools. The study is designed to estimate the impact of the RiPP and 

Best Behavior programs relative to what is being offered in the control schools. Most schools have 

ongoing violence prevention activities; therefore, the study will compare the combined Best 

Behavior and RiPP intervention to extant school programs or the status quo. Schools that were 

implementing the Best Behavior or RiPP intervention (or a few other very similar programs) prior to 

the study have been excluded. The violence prevention coordinator interview was used to gather 

detailed information regarding all of the schools’ violence prevention efforts, including curricula, 

whole-school and policy-based programs, and environmental efforts (e.g., metal detectors, security 

cameras). One person identified by the school administrator as the individual with the greatest 

institutional knowledge of violence prevention efforts was interviewed. 

The interview also asked about staff professional development for violence prevention and, 

in intervention schools only, the coordinator’s view of program implementation, including how well 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

Impacts of a Violence Prevention Program for Middle Schools 23

RiPP and Best Behavior work together. The study team conducted the interviews in winter 2007 so 

that respondents could describe activities that were ongoing. Subsequent interviews were conducted 

once each year during the 2007–08 and 2008–09 school years. 

2.6.4 Violence Prevention Staff Interviews 

The violence prevention staff interviews provided information on implementation of RiPP. 

These interviews were conducted with teachers and other violence prevention staff implementing 

RiPP in treatment schools. The semistructured interview asked about RiPP implementation 

experiences, challenges, and impressions; the time taken by teachers to prepare, deliver, and follow 

up the intervention; fidelity and adaptation; training and technical assistance; and how RiPP and Best 

Behavior fit together. Data were collected once each school year during the 2006–07, 2007–08, and 

2008–09 school years. The research team conducted these interviews as part of the same site visit 

during which the violence prevention coordinator interview was conducted.

2.6.5 School Management Team Interviews 

The school management team interviews provided information on the implementation of 

the Best Behavior whole-school approach to violence prevention. The interview asked about the 

school management team member’s background and violence prevention roles; how staff in each 

school have implemented Best Behavior; the time taken by each member for activities; fidelity of 

implementation; staff impressions on training and technical assistance received; and staff 

impressions on how well Best Behavior and RiPP have fit together and with other programs. Data 

were collected once each school year during the 2006–07, 2007–08, and 2008–09 school years as 

part of the same site visit during which other interviews were conducted. 

2.6.6 Curriculum Implementation Records 

Assessment of RiPP implementation records provided information on implementation of 

the RiPP curriculum and was collected only in treatment schools. The study provided RiPP teachers 

with standard reporting forms to record implementation information, including program attendance, 

number of participants, and sessions covered or topics addressed. Reporting forms were collected 

after every fourth lesson during implementation in each treatment school in the 2006–07, 2007–08, 

and 2008–09 school years. 

2.6.7 Classroom Observations (Evaluation Team) 

The classroom observations conducted by the research evaluation team provided 

information on tangible features of the violence prevention program, such as adherence to program 

design, consistent delivery, and level of student participation. Evaluation staff members were trained 

in the use of a standardized observation form and protocol to ensure consistency of observations 

across classrooms and schools. During annual site visits—held each spring during program 

implementation—evaluation staff members conducted observations in treatment school classrooms 

in which RiPP had been implemented. Observations were designed to minimize disruption to 

classroom implementation of RiPP. 

2.6.8 Monthly Implementation Progress Reports (Liaisons) 

The implementation team—composed of Tanglewood Research staff and site liaisons—

conducted ongoing observations and monitoring of RiPP and Best Behavior programs. Site liaisons 

visited each school at least once per week to observe RiPP lessons and attend Best Behavior 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

24 Impacts of a Violence Prevention Program for Middle Schools 

meetings (when scheduled). Using a standardized recording form, site liaisons tracked the status of 

each school’s progress on a monthly basis. 

2.6.9 Year-End Implementation Reports (Liaisons) 

At year end, the implementation team rated each school on its progress with Best Behavior, 

based on the expected progression with the program’s key elements, and the extent of 

implementation of RiPP across all grades. These data provided additional information to that 

collected by the evaluation team regarding the fidelity and implementation of the programs. 

2.7 Measuring Program Fidelity 

In this section, we outline the criteria used to measure program fidelity for this study. 

Program fidelity refers to the degree to which a given program is administered as intended by the 

program’s developers (Ringwalt et al. 2009).

RiPP fidelity criteria are presented in table 8. Program objectives for RiPP included the 

delivery of all 16 of the curriculum’s lessons to all three grades targeted. Additional fidelity criteria 

included following the lesson plan as prescribed, while minimizing any additions, omissions, or 

changes to the activities or the sequence in which the activities are presented. An example of poor 

implementation fidelity of this criterion is dropping an activity that the teacher finds challenging, 

either because of class behavior or unease with the interactive teaching method required. An 

additional fidelity criterion for RiPP was following the teaching methods prescribed by the 

curriculum, which could include class discussion, small group discussion, brainstorming, games, role 

plays, worksheets, and journal entries. By this criterion, replacing interactive teaching methods 

prescribed for the lesson with a teacher lecture would constitute low implementation fidelity. 

Another fidelity criterion was that teachers were expected to use the appropriate RiPP materials 

during each of the lessons. Finally, the study measured student engagement to gauge the extent of 

participant (student) responsiveness to the lessons. 

Table 8. RiPP fidelity criteria—Year one 

RiPP fidelity criteria Measure Source

All first-year lessons 

completed

Number of RiPP lessons delivered by year’s end Curriculum implementation 

records

Teachers follow the scripted 

lesson plan

The teacher follows the written plans for the lesson; 

minimizes the extent to which activities are 

added, changed, or omitted; and presents the 

material in the sequence as written

Evaluation team classroom 

observations

Teachers use appropriate 

RiPP materials for the 

lesson

The teacher uses or displays the appropriate 

materials during the lesson

Evaluation team classroom 

observations

Teachers use the specific 

RiPP teaching techniques 

prescribed in each lesson

The teacher uses the teaching modalities outlined in 

the lesson plan 

Evaluation team classroom 

observations

Students are engaged during 

the lesson

The students are engaged in lesson activities, 

exercises, or discussions

Evaluation team classroom 

observations
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

Impacts of a Violence Prevention Program for Middle Schools 25

The fidelity criteria for Best Behavior are shown in table 9. For Best Behavior, a primary 

objective in the first year was for schools to have functioning teams in place that met regularly (at 

least once per month) to address Best Behavior program implementation. Another aspect of fidelity 

for Best Behavior was the active support and commitment of the school principal for the program. 

This support should be communicated at faculty meetings and other contexts—and through 

attendance at the Best Behavior training workshops and the school Best Behavior management team 

meetings, whenever possible. A third objective was for schools to conduct a schoolwide needs 

assessment early in the year that provided the team with information on the school staff’s perceived 

needs for improving the school discipline system. These needs assessments were essential for 

formulating measurable goals that were made part of the action plans for the year. A fourth 

objective for Best Behavior was to implement a positive reward system to reinforce desirable 

behaviors. Any and all adults in the school should be aware of the system and be able to issue 

rewards or tokens at any time to any student. A final objective for Best Behavior was to 

communicate the schoolwide expectations and rules for behavior that the team had worked to create 

and define, both for the school in general and for specific settings in the school (e.g., classroom, 

cafeteria, hallways). These were to be communicated to the entire school staff so that the staff could 

easily understand and implement the reward system in their interactions with students. 

Table 9. Fidelity criteria for Best Behavior—Year one 

Best Behavior fidelity criteria Measure Source

The management team meets as 

a group at least once a 

month

Frequency of management team meetings Monthly Implementation 

Progress Reports

The school principal is committed 

to and supportive of Best 

Behavior

The principal is actively involved in the school 

management team through support, promoting 

the program, attending the training, and 

attending the meetings

Year-End Implementation 

Reports

A schoolwide needs assessment 

is conducted

A schoolwide survey of school staff is conducted, 

and results are reviewed to identify priorities for 

improvement of the school discipline system

Year-End Implementation 

Reports

A discipline/reward system has 

been developed

The positive reinforcement system is in the school Year-End Implementation 

Reports

The school rules/rewards system 

can be easily understood

Clarity of the rules and rewards system Teacher Survey

2.8 Construction of Impact Indices 

This section presents details on the construction of scales and analysis variables. A 

combination of exploratory and confirmatory factor analytic methods was used to determine the 

best measurement of the various impact indices. Specific details on the factor analyses are described 

in appendix C. 

Two main impact measures, obtained through the student survey, are used to assess the 

effectiveness of the RiPP and Best Behavior programs. The first measure assesses whether or not 

the student engaged in violent behaviors in the past 30 days. The second measure assesses whether 

or not the student was victimized in the past 30 days. Disaggregated measures of the two main 

impact scales include violence, with and without a weapon, and two aspects of victimization: overt 

and relational. Secondary and intermediate student outcomes measured in this study are student 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

26 Impacts of a Violence Prevention Program for Middle Schools 

safety concerns, prosocial behavior, perceptions of behavioral expectations, student self-reported 

coping strategies, and attitudes toward violence. Other outcome measures were obtained through 

the teacher survey; these are teacher victimization, teacher safety concerns, and types of interactions 

with students. 

In the following sections, we discuss the measurement model assumptions, followed by 

details on the construction of each of the measures. 

2.8.1 Measurement Model 

The survey measures for aggression and victimization are composed of multiple items that 

ask how many times an event has happened, with a nonequivalent range for each response (i.e., 

―never,‖ ―once or twice,‖ ―several times,‖ ―often‖). These responses are ordinal rather than 

continuous and were found to have distributions that violate normality assumptions at the item and 

composite levels. Typically, measurement models acknowledge the nonnormality of responses for 

individual items and any composites formed from these items by discarding the continuous 

measurement framework and instead using categorical or ordinal measurements. 

A series of comparative confirmatory analytic/item response theory models for categorical 

variables was undertaken to determine the optimal scoring for the composite measure of overall 

aggressive and violent behaviors. The multiple-ordered categorical factor model was used as the 

benchmark because this model used all the features of the data (i.e., the incidence and frequency of 

each response) in calculating the latent factor score. This optimal score was then compared with 

those achieved by various other coding schemes. Ultimately, a parsimonious sum score of 

dichotomized never/ever responses to aggression items proved to be highly related to the optimal 

factor score while also providing interpretive clarity. (The sum score represents an index of how 

many aggressive and violent behaviors a student committed.) 

As all items measuring aggression and victimization exhibited a majority of ―never‖ 

responses, and then a smaller group of positive responses concentrated in the ―once or twice‖ 

category, dichotomizing each item allows the assessment of the absence/presence of each event. A 

simple sum score can then be created to form an index of the numbers of behaviors exhibited by 

each student. Analyses on dependent variables created in this manner have two significant benefits. 

First, any effects observed in evaluation models will provide estimates with an easily understood 

metric because the outcome is a count type variable. Second, as a count variable, these composite 

outcomes lend themselves to analysis models that use Poisson distributions and obviate the problem 

of nonnormality in the distribution of the outcomes of interest. 

When data are modeled as discrete events, outcomes may be reported as a measure of event 

occurrence. Event rates (ERs) model the frequency of behaviors over a given period of time; in this 

study of violence prevention, students and teachers were asked about violent behaviors and 

experiences of victimization that had occurred in the preceding 30 days. Event rate ratios (ERRs) 

compare the incidence density of two groups. In other words, ERRs compare the number of 

reported events between a group of interest (intervention) and a group used as a reference (control). 

An ERR of 1.00 indicates the same frequency of occurrence in the two groups. Where ERRs are 

greater than 1.00, the intervention group reported a higher frequency of violent behaviors and 

experiences of victimization than the control group. Where ERRs are less than 1.00, the opposite is 

true; the intervention group reported a lower frequency of violent behaviors and experiences of 

victimization than the control group. In this report, ERRs below 1.00 are indicative of positive 

program impacts because they signify that the incidence of violence and victimization events is 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

Impacts of a Violence Prevention Program for Middle Schools 27

lower in the intervention group than in the control group. ERRs above 1.00 are indicative of 

negative program impacts because they signify that the incidence of violence and victimization 

events is higher in the intervention group than in the control group. 

2.8.2 Outcome Indices 

The student and teacher surveys are the primary sources for the outcome indices used in this 

study. The student survey was constructed from a number of scales that map to outcome domains 

of interest, based on the theory of action (figure 1, chapter 1). The teacher survey includes several 

scales that measure outcomes of interest as well. The indices fall under three categories of outcomes: 

primary, secondary, and intermediate. This section provides details on the construction of each of 

these outcome indices under each category. 

Indices for Primary Outcomes

Primary outcomes are those that the program is explicitly designed to impact. In this case, 

the primary outcomes are student violence and student victimization. An index was created to 

measure each one, based on questions from the student survey. In addition, for each of these two 

indices, two additional sub-indices were created to better understand any differences between 

intervention and control schools with regard to specific types of violence and aggression. 

Student Violence 

A total of 14 items assessed the frequency with which a student performed violent or 

aggressive acts—such as threatening or hurting others, picking a fight, or bringing a weapon to 

school—in the past 30 days. Response options for this frequency were ―never,‖ ―once or twice,‖ 

―several times,‖ and ―often.‖ As noted above, these options do not reflect an even ordering of 

response, and so a polytomous (or ordered categorical) exploratory factor analysis model was used 

to explore the dimensionality of these items. Two factors emerged: one capturing general violence 

not involving weapons, and the other capturing weapons-related violence. The measure of student 

violence without a weapon was assessed with 11 items asking students to indicate how often they 

had engaged in violence that did not involve a weapon, such as threatening to hurt another student 

or getting angry and yelling at another student. The measure of student violence with a weapon was 

assessed with three items asking students how often they brought a weapon to school or threatened 

or injured someone with a weapon. Both measures of student violence were created by 

dichotomizing student responses (never vs. ever) and summing the number of types of violent 

behaviors occurring in the past 30 days. 

Student Victimization 

Student victimization (in the past 30 days) was measured with 13 items that asked how often 

students were victimized in certain ways, such as getting hurt with a weapon or being called an 

insulting name. Response options mirrored those detailed above for students’ violent and aggressive 

behaviors. Exploratory factor analysis for ordered categorical responses indicated two dimensions. 

Then, a comparative analysis strategy was undertaken to determine the best scoring method for 

student victimization. A sum score of dichotomized (never vs. ever) experiences of victimization 

was determined to provide the best composite measure. One dimension was labeled ―overt 

victimization‖ and comprised nine items, such as getting hurt with a weapon or being punched or 

shoved. The second dimension was labeled ―relational victimization‖ and was based on four items 

that asked students to indicate how often they were victimized in nonphysical ways, such as being 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

28 Impacts of a Violence Prevention Program for Middle Schools 

called an insulting name, getting left out of a group, or being mocked. The measures were created by 

dichotomizing student responses (never vs. ever) and summing the number of types of 

victimizations occurring in the past 30 days. 

Indices for Secondary Outcomes

These indices were created to examine possible secondary effects from the intervention (e.g., 

spillover effects), beyond the primary effects. These were constructed using items from either the 

student or teacher surveys. 

Student Safety Concerns 

The measure of student safety concerns was based on two items that asked students how 

often they worried that someone from the school would attack or hurt them or would bully them. 

Response options for these items were ―never,‖ ―almost never,‖ ―sometimes,‖ and ―often.‖ The 

analysis composite was formed as the mean of the two items. 

Teacher Victimization 

Teacher victimization was assessed with three items asking if teachers had been verbally 

abused, threatened, or physically attacked by students in the past 6 months. Response options were 

―never,‖ ―once,‖ ―2 to 5 times,‖ and ―more than 5 times.‖ Only a single factor was possible with 

three items. Both exploratory and confirmatory models produced negative residual variances when 

items were treated as continuous. Recoding all three items into a never/ever binary response yielded 

a proper factor solution with good fit. A composite measure of teacher victimization was generated 

as a sum score of these recoded items. 

Teacher Safety Concerns 

Teacher safety concerns were assessed with a total of six items asking about how often 

(never, almost never, sometimes, often) teachers felt unsafe in various indoor and outdoor school 

locations in the past 30 days. Exploratory factor analysis indicated a single factor for all six items, 

with estimation problems (negative residual variances) for any solution with two or more factors. 

The analysis composite was formed as the mean of all items. 

Student Prosocial Behavior: Extended to Others 

Nine items inquired about how often (never, once or twice, several times, often) in the past 

30 days students performed positive behaviors toward their peers, such as inviting another student 

to participate in an activity or giving a compliment. Exploratory factor analysis indicated a single 

dimension of prosocial behavior extended to others. A composite measure was formed as the mean 

of all nine items. 

Student Prosocial Behavior: Received From Others 

Nine items paralleling those for students’ prosocial behavior extended to others measured 

how often (never, once or twice, several times, often) students received prosocial behavior from 

peers in the past 30 days, such as an offer of help or a friendly gesture. Exploratory factor analysis 

indicated a single dimension. These items were averaged to form a summary scale. 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

Impacts of a Violence Prevention Program for Middle Schools 29

Indices for Intermediate Outcomes

These indices were created to examine possible intermediate effects from the intervention. 

These were constructed using items from either the student or teacher surveys. The theoretical 

model for the combined intervention predicts that changes in these areas would precede changes in 

the primary outcomes. 

Student Perceptions of Behavioral Expectations 

Student perceptions of behavioral expectations were measured with 10 items from the 

student survey. Students reported on their level of agreement (strongly agree, agree, disagree, 

strongly disagree) with statements such as ―everyone knows what the school rules are‖ or ―the 

school rules are strictly enforced.‖ Exploratory factor analysis indicated that these items shared a 

common dimension, and a composite score was formed as the mean of these 10 items. 

Student Attitudes Toward Violence 

Eight student survey items were intended to measure student attitudes toward violence (e.g., 

―It’s OK to hit someone who hits you first‖). Response options were ―strongly agree,‖ ―agree,‖ 

―disagree,‖ and ―strongly disagree.‖ Exploratory factor analysis indicated that most of these items 

shared a single common dimension. However, two items were found to be only very loosely 

associated with the common factor and, therefore, unrelated to the other attitudes items. The lack of 

fit of these two items was also indicated by subsequent confirmatory models and their more robust 

set of diagnostic indicators for model and item fit. These items (―Anyone who won’t fight is going 

to be picked on,‖ and ―I don’t need to fight because there are other ways to deal with being mad‖) 

were not included in the composite scale. This scale was formed as the mean of the remaining six 

items.

Student Self-Reported Coping Strategies 

Coping strategies that students report using when faced with anger were assessed with a total 

of 12 items that inquired about the likelihood of reactions (very likely, likely, unlikely, very unlikely) a 

student might have when angry. Exploratory factor analysis indicated two independent dimensions: 

one measuring positive or nonviolent reactions to anger (e.g., walking away or ignoring the situation 

or person, trying to talk it out with the other person), and one measuring negative or violent 

reactions (e.g., breaking an object, yelling at the person); see appendix C for additional details. The 

nine positive (self-reported) coping reaction items were averaged to form a composite score. Simple 

averaging of the three negative items yielded a composite with a severely nonnormal distribution. 

Additional factor analytic models were estimated with competing measurement models of these 

items (e.g., with responses as continuous indicators; responses recoded into dichotomous 

indicators). The final best-fitting model with optimal distributional characteristics indicated that a 

sum score of the three negative self-reported coping items dichotomized as agree/disagree was 

optimal. 

Teachers’ Interactions With Students

Fifteen items on the teacher survey inquired about how often teachers used certain 

behaviors (e.g., maintain calmness or include victimized or isolated students in group activities) in 

reaction to student aggressors or victims. Response options were ―did not have the opportunity,‖ 

―never,‖ ―almost never,‖ ―sometimes,‖ and ―often.‖ Factor analysis of these items indicated three 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

30 Impacts of a Violence Prevention Program for Middle Schools 

distinct dimensions. The first scale, interactions with victims of aggression, was composed of four 

items. The second scale also included four items and measured teacher interactions with aggressors. 

Five items measured classroom management behaviors and techniques and formed a third scale. 

Two items did not significantly contribute to any of these three factors and were omitted from 

composites. Scales were formed by averaging the relevant items for each subscale. 

An additional set of 16 items assessed teacher perceptions of school consistency in enforcing 

behavior codes and rules. Teachers reported on their level of agreement (strongly agree, agree, 

disagree, strongly disagree) with statements such as ―the school rules for student behavior are clearly 

defined‖ or ―teachers at my school consistently enforce the rules.‖ A single factor was suggested by 

factor analysis, and a summary scale was formed by averaging all items. 

2.9 Model Specification 

The study team developed a series of hierarchical, or mixed-effects, regression models to 

evaluate the RiPP and Best Behavior program outcomes. These models account for correlation 

among responses by allowing for the inclusion of multiple sources of random variation. This is done 

by creating a series of ―nested‖ models that reflect the research design. The primary outcome 

models, for example, include student-level models (level one) nested within school-level models 

(level two). The models predict each outcome (e.g., aggression, victimization) as a function of 

condition (treatment vs. control) and relevant covariates (e.g., demographic characteristics, school 

characteristics). 

Section 2.9.1 provides additional detail on the sampling models and link functions that 

describe the statistical models used to assess program outcomes. The sampling models vary at level 

one, depending on the characteristics of the outcome measure, and determine the appropriate link 

function. Primary outcomes include self-reported counts of violent behaviors and victimizations. 

These outcomes are based on count data; accordingly, we employed generalized linear mixed models 

with a Poisson distribution and a log link function. Other program outcomes (e.g., safety concerns, 

attitudes toward violence) are based on scales that have a continuous measure. For these outcomes, 

we employed general linear mixed models with Gaussian (i.e., normal) distributions and an identity 

link function. All sampling models at level two and higher are assumed to conform to the 

assumptions of linearity (McCulloch and Searle 2001; Raudenbush and Bryk 2002). 

Section 2.9.2 describes the structural models that detail the explanatory variables and the 

model coefficients. The structural model is assumed to be a linear and additive function of the 

outcome variable; for the Poisson models, the assumptions of linearity and additivity apply to the 

transformed outcome variable. These models are determined by the research question addressed 

rather than the characteristics of the outcome. 

2.9.1 Sampling Models and Linking Functions 

The sampling model describes the expectation and distributional characteristics of the 

outcome at each level of the model. For the variables that constitute the outcomes of interest for 

this evaluation, level-one sampling models vary according to the characteristics of the outcome 

under consideration. 

For variables that express the outcome of interest as a continuous measure, the level-one 

sampling model can be expressed as: 

 

2

: : : Yi kp | i kp

~ N i kp , . (1) 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

Impacts of a Violence Prevention Program for Middle Schools 31

This indicates that, given the predicted value 

i:kp

, the outcome measure of student i (i = 1 . . . m) 

located in the k

th condition (k = 0, 1) and that pth pair (p = 1 . . . 20) is normally distributed with 

expected value of 

μi:kp

and a constant variance, 

2 

. The expectations of these values are expressed 

as: 

  E Yi:kp i:kp i:kp |   

and 

 

2 Var Yi:kp|μi:kp  σ

(2) 

for the mean and variance, respectively. When the outcome of interest follows a normal distribution, 

it can be expressed directly as a function of a set of explanatory variables. However, to simplify the 

expression of the structural models that follow, we note that: 

i:kp  i:kp

, (3) 

which indicates that the modeled outcome 

 i:;kp

is equal to the expected value of Yi:kp. 

For variables that express the outcome of interest as count data constrained to be 

nonnegative and take on integer values (e.g., number of events), the level-one sampling model can 

be expressed as 

  Yi:kp i:kp P i:kp |  ~ ,

(4) 

indicating that the outcome of interest (Yi : k p) is an event that follows a Poisson distribution and has 

an expected ER of 

 i:kp

for student i (i = 1 . . . m) located in the k

th condition (k = 0, 1) and the pth

pair (p = 1 . . . 20), over a given period of time (



p

). To simplify the following, we note that 



is a 

nonvarying time period in this study (



p

 = past 30 days) that has no impact on estimation and drop 

it from further notation. According to the Poisson distribution, the expected event count and 

variance of Yi : kp are expressed as: 

  E Yi:kp i:kp i:kp |   

and 

  i:kp i:kp i:kp Var Y |    . (5) 

As (5) indicates, the expected variance of the outcome under a Poisson distribution is equal to the 

expected value. However, this strict expectation is seldom obtained. Rather, 

  i:kp i:kp Var Y | 

is likely 

to be larger (overdispersed) or smaller (underdispersed) than 

 i:kp

. To account for this, the model 

can be generalized by the inclusion of a scaling factor 

 i:kp

. Accordingly, the estimated residual 

variance of the Poisson models will be estimated as 

φ μ •:kp i:kp

. 

The canonical link when the level-one sampling distribution is Poisson is the log link, which 

can be expressed as follows: 

  i:kp i:kp   log 

(6) 

and indicates that the modeled outcome 

 i:kp

is equal to the log(nl) of the predicted value of Yi:kp. 

The sampling distributions for level-two (and higher) models express the characteristics of 

the modeled random effects. Here, the term 

  :q

z0

is used to indicate random effects. For all of the 

structural models presented below, random effects are assumed to follow a normal distribution with 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

32 Impacts of a Violence Prevention Program for Middle Schools  

2

0:q 0:q 0:q u

z | ~N  ,σ . 

2.9.2 Structural Models 

The structural models are used to express the expectation of the outcome as the function of 

a series of explanatory variables. In general form, 

  i:kp i:kp i:kp :kp :kp g μ x β z u   0 0

. (7) 

Here, 

  i kp g  :

is the expected value of the outcome; 

i jk i jk x :  :

is a shorthand representation for the 

set of fixed-effect covariates and coefficients; and 

:kp :kp z u 0 0

is a shorthand representation for the set 

of random-effect covariates and coefficients. 

As noted in the previous section, when the outcome of interest is represented by a variable 

that has a continuous measure, g(·) is the identify link, and from (3) it follows that 

  E Yi:kp i:kp

. (8) 

Similarly, when the outcome of interest is represented by count data, g(·) is the log link, and 

from (6) it follows that 

    E Yi:kp i:kp  exp  . (9) 

For outcomes that meet the assumptions of linearity, we employ general linear mixed models where 

the expectation for Yi:kp in (8) is the appropriate form. However, when the assumptions of linearity 

cannot be met, we will employ generalized linear models where the expectation for Yi:kp in (9) is the 

appropriate form. 

2.9.3 Matched Nested Cross-Sectional Models for Full Sample and Gender 

Subgroups Analyses 

The matched nested cross-sectional model (matched analysis) is an example of a crossclassified hierarchical model. Under this model, students are nested in schools; schools are nested in 

pairs and in experimental conditions; and pairs are crossed with experimental condition (i.e., each 

pair is represented at each level of condition). One feature of the cross-classified model is that 

school, per se, does not appear in the model. This is due to the fact that, in the matched design, each 

school is uniquely located in a cell defined by the condition-by-pair interaction. Accordingly, noting 

that a student is nested in the p

th pair and the kth condition is the same as noting that the student is 

nested in the j

th school; this can be seen in equations (10)–(12). 

To more fully understand estimation under this design, it must first be recognized that, with 

matching, the schools in one experimental condition are not fully exchangeable with the schools in 

the other experimental condition. Here, the intervention effect is estimated as an adjusted net 

difference among the pairs of schools. This means that the two schools within a pair are differenced, 

and the average of those differences is the measure of program impact. Accordingly, the test of the 

program impact assesses variation among the adjusted condition means against the variation among 

the condition-by-pair means. The analysis is conducted on the expectation that differencing the 

matched pairs will provide a more precise estimate of the program effect. Preliminary exploration of 

the main impact models did in fact confirm that, compared to an analysis model that ignored the 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

Impacts of a Violence Prevention Program for Middle Schools 33

matching structure, the analysis that included matching provides a lower standard error of program 

impact and, accordingly, greater statistical power. 

As a cross-sectional model, this employs data collected from a census of students at baseline 

(preintervention) and another census of students at follow-up (postintervention). This approach is 

appropriate when the focus is on whether or not the program effects change in a population of 

youth in treatment schools relative to a population of youth in control schools. 

General(ized) Hierarchical Linear Model Presentation 

The structural model used to assess the effects of the RiPP program in the general 

population of students can be articulated as a two-level hierarchical linear model (HLM). The levelone model, the student-level model, describes the outcome of interest as a function of studentspecific parameters. The level-two model expresses the intercept of the student-level model as a set 

of parameters describing the contextual factors (e.g., school effects) influencing student outcomes. 

Student-level model (level one). In this model, 

 i:kp

represents the response of the i

th

student nested in the p

th pair and the kth condition. The model includes an intercept parameter 

  0:kp

, which can be interpreted as the mean response across all students located in the j

th school. 

The model also includes a set of student-specific covariates (gender [0 = boys, 1 = girls], 

race/ethnicity, and number of parents in the household [HH]). Any variation between the predicted 

value and the observed value is attributed to residual error (

i:kp 

) in the Gaussian model but is a 

function of the expected mean for the Poisson model:5

i:k p 0:k p 1:k pGENDER 2:k pRACE 3:k pHH i:k p           

(10) 

School-level model (level two). At the school level, the intercept parameter from the 

student-level model is expanded. The school-level model (11) describes 

 0:kp

as a function of the 

mean intercept across all schools (

0:00 

) and two school-level covariates that account for school size 

(SIZE) and the baseline mean value of the student outcome at the school level (

Y(t1)

). 

An indicator variable (COND) identifies each school as a member of either the treatment or 

control condition; its coefficient, 

0:01 

, accounts for the sum of the marginal differences among the 

pairs of treatment and control schools. The model includes two random effects. The first random 

effect, (u

0:0 p

), allows for variation among the marginal differences of the p pairs of schools; the 

second random effect, (u

0:kp

), allows for school-to-school variation among the cells defined by the 

pair-by-condition interaction. 

0:kp  0:00  0:01COND 0:02SIZE 0:03Y(t1) u0:0 p u0:kp     

(11) 

General(ized) Mixed Model Presentation 

Through substitution, the school-level model can be incorporated into the student-level 

model, providing the mixed-effects model shown in equation (12). In this expression of the model, 

fixed effects are presented in standard typeface, and random effects are presented in bold typeface. 

 

5

 For the Poisson model, 

i:kp 

 is 

:kpi:kp

, as noted in section 2.9.1 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

34 Impacts of a Violence Prevention Program for Middle Schools 

Fixed effects associated with gammas (



) represent school-level effects, while those associated with 

betas (



) represent student-level effects. 

p :kp i:kp     u  u  ε

    

0:0 0 0:kp

GENDER RACE HH

COND SIZE

1: 2: 3:

: 0:00 0:01 0:02 0:03 ( 1)

0: 0:

k p k p k p

i k p t

k p k p

Y

  

    

 (12) 

As shown in (12), 

i:kp u p u kp ε  0:0  0:

represents the total variation in the outcome, Yi:kp, and 

provides the components that describe the intraclass correlation coefficient (ICC). ICC indexes the 

loss of precision associated with clustering and is defined as the proportion of total variation in the 

outcome measure associated with the schools nested within condition; it is specified as shown in 

equation (13): 

2 2 2

2

0 0 0

0

ICC

i:kp : p :kp

:kp

ε u u

u

σ σ σ

σ

 



(13) 

2.9.4 Nested Cohort Models for Program Outcomes Among Selected High-Risk 

Youth 

The second research question concerns the impact of the intervention on youth who are at 

higher risk to express violent and aggressive behaviors and, subsequently, likely to derive the most 

benefit from the program. A combination of behavioral and attitude or belief measures has been 

used to identify youth who may have a higher proclivity toward violence from the general student 

population; details on the criteria used to categorize high-risk youth are presented in section 2.5. 

The models employed to assess program outcomes among high-risk youth are different from 

those employed to assess program outcomes on the general population of students. For the highrisk youth, the interest is in whether or not the RiPP and Best Behavior intervention led to 

individual change across time. To address this interest, nested cohort models using difference-indifference estimation have been developed to assess changes on self-reported measures of 

aggression and victimization among high-risk youth in treatment schools relative to changes among 

high-risk youth in control schools. Given the study’s interest in intraindividual change among the 

high-risk youth, this modeling approach is better aligned with the research questions that this 

analysis is designed to address. 

These models use data collected on the same sample of students at each measurement 

occasion. One benefit of the repeated measures design is the ability to capitalize on the correlation 

that occurs as a result of taking repeated measures on the same students. To the extent that the 

students’ measures are highly correlated over measurement occasion, the model can be more 

efficient than a similar model that relies on cross-sectional data. 

General(ized) Hierarchical Linear Model Presentation 

The structural model used to assess the effects of the RiPP program among high-risk youth 

can be articulated as a three-level HLM. The observation-level model (level one) describes the 

outcome of interest as a function of initial status and change over time. The student-level model 

(level two) includes two models, one for each of the two parameters of the observation-level model. 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

Impacts of a Violence Prevention Program for Middle Schools 35

The school-level model (level three) also includes two models, one for each of the intercepts in the 

two student-level models. 

Observation-level model (level one). In this model, 

ti: j:k

represents the response of the 

i

th student measured on occasion t, nested in the jth school of the kth condition. The model includes 

two parameters, one describing initial status, (

0i : j :k

), and the other describing the incremental 

change in 

ti: j:k

associated with a one-unit change in the variable TIME. For this model, TIME is 

indexed as ―0‖ for baseline measures and as ―1‖ for follow-up measures, leading to the 

interpretation of 

1i: j:k

as a change, or growth, parameter. Any variation between the predicted 

value and the observed value is accounted for by residual error (

ti j k

e

: :

) in the Gaussian model but is 

a function of the expected mean for the Poisson model:6

ti j k i j k i j k ti j k

e  : :  0 : :  1 : : TIME : :

. (14) 

Student-level models (level two). At the student level, each of the parameters (



) from 

the observation-level model is expanded. The first student-level model in equation (15) describes 

0i : j :k

, the initial status of the i

th student in the jth school of the kth condition, as a function of the 

intercept value of all students in school j(

00: j :k



); a set of student-specific covariates (gender, 

race/ethnicity, and number of parents in the household [HH]); and a random effect (

i j k

u0 : :

) that 

allows for student variation from intercept school value. The coefficients associated with these 

covariates are not of direct interest. 

0i: j:k  00: j:k  00: j:kSEX  00: j:kRACE  00: j:kHH  u0i: j:k     

(15)

i j k j k i j k u 1 : :

 10: :  1 : :  

(16) 

The second student-level model in equation (16) describes

1i: j:k

, the change or growth over 

time, of the i

th student in the jth school of the kth condition as a function of the mean slope 

associated with school j(

10:i :k



) and a random effect (

i j k

u1 : :

) that allows for student variation from 

the school-specific slope. Given the structure of the data being modeled, 

i j k

u1 : :

is not directly 

estimable separate from 

ti j k

e

: :

, as noted in the mixed model specification by the brackets [ ] in 

equation (19). 

School-level models (level three). At the school level, the intercepts from the student-level 

models are expanded. The first school-level model in equation (17) describes

00: j :k



, the initial 

status of the j

th school of the kth condition as a function of the mean intercept value across all 

schools (

00:0:k

). This model includes an indicator variable (COND) identifying schools as a 

member of either the treatment or control condition; its coefficient (

00:1:k

) accounts for any 

difference in initial status between schools in the two conditions. An additional covariate that 

indexes school size (SIZE) is included to account for variability in the outcomes that may be 

 

6

 For the Poisson model, 

i:kp 

 is 

:kpi:kp

, as noted in section 2.9.1 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

36 Impacts of a Violence Prevention Program for Middle Schools 

associated with differences in school size; its coefficient (

00:2:k

) is not of direct interest. A random 

effect (

j k

u00: :

) allows for school-to-school variation from the overall intercept value. 

j k k k k j k

u 00: : 00:0: 00:1: 00:2: 00: :     COND   SIZE 

(17) 

j k k k j k

u 10: : 10:0:  10:1: COND  10: :

(18) 

The second school-level model in equation (18) describes 

10: j :k



, the change over time of 

the j

th school of the kth condition as a function of the mean slope across all schools 

10:0:k

. This 

model includes an indicator variable (COND) identifying schools as a member of either the 

treatment or control condition; its coefficient (

10:1:k

) accounts for any difference in mean slope 

between schools in the two conditions. The random effect (

j k

u10: :

) allows for school-to-school 

variation from the condition-specific mean slope. 

General(ized) Mixed Model Presentation 

The five models described above can be combined into the familiar mixed-effects model 

shown in equation (19). In this expression of the model, fixed-effect terms are presented in standard 

typeface, and random-effect terms are presented in bold typeface. Fixed effects associated with 

lambdas (



) represent school-level effects, while those associated with gammas (



) represent 

student-level effects.

  :j:k :j:k i:j:k ti:j:k

k j k j k j k

ti j k k k k k

  u  u  u  e

   

   

0 : : 00 10 TIME 1 TIME

00:2: 00: : 00: : 00: :

: : 00:0: 00:1: 00:0: 00:0:

SIZE SEX RACE HH

COND TIME TIME*COND

u i j k

   

    

(19) 

In (19), 

u1i:j:kTIME

is the component of variation associated with repeated measures within person 

at a given point in time; as previously noted, that component cannot be estimated apart from 

residual error in this model and is dropped from further notation. Thus, 

i j k j k j k ti j k u u u e 0 : :  00: :  10: : TIME  : :

represents the total variation in the outcome, Yti:j:k, and 

provides the components that describe ICC. ICC indexes the loss of precision associated with 

clustering and is defined as the proportion of total variation in the outcome measure associated with 

the schools nested within condition; it is specified in (20) as follows: 

2 2 2 2

2 2

0 00 10

00 10 ICC

i:j:k :j:k :j:k ti:j:k

:j:k :j:k

u u u e

u u

   

 

  





(20) 

2.9.5 Program Impacts on Teacher Behaviors 

Multivariate models are specified to examine teacher outcomes for victimization and safety 

concerns. We examine these impacts given that, based on the theory of action, these are expected to 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

Impacts of a Violence Prevention Program for Middle Schools 37

show changes before we see changes in student impact outcomes. In these multilevel models, 

teachers are nested within schools, and schools are nested within matched pairs randomized to 

experimental condition. 

HLMs account for the correlation of teachers within schools and for schools within matched 

pairs assigned to condition. Covariates, including demographic variables on teachers (e.g., gender, 

tenure, and education) and school-level characteristics (e.g., rural vs. urban, number of policy 

violations by students), may be added to the model; variables that account for significant reduction 

in systematic variation or those that alter the magnitude of the coefficient identifying program 

impact by more than between 10 percent and 15 percent are retained. 

2.9.6 Analytic Approaches for Mixed Model Regression 

To account properly for the multiple sources of random variation that result from the 

randomization of schools to condition with measurements taken on students nested within those 

schools, the study specified multilevel regression equations using SAS PROC MIXED (SAS Institute 

2004) and SAS PROC GLIMMIX (SAS Institute 2006) for general and generalized linear mixed 

models, respectively. These two procedures offer a flexible approach to modeling the longitudinal 

and multilevel regression models specified here. A primary strength of the mixed model approach is 

that multiple random effects may be modeled independently. Under the general linear mixed model, 

the random effects are assumed to be independent and normally distributed; the random effects 

necessary to avoid misspecification for each model are identified in the preceding subsection. The 

analyses can be extended to non-Gaussian data in the generalized linear mixed model through the 

appropriate specification of an alternative error distribution and link function. The standard errors 

estimated and significance tests conducted account for the fact that schools (not students) are the 

units of random assignment. 

The models were estimated using restricted maximum likelihood (REML) for general linear 

mixed models and the restricted pseudo-likelihood for generalized linear mixed models. These 

approaches provide parameter estimates by maximizing the probability that the predicted values 

agree with the observed data. They are iterative, similar to maximum likelihood (ML) estimation, but 

provide separate estimation for fixed and random effects. Separate estimation of the fixed and 

random components is less efficient, which may result in a slightly larger mean square error; 

however, estimates obtained in this manner produce less of a downward bias than ML estimates. 

2.10 Observed Precision 

Statistical power calculations guide a number of key decisions in the design and execution of 

the research study.7 Power is the probability of observing a statistically significant difference, where 

such a difference exists. In other words, power indicates the probability that an intervention effect 

will be judged to be statistically significant, given the assumptions of the specified model. Statistical 

power is a function of sample size, the assumed magnitude of the intervention impact, and the 

anticipated level of random variation in the measure of the outcome. Based on the observed 

distribution of the variables employed to examine violence and victimization in the study, the 

created indices are expressed as counts of events. Accordingly, statistical models for violence and 

victimization have been estimated on the expectation of a Poisson distribution with a log link 

function. 

 

7

 This section contains information on the level of precision actually observed in the study. Information on a priori estimates of 

precision, which were used to determine the evaluation’s sample size, is in appendix D.
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

38 Impacts of a Violence Prevention Program for Middle Schools 

The models employed for these analyses partition the total variation into within-subjects (i.e., 

school) variation, represented by the term 

i:kp  ,

8

and between-subjects variation, represented by the 

terms 

u0:0 p

and 

u0:kp

(variation among pairs of schools and variation between schools within a given 

pair, respectively). These components can be used to estimate ICCs based on equation (13), which is 

re-presented here: 

2 2 2

2

0 0 0

0

ICC

i:kp : p :kp

:kp

ε u u

u

σ σ σ

σ

 

 . 

The estimated covariance parameters provided by SAS PROC GLIMMIX (SAS Institute 2006) are 

scaled in terms of the variance function of the outcome and must be adjusted before the ICCs can 

be calculated (Murray 1998). For the Poisson distribution, the variance function is 



, the mean of 

the outcome. The between-subjects components of variation are scaled as equation (21): 

2

:

2

unscaled 2

scaled

0:

0:

i kp

u

u

k p

k p 





( )

( )

and 

2

:

2

unscaled 2

scaled

0:0

0:0

i k p

u

u

p

p 





( )

( ) , (21) 

so that the unscaled variance components are obtained by multiplying the scaled values by the 

square of the variance function. The residual component of variation is scaled as equation (22): 

2

:

2

scaled 2

scaled

:

:

i kp

i k p

i k p 









( )

( ) , (22) 

so that the unscaled residual error is obtained by multiplying the scaled values by the variance 

function. As table 10 indicates, ICCs are smaller than anticipated. The inclusion of covariates 

(baseline value of the outcome of interest, demographics) reduces the magnitude of ICC for all main 

and disaggregated outcomes, save the outcome looking at weapons-related violence.

To better understand the ICC and its role in these analyses, it is helpful to understand what the ICC 

represents. The ICC is a proxy for the various and unmeasured contextual factors that lead students 

in a particular school to be more similar to each other than to students in another school. The 

magnitude of the ICC is a function of the type of unit in which clustering occurs (e.g., families, 

schools, communities) and the degree to which contextual factors related to the unit impact the 

observed outcomes. In many studies conducted in schools where educational outcomes are assessed 

on students nested within classrooms or schools, and where classrooms or schools are nested within 

treatment conditions, the magnitude of the ICC can be quite large. When health behaviors are 

assessed in school settings, the magnitude of the ICC will often be much more modest. Though 

modest, a positive ICC still indicates that students in a given school are more similar to other 

students in their school than they are to students in different schools. This lack of independence at 

the student level leads to correlation in the data and an increase in the model variance which must be 

accounted for in a valid analysis. 

 

8

 For the Poisson model, 

i:kp 

 is 

:kpi:kp

, as noted in section 2.9.1 
Chapter 2. Study Design, Sample Selection, Measures, and Analytic Approach 

Impacts of a Violence Prevention Program for Middle Schools 39

Estimations used to derive MDEs presented in table 10 involved a number of assumptions 

having to do with values derived from the empirical model. These assumptions include the 

following: 

 The scale parameter observed in data reflects the true population parameter. 

 The model-based variance components are true for population. 

 The parameter estimates are asymptotically normal. 

These assumptions underscore one of the main differences between linear and generalized 

linear modeling. In the former, covariance parameter values are assumed constant and independent 

of location; this assumption is untenable for the latter. It is important also to bear in mind that 

ERRs are calculated based on coefficients that have been estimated in the natural logarithmic (ln) 

scale where nl(1.00) = 0.00. This fact, a statistical necessity, means that direct translation of 

standardized MDEs to ERR-based MDEs is not straightforward. 

Model-based estimates of MDEs are presented in table 10. MDEs are presented in ERRs 

that compare the mean number of events in treatment schools to the mean number of events in 

control schools, and MDEs indicate the smallest differences that would allow us to reject the null 

hypothesis with confidence (i.e., 80 percent statistical power). We present both the smallest ERRs 

that would be viewed as statistically significant for both positive and negative program effects. When 

the two ERs are equal, ERR is 1.00. As the ER among treatment schools moves away from the ER 

in the control schools, ERR moves away from 1.00. For the current study, ERRs below 1.00 indicate 

positive program effects, while those above 1.00 indicate negative program effects. 

MDE for violent behavior (all items), for example, indicates that to reject the null hypothesis 

and view the ER among intervention schools as different from the ER among control schools 

would require a ratio of at least 0.89 to 1.00 (positive program effect) or 1.13 to 1.00 (negative 

program effect). As an example, consider the case of an intervention effect where the mean ER 

among the students in the control schools is 2.89 events in the past 30 days. Here, the mean ER 

among students in the treatment schools would have to be 2.56 events in the past 30 days or less to 

achieve statistically significant positive program effects. 

Table 10. Observed intraclass correlation coefficients (ICCs) and minimum detectable effects 

(MDEs) reported as event rate ratios (ERRs) for self-reported violence and victimization 

Self-reported student outcome

ICCs ERRs as MDE1

Unadjusted Adjusted

Positive 

program effect

Negative 

program effect

Violence (All items) 0.01109 0.006269 0.89 1.13

Without a weapon 0.01178 0.006713 0.89 1.13

With a weapon 0.0042e-10 0.0067e-2 0.74 1.35

Victimization (All items) 0.01467 0.007296 0.92 1.08

Overt 0.01540 0.007092 0.91 1.10

Relational 0.01089 0.005275 0.93 1.08

1 Values below 1.00 indicate positive program effects; that is, event rates (ERs) in treatment schools are below those in control 

schools. Values greater than 1.00 indicate negative program effects; that is, ERs in control schools are below those in treatment 

schools. 

SOURCE: Student survey, spring 2007. 

Impacts of a Violence Prevention Program for Middle Schools 41

Chapter 3. 

Implementation of the Violence Prevention 

Program 

This chapter provides details about the implementation of the combined intervention in the 

20 treatment schools. The chapter begins by describing the core elements of the two programs that 

constitute the intervention. The chapter then provides a description of the training and technical 

assistance to support implementation of the programs. This is followed by a discussion of how the 

programs were implemented, including fidelity of implementation and the challenges that were 

encountered. The chapter concludes with a comparison of programs offered in intervention schools 

and control schools for violence prevention or similar goals. 

The key descriptive findings regarding the first year of implementation of the curriculum 

portion of the program include the following: 

 The first-year curriculum was delivered in its entirety to a majority of assigned 

classrooms. Seventy percent of schools delivered all 16 lessons to all classrooms where the 

curriculum had been assigned, while another 15 percent of schools delivered all lessons in at 

least three-fourths of these classrooms. 

 Teachers in the majority of treatment schools followed the curriculum lesson scripts 

and adhered to the prescribed teaching strategies. Teachers in 65 percent of the 

intervention schools were observed to deliver lessons with few or no deviations from the 

written lesson plan (e.g., adding or modifying activities or changing the activity sequence), 

according to classroom observations by the evaluation team. In addition, teachers in 

55 percent of the intervention schools delivered lessons with few or no deviations from the 

prescribed teaching strategies (e.g., using role plays or small group discussions). 

Observations made by the liaisons were comparable for alignment with the teaching 

techniques (65 percent for liaisons, as compared with 55 percent for the evaluation team) but 

less so for deviations from the lesson plan (40 percent for liaisons, as compared with 

65 percent for the evaluation team). 

 In a majority of schools, students were engaged with the curriculum. Based on 

evaluation team observation, students were found to be engaged during the lesson activities, 

exercises, and discussions in 85 percent of the intervention schools. Observations made by 

the liaisons were comparable and indicated that students were engaged with the curriculum 

in 60 percent of the intervention schools. 

The key descriptive findings regarding the first year of implementation of the whole-school 

portion of the program include the following: 

 One-half of the treatment schools had principals who were supportive of the wholeschool portion of the program. Principals at 50 percent of the treatment schools were 

rated as supportive on three out of four indicators, according to liaisons who helped 

implement the program. 

 The school management teams, charged with developing and disseminating the 

school rules and reward systems, met less frequently than stipulated by the program.
Chapter 3. Implementation of the Violence Prevention Program 

42 Impacts of a Violence Prevention Program for Middle Schools 

Although school management teams are to meet monthly during the school year, the average 

team met on five occasions during the first year of implementation. 

 By the end of the first year, the majority of treatment schools had instituted 

behavioral rules and rewards as part of the whole-school portion of the intervention. 

In addition, a majority of teachers agreed that the rules were well defined and that 

they were clear with regard to the behaviors being targeted. By the end of the first year, 

75 percent of treatment schools had school rules posted in the school, 75 percent had 

instituted a token reward system for adhering to school rules, and 50 percent had the school 

rules taught in classrooms. In addition, 84 percent of teachers at intervention schools agreed 

or strongly agreed that school rules were clearly defined, 79 percent agreed or strongly 

agreed that rules emphasized rewarding desired behaviors, and 69 percent agreed or strongly 

agreed that rules emphasized consequences for undesired behaviors. 

3.1 Description of the Intervention 

3.1.1 Overview 

The comprehensive violence prevention program used for this project is designed for 

students enrolled in grades 6 through 8 in middle and junior high schools and is applicable to 

children from all socioeconomic, racial/ethnic, and cultural backgrounds. It was delivered in 

intervention schools over 3 years. The program addresses behavior management for all students in a 

school. The two programs that make up the intervention, however, are universal programs and, as 

such,9are not designed specifically for students who are already exhibiting serious violent behavior 

in school. However, program impacts were examined for a high-risk subgroup, as the effects of 

universal programs on high-risk students would likely be of interest to practitioners. 

For the purpose of this study, the concepts and skills taught through each part of the 

program—that is, Responding in Peaceful and Positive Ways (RiPP [Meyer and Northup 2002a, 

2002b, 2006]) and Best Behavior (Sprague and Golly 2005)—are designed to be complementary and 

mutually reinforcing. RiPP was delivered by classroom teachers, and Best Behavior was designed to 

clarify policies and reinforce desirable behaviors schoolwide and was implemented through a team 

of school staff and administrators. Collectively, the two programs were designed to do the following: 

 develop norms and expectations for nonviolent conflict resolution and positive achievement; 

 diminish stereotypes, beliefs, and attributions that support violence; 

 increase skills for nonviolent conflict resolution and self-management; and 

 increase abilities to use appropriate violence prevention strategies. 

At the same time, the program aims to help school staff do the following: 

 make data-based decisions about school rules and policies; 

 develop and implement effective school rules; 

 establish a positive reinforcement system; 

 establish effective classroom management methods; and 

 

9

 An additional component of Best Behavior, not included in this study, provides support systems for individual students. 
Chapter 3. Implementation of the Violence Prevention Program 

Impacts of a Violence Prevention Program for Middle Schools 43

 effectively publicize rules and reinforcement systems to staff and students. 

The two programs in this study were each modified. Prior to this project, Best Behavior had 

most frequently been used in elementary schools. It was therefore necessary for the developers to 

revise their approach to make it more acceptable to a middle school population. In general, the 

modifications focused on language used and rewards that were likely to be acceptable to middle 

school versus elementary youth. These modifications were primarily emphasized during training 

(described in section 3.2) rather than in the Best Behavior program manual. 

The RiPP developers also revised their curriculum so that the number of lessons in the 

program was reduced. This was done to address concerns about the competing demands on 

classroom time. This modification resulted in redistributing the RiPP lessons across the 3-year 

implementation so that, at the end of 3 years, practically the same number of sessions would be 

delivered to the schools (48 vs. 49 lessons). 

The revised Best Behavior whole-school approach and the revised RiPP curriculum were 

piloted in a middle school in North Carolina during the 2005–06 school year. The implementation 

team worked very closely with the school management team and teachers during the pilot year to 

gather information about how well the revised program was working in middle schools. Based on 

the feedback from teachers and administrators and on observations, the language in RiPP and Best 

Behavior was altered slightly to make the program more appropriate for students in middle school, 

and language was added to RiPP teachers’ manuals to help facilitate teacher-student discussions. 

3.1.2 Responding in Peaceful and Positive Ways (RiPP) 

RiPP (Meyer and Northup 2002a, 2002b; 2006) is designed to promote social competency, 

problem solving, and self-control through weekly or biweekly classroom sessions where students 

have the opportunity to rehearse the use of problem-solving and violence prevention skills through 

experiential learning strategies, small group activities, and repetition. RiPP teaches students how to 

delay their reaction time under stress and conflict, to calm down, to examine their thoughts critically 

and consider alternative explanations and reactions, to recognize nonviolent options, and to 

understand the benefits of nonviolent responses. The key components of the RiPP curriculum are 

described below. 

Curriculum Design 

The RiPP curriculum consists of 16 lessons (each lasting 50 minutes) per year in grades 6 

through 8. RiPP comprises three grade-specific curricula, RiPP-6 (the first-year curriculum) for 

grade 6, RiPP-7 (the second-year curriculum) for grade 7, and RiPP-8 (the third-year curriculum) for 

grade 8. Because the first-year (i.e., 6th-grade) RiPP curriculum serves as the foundation of all 

3 years of the program, and because each year of the program is designed to build on the previous 

year’s curriculum, a decision was made to give the RiPP first-year curriculum to all three grade levels 

in the first year of the project. In the second year of the project, 6th-graders would also receive the 

RiPP first-year curriculum, while the 7th- and 8th-graders would both receive the RiPP second-year 

curriculum. In the third year of the project, each grade would receive its grade-specific curriculum. 

Thus, by the end of the 3-year project, the study sample (6th-graders in the first year of the project) 

would have received all 3 years of the curriculum. 

Curriculum materials for each grade level consist of the following: 

 a teaching manual with written lessons and instructions; 
Chapter 3. Implementation of the Violence Prevention Program 

44 Impacts of a Violence Prevention Program for Middle Schools 

 individual student workbooks with activities keyed to specific lessons; and 

 posters of the RiPP problem-solving model to display in the classroom. 

Table 11 provides a description of the curriculum lessons and teaching techniques for 

RiPP-6. Included with each lesson are instructions and recommendations for the teacher, including 

the session goal and objectives, a description of the underlying beliefs or theories and the program 

objectives addressed, materials and a discussion of the preparation needed, a definition of key 

concepts, and a discussion of other issues and considerations for the lesson. The lessons comprise a 

variety of activities and strategies, including team building, social-cognitive problem solving, 

repetition and mental rehearsal, small group work, role playing, rehearsal of specific social skills for 

preventing violence, and didactic learning. Most lessons contain between four and six of these 

activities and are estimated to take between 5 and 15 minutes per activity. Each activity is scripted 

and tied to a specific objective. Most lessons make use of the student workbook as part of the 

activities. 

During RiPP, students are instructed in the use of a social-cognitive problem-solving model, 

SCIDDLE (Stop, Calm down, Identify the problem and your feelings about it, Decide among your 

options, Do it, Look back, and Evaluate), and RAID (a specific set of options that include Resolve, 

Avoid, Ignore, and Defuse). Students have the opportunity to rehearse the use of the problemsolving model and violence prevention skills through experiential learning strategies, small group 

activities, and behavioral repetition. Through repeated use of this problem-solving model, increased 

awareness of the nonviolent options, and opportunities for reflection and practice, participants learn 

how to choose the prosocial strategy most likely to provide the desired short- and long-term 

outcomes in a given situation. 

Role of the Teacher 

The RiPP curriculum is designed to be taught by trained classroom teachers. RiPP can be 

taught in virtually any subject area, but RiPP teachers typically are in an academic subject such as 

social studies, health, or science. The role of the teacher during RiPP is to serve as a facilitator and 

coach. For RiPP lessons to be effective, RiPP teachers must establish a positive, respectful 

classroom environment where students feel safe participating in in-depth discussions about personal 

experiences and different perspectives and responses to situations. 

The RiPP teacher facilitates discussion by asking open-ended questions (provided in the 

curriculum) and leading students to make desired points that increase their understanding of the 

range of positive options that exist in conflict situations. The RiPP teacher also sets up classroom 

demonstrations and other experiential activities that help students recognize and explore their 

perceptions about violence. RiPP teachers are asked to make material relevant by drawing on local 

and national news stories and by telling stories about their own lives (such as about minor conflicts 

they have experienced) to introduce and expand topics for discussion. RiPP teachers model 

nonviolent responses. It is important to high-quality implementation that teachers be supportive of 

the key components and philosophy of the RiPP program. 
Chapter 3. Implementation of the Violence Prevention Program 

Impacts of a Violence Prevention Program for Middle Schools 45

Table 11. Content and sequence of the first-year RIPP curriculum lesson plans 

Content Interactive techniques

Lesson 1. Introduction to Problem Solving. Lesson helps students get to know each 

other, introduces RiPP, and links RiPP to the Best Behavior whole-school rules. 

Lesson introduces SCIDDLE (Stop, Calm down, Identify the problem and your 

feelings about it, Decide among your options, Do it, Look back, and Evaluate) and 

RAID (Resolve, Avoid, Ignore, Defuse).

Games, experiential 

learning, and 

discussion

Lesson 2. Impact and Making RiPP Real. Increases students’ awareness about the 

impact of violence on their lives.

Discussion

Lesson 3. First Response: Stop and Calm Down. Helps students understand physical 

reactions to anger and anxiety. Teaches a self-talk technique for calming down. 

Also teaches a deep-breathing technique.

Discussion, journaling, 

coaching, 

brainstorming

Lesson 4. Feelings and Information About Problems. Demonstrates how frustration 

can lead to strong feelings. Helps students become familiar with cues about their 

own and others’ feelings.

Demonstration activity, 

small group work, 

journaling

Lesson 5. Identifying the Problem: Differences. Explores how differences can cause 

conflict. Introduces and explores perspective taking.

Demonstration activity, 

small group work

Lesson 6. Deciding Among Your Options: Solutions and Goals. Helps students 

understand how to judge when a solution to a problem is a good match for the 

goals they want to achieve.

Demonstration activity, 

discussion

Lesson 7. The Chain of Violence and the Web of Support. Helps students understand 

that violence leads to more violence. Provides strategies for resisting violence and 

suggests that each student has personal responsibility for contributing to the kind 

of community in which he or she wants to live.

Discussion, brainstorming

Lesson 8. Decide Option One: Avoid. Helps students understand that avoiding a 

person or situation is an option for managing danger. Students develop a personal 

safety plan.

Discussion, brainstorming, 

role play, small group 

work

Lesson 9. Decide Option Two: Ignore. Helps students understand that ignoring a 

person is an option for avoiding conflict. Also explores the self-talk strategy for 

deciding how to deal with a problem.

Discussion, brainstorming, 

role play, journaling

Lesson 10. Decide Option Three: When to Defuse. Explores how ―expecting the worst‖ 

and ―taking the bait‖ set a person up for a fight. Introduces the defuse strategy.

Discussion, small group 

work, role play, 

demonstration

Lesson 11. Decide Option Three: How to Defuse. Exposes students to a variety of 

techniques for defusing conflict situations. Includes opportunities to practice.

Discussion, small group 

work, role play

Lesson 12. Decide Option Four: Resolve. Exposes students to resolve techniques. Discussion, journaling

Lesson 13. Doing It: Role Playing Resolve. Gives students the opportunity to practice 

resolve strategies through role play.

Discussion, small group 

work, role play

Lesson 14. Look Back and Evaluate One: Who Is Responsible? Helps students begin 

to evaluate factors responsible for conflicts. Helps students understand the 

powerful role of bystanders.

Discussion, small group 

work, role play

Lesson 15. Doing It Four: Role Playing SCIDDLE. Provides an opportunity to practice 

applying SCIDDLE in different contexts.

Discussion, small group 

work, role play

Lesson 16. RiPP Wrap-up. Celebrates completion of RiPP year one. Invites students 

to sign a nonviolence pledge.

Discussion, journaling
Chapter 3. Implementation of the Violence Prevention Program 

46 Impacts of a Violence Prevention Program for Middle Schools 

Teaching Strategies

RiPP lessons are highly interactive. Teachers are expected to lead lively discussions and to 

actively engage students during classroom activities. Teachers are called on to lead brainstorming 

sessions and to guide students through small group activities that promote team building. RiPP also 

relies heavily on role plays (or skill rehearsal) to demonstrate new skills and to provide opportunities 

for practice and mastery. 

The goal of brainstorming is to actively engage students as they create a list of relevant 

answers to whatever prompt they have been given. Through brainstorming, teachers learn what 

students already know. The teacher may also learn what students erroneously think of as true. 

Brainstorming is fast paced and is often used in conjunction with another interactive method, such 

as discussion or as part of role play and rehearsal (Bosworth and Sailes 1993). 

The goal of cooperative learning is to encourage students to increase learning by allowing 

students to gain from each others’ efforts. Each person has different talents and strengths. 

Cooperative learning is designed to build teamwork and cooperation by putting students in small 

groups and assigning them tasks to which all contribute something of their own. The quality of work 

is judged at the team (not the individual) level, which creates a positive pressure to perform and is 

highly motivating. 

Role plays, also called skill rehearsal, are designed to give students opportunities to practice 

new skills. Role plays can serve different functions. Role play and rehearsal are important steps in 

mastering new skills. Typically, role play is not sufficient for building mastery once new skills have 

been explained and demonstrated. Practice in real-world settings is needed for true mastery to 

emerge. However, role play does help students gain a mastery of technique. 

In RiPP, teachers use interactive techniques to demonstrate and model social-cognitive 

problem solving and to offer students opportunities to develop and master new skills through 

repetition, mental rehearsal, and role playing. 

3.1.3 Best Behavior 

Best Behavior (Sprague and Golly 2005) provides a standardized staff development program 

aimed at improving school and classroom discipline and decreasing school violence. It is based on 

the Positive Behavior Support approach (PBS) (Sugai and Horner 1994; Sprague, Sugai, and Walker 

1998) developed at the University of Oregon and the National Center on Positive Behavioral 

Interventions and Supports (http://www.pbis.org/). Best Behavior is designed to develop and 

administer effective school rules and discipline policies at both schoolwide and classroom levels to 

decrease school violence and antisocial behavior. It includes whole-school, common area, classroom, 

and individual student interventions.10 It begins by creating a school management team, setting up 

meetings, developing positive rules and expectations, developing lesson plans to teach those rules 

and expectations, and developing a positive reinforcement system. Over time, the system encourages 

the team to use data to drive decisions and to develop a team and strategies for dealing with highrisk youth who may not be reached by the positive behavior support system. 

The key concepts underlying the development of Best Behavior include the following: 

(1) clear definitions of appropriate, positive behavioral expectations provided for students and staff 

members; (2) clear definitions of problem behaviors and their consequences for students and staff 

members; (3) regularly scheduled instruction and assistance to enable students to acquire the 

 

10 The individual student intervention component was not part of the program implemented for this study. 
Chapter 3. Implementation of the Violence Prevention Program 

Impacts of a Violence Prevention Program for Middle Schools 47

necessary skills that will ensure desired behavior change; (4) effective incentives and motivational 

systems provided to encourage students to behave appropriately; (5) school staff committed to 

staying with the intervention over the long term to monitor, support, coach, debrief, and provide 

booster lessons for students, as necessary, to maintain the achieved gains; (6) staff who receive 

training, feedback, and coaching about effective implementation of the intervention; and 

(7) established systems for measuring and monitoring the intervention’s effectiveness that are carried 

out regularly and shared with implementers to improve implementation and maintain motivation to 

stay with the intervention. 

Role of the Principal 

Leadership by the principal is crucial to successfully launching and sustaining Best Behavior. 

For Best Behavior to succeed, it must be viewed as a priority in the school. Principals have many 

competing priorities and demands on their time, and it is reasonable for a principal to delegate 

primary responsibility for the day-to-day operations of the program to an assistant principal, 

guidance counselor, or other appropriate faculty member. However, it is critical for the principal to 

communicate enthusiasm for and commitment to the Best Behavior program and to recognize Best 

Behavior as an organizing philosophy in the school. While the principal may not attend every Best 

Behavior team meeting, the principal’s presence in at least some of the meetings also communicates 

ongoing support and commitment for the program. Even if principals should delegate responsibility 

for the program to a subordinate, principals are expected to be actively involved in committing to 

the program initially, in forming the Best Behavior school management team, and in communicating 

ongoing support for the program at faculty meetings and in other contexts. 

Role of the School Management Team 

Best Behavior is implemented by means of a Best Behavior school management team 

comprising a core group of staff: namely, the school principal or other senior-level building 

administrator with authority to make policy decisions; representative teachers from each grade; 

guidance counselors; school psychologists; and other stakeholders. Usually, the school management 

team is formed by the school principal in consultation with the implementation support team. The 

Best Behavior team identifies the prevention of youth violence and the promotion of social and 

emotional competence as priorities for the school community. The management team is expected to 

meet monthly. 

The Best Behavior management team is expected to develop a systematic approach to 

developing schoolwide positive behavior supports. Over 3 years, the school management team is 

expected to have an increasing, expanded role in implementing the program throughout the school. 

This includes four broad sets of activities to be completed over 3 years. First, the team is to conduct 

a schoolwide needs assessment to identify reasonable goals. Needs assessments are to be repeated 

annually. Second, the team is to define rules and expectations, with general rules (e.g., be safe, be 

respectful, be responsible) supported with expectations for all settings within the school 

environment. Rules and expectations are to be taught on a regular basis by all teachers and staff. 

Third, the team is to develop and support a positive behavior reinforcement system in which 

students are to be given token rewards for obeying rules and meeting expectations. Finally, the team 

is to develop a data-based decisionmaking process for identifying and addressing the needs of highrisk students. Based on the Best Behavior guidelines (Sprague and Golly 2005), the first three 

activities should be implemented in the first year, while the fourth activity should be in place by the 

second year. 
Chapter 3. Implementation of the Violence Prevention Program 

48 Impacts of a Violence Prevention Program for Middle Schools 

Best Behavior Program Steps 

The program provides a series of steps that schools follow to implement the program along 

a recommended 3-year timeline. The program recommends that all steps be initiated at some point 

in the first year, with steps 10 and 11 initiated in years two and three, respectively. However, schools 

are allowed latitude in how quickly they complete these steps, reflecting each site’s needs and each 

team’s capacity. The steps are the following: 

1. Form a school management team. A representative building leadership team is 

formed to guide program evaluation and implementation. Monthly team meetings are 

scheduled. An action plan with clear goals and objectives, initiated at the training 

workshop, is developed. 

2. Conduct a schoolwide needs assessment to guide priorities for the discipline 

system. All adults in the school complete a self-assessment survey to identify areas for 

improvement or development and to set goals and priorities. Needs assessments are to 

be repeated annually. 

3. Define three to five general behavior rules. The school management team selects 

three to five positively stated schoolwide behavior rules (e.g., be safe, be respectful, be 

responsible). Rules are posted or made visible in all school settings (e.g., in hallways, 

classrooms, cafeteria, gym). The rules should be taught and reinforced on a regular basis 

by all teachers and staff. 

4. Define positive behavior expectations for each school setting (e.g., cafeteria, 

gym). Positive behavior expectations state exactly what is expected from students within 

each school setting (e.g., what do safe, respectful, responsible look like in the cafeteria, 

gym, restrooms). 

5. Develop and implement token reward systems for positive student behavior. The 

school management team develops a formal system for reinforcing students through 

token economies (e.g., tokens that can be redeemed at the student store for school items 

or for snacks, celebrations, or other prizes). The team is to constantly update a 

continuum of positive consequences, such as being first in line, leaving class 2 minutes 

early, free time, or computer time. 

6. Define problem behaviors and consequences. Problem behaviors and corrective 

consequences (e.g., verbal correction, loss of privileges, extra work, parent contact) are 

clearly defined and explained to all students. Teachers judiciously use positive and 

corrective consequences to make clear to students the boundaries of acceptable and 

unacceptable behavior. 

7. Develop lesson plans for teaching expectations in classrooms. Lesson plans are 

developed for teaching about behavioral expectations in all school settings. 

8. School staff are trained to teach behavioral expectations, use classroom 

management techniques, and respond to problem behaviors. School staff are 

trained to model appropriate behaviors and to provide students with step-by-step 

instructions on how to behave in desired ways in different contexts. Teacher training on 

classroom management strategies also occurs. Also, the team is to instruct teachers in 

how to recognize signs of escalating behavior and provide guidelines for intervening 

early in the chain of events.
Chapter 3. Implementation of the Violence Prevention Program 

Impacts of a Violence Prevention Program for Middle Schools 49

9. School staff convey behavioral expectations to students. Teachers review or teach 

expected behavior on a regular basis throughout the school year, using the lesson plans. 

Positive reinforcement is used with students at all times and by all adults for following 

the expectations. 

10. Collect systematic data and use to modify the program. Data such as discipline 

referrals are regularly collected, summarized, and reviewed by the school management 

team. Such data may be used to identify problem areas in the school, determine if the 

discipline and reward system is working, and identify problem students. 

11. Develop individualized support systems to address needs of students with 

ongoing problem behaviors. Best Behavior provides material designed to help the 

school management team address the needs of students with chronic behavioral 

problems through individualized programming. 

Best Behavior provides detailed guidelines for achieving each component listed above. For 

example, rules developed by the school management team as part of Best Behavior should be 

positively stated (e.g., ―Walk in the halls‖ rather than ―Don’t run‖). In addition, rules should be 

posted in hallways, classrooms, the school handbook, and so forth. Finally, the program 

recommends that rules be taught directly to all students and reviewed 10 to 20 times a year. Best 

Behavior also provides training on typical program implementation to enable each team to develop, 

adapt, and implement the various components specific to the needs of its individual school. For 

example, a sample lesson plan for teaching ―be respectful‖ is provided, but teams are encouraged to 

adapt this prototype lesson to fit the language and unique cultural features of their school (e.g., use 

of local slang; modeling behavior using the school’s mascot). 

3.2 Training, Technical Assistance, and Support 

3.2.1 RiPP Training 

In year one, training was designed so that participants were introduced to the program’s 

theoretical framework and key concepts in aggressive and violent behavior, nonviolence options, 

and adolescent development. The problem-solving skills central to RiPP were introduced and 

modeled. Participants also had the opportunity to practice interactive teaching and reflect on various 

concepts through small group activities. Rather than learning to teach every lesson, teachers were 

introduced to the curriculum structure, lesson objectives, and activities while trainers used some of 

the lessons to illustrate key concepts and teaching strategies. The training workshop provided 

opportunities for discussion of practical issues and potential challenges with implementing a 

violence prevention curriculum. 

In addition, the training workshop modeled how the RiPP curriculum should look in the 

classroom. The trainers relied heavily on interactive teaching techniques (80 percent) relative to 

didactic instruction (20 percent). The interactive techniques trainers used were the same ones the 

teachers are expected to use in the classroom. In addition, the trainers modeled the kinds of 

examples that teachers are asked to use to make RiPP relevant to students in the classroom. 

RiPP teachers were trained in the summer and fall prior to the beginning of the school year. 

Separate RiPP training workshops were held for each district (or several small districts at a time, if 

they were located in close proximity to one another). Each workshop lasted for 2 days and was led 

by two trainers working together. The trainers were the program developers or others who had 
Chapter 3. Implementation of the Violence Prevention Program 

50 Impacts of a Violence Prevention Program for Middle Schools 

direct experience with implementing RiPP in the classroom; all trainers had been involved for at 

least 5 years in training activities for middle school teachers. 

Overall, 188 teachers were trained to administer the RiPP curriculum in the first year. 

Seventy-nine percent was the site-level average of teachers trained during the developer-led sessions, 

while 21 percent was the site-level average of teachers who were trained through alternative 

methods, such as reviewing a videotape of the training, having one-on-one sessions with the liaison 

or a trained teacher, and coteaching a sample of lessons (see table 12). 

Table 12. Average site-level percentage of designated staff trained in the intervention 

Portion of the intervention

Type of training Curriculum1 Whole-school2

Group training led by developer 79 89

Alternative training321 11

1 For the curriculum, designated staff includes teachers assigned to teach RiPP. 

2

 For the whole-school portion, designated staff includes all members of the school management teams. 

3 Alternative training for the curriculum included review of a videotaped training session, one-on-one sessions with the liaison or a 

trained teacher, and coteaching of sample lessons with the liaison. Alternative training for the whole-school portion of the 

intervention included orienting by the team, the liaison, or individual team members; review of videos on Best Behavior approaches; 

and learning through participation in subcommittees. 

SOURCE: Implementation team’s attendance records for training.

For RiPP, the need for alternative training arose as a result of teachers being unavailable 

during the initial group training, staff changes, or staff not being identified at the time of the 

training. As a result, DVDs of a live training session were produced and distributed to all liaisons. 

One teacher who implemented the curriculum schoolwide to all grade levels was trained by the 

implementation team over multiple telephone calls and visits to her school because she needed to 

begin teaching before the RiPP developers could arrange a visit to her school. 

3.2.2 Best Behavior Training 

The goal of the 2-day training was to provide school management teams with an 

understanding of the philosophical framework underlying the positive behavior approach and to 

guide them in developing policies and procedures for managing student behavior schoolwide, in 

classrooms, and on an individual basis. The training was led by the program developer. School 

management teams were introduced to the key components of Best Behavior, including defining 

schoolwide rules and expectations, teaching behavioral expectations, designing a schoolwide 

recognition and reward system, creating a positive culture in the school, using office referral data to 

monitor behaviors, learning the foundations of classroom management, and understanding group 

and individual behaviors. Videos were used to illustrate methods for systematic supervision and 

monitoring of common areas in the school and to show how to respond to escalating behavior and 

to defuse anger and aggression. Teams were also provided with handouts illustrating examples of 

rules and reward systems developed in other schools and were given time to work in small groups to 

begin developing these for their own school. 

Best Behavior school management teams were trained between April and September 2006 in 

preparation for the first year. Separate Best Behavior training workshops were held for each district 

(or several small districts at a time, if they were located in close proximity to one another). Each 

workshop lasted for 2 days and was led by one of two program developers. A total of 216 school 
Chapter 3. Implementation of the Violence Prevention Program 

Impacts of a Violence Prevention Program for Middle Schools 51

staff were trained in the skills required to form a functioning school management team. Of these, an 

average of 89 percent of staff at each site received training in a group setting, while the residual staff 

were oriented by the school management team, a member of the implementation team, or another 

management team member; reviewed videos of Best Behavior approaches (Smith and Sprague 2006; 

Colvin 2004); and were trained experientially by participating in subcommittees (see table 12). For 

Best Behavior, the need for alternative training arose as a result of staff being unavailable during the 

initial group training, staff changes, or staff not being identified at the time of the training. Program 

developers provided schools with PowerPoint presentations and the Best Behavior manual (Sprague 

and Golly 2005) and also offered technical assistance. 

3.2.3 Technical Assistance, Teacher Support, and the Role of the Implementation 

Liaisons 

While both RiPP and Best Behavior are implemented by school staff, in this project 

technical assistance was also made available throughout the implementation period by on-site 

implementation liaisons. Liaisons were expected to facilitate, coach, and monitor the progress and 

delivery of both of the programs. Liaisons attended the RiPP training alongside the teachers from 

their schools. During RiPP lessons, liaisons observed each teacher several times during the school 

year. Following their observations, the liaisons offered feedback and suggestions and any support 

that the teachers might request. Where it was clear that teachers needed additional support, liaisons 

modeled the delivery of the curriculum by coteaching it with them. Many of the liaisons regularly 

attended teacher team meetings to discuss RiPP and to plan for its implementation. When new 

teachers became involved in the curriculum after the initial training, the liaison used videos of the 

RiPP workshop, along with one-on-one meetings, to prepare the new teachers to implement RiPP. 

The liaisons focused primarily on teachers who were new to the program or clearly were struggling 

with it. 

With regard to Best Behavior, the liaisons attended the Best Behavior training with the staff 

from their assigned schools and supported the school management teams to the extent that they 

were needed, especially in the following key areas:

Meeting facilitation. Liaisons ensured that school Best Behavior management team meetings 

occurred. In many cases, the liaison acted as an assistant to the management team leader—

organizing meetings, creating agendas, and typing up minutes—and kept track of and 

facilitated team progress in completing the steps of the Best Behavior program. In addition 

to attending the monthly meetings with the team, the liaisons usually had weekly contact 

with key Best Behavior staff. 

Reinforcement system. Liaisons aided the teams in designing and implementing the 

schoolwide reinforcement system. For example, liaisons had primary responsibility for 

compiling data on the number of tokens distributed to students each month, giving out 

rewards to students, and participating in the reward celebrations (e.g., attending movies or 

dances, accompanying groups of students to off-campus lunches). 

Educating faculty and staff about Best Behavior. At times, the liaison served as the 

spokesperson for the Best Behavior program, especially when educating the rest of the 

faculty. Liaisons also took an active role in supporting school rules and lesson plans, such as 

helping schools develop strategies for delivering lessons on the public address system. 

Liaisons hired for the project were a group of experienced former or current educators. All 

but three were retired teachers or principals—and thus fully appreciated the challenges that teachers 
Chapter 3. Implementation of the Violence Prevention Program 

52 Impacts of a Violence Prevention Program for Middle Schools 

and administrators encountered as they implemented RiPP and Best Behavior in their schools. One 

liaison was a graduate student who had also worked on another research study at the school, one 

worked for an education consulting firm and was familiar with health and character education 

programs, and one was a college-level educator. Eleven of the 13 liaisons were recommended by the 

principal or district coordinator; 1 was recommended by another liaison; and 1 was recruited 

through an advertisement in the local newspaper. All but two of the liaisons were well known to the 

faculty at those schools, and seven of them frequently served as mentors for new teachers in the 

district. 

3.3 Program Implementation 

This section reports the findings for program fidelity, assessed in treatment schools, 

according to the fidelity criteria outlined in section 2.7. Fidelity of implementation for RiPP is 

presented first, followed by fidelity of implementation for Best Behavior. The section begins by 

describing the contextual background for the treatment schools. 

3.3.1 Context of Program Delivery 

RiPP and Best Behavior were implemented in schools in which there were often other 

challenges. We identified three specific issues that site liaisons had documented in the Monthly 

Implementation Progress Reports as having resulted in challenges for program delivery: 

administrator turnover, failure to meet adequate yearly progress (AYP) on academic end-of-grade 

testing, and budgetary constraints. The specific challenges discussed in this section were brought up 

in response to the question, ―What, if any, are the issues at the school that are impacting 

implementation of Best Behavior and RiPP?‖

Administrator Turnover 

During the first year of the project, 7 of the 20 principals at treatment schools were so new 

that they were not the principal who had agreed to participate in the project, as documented on 

Monthly Implementation Progress Reports. In addition, two principals were absent for extended 

time periods due to personal reasons. The Best Behavior developers (Sprague and Golly 2005) 

underscore that the principal’s support and leadership are critical to having a successful Best 

Behavior team, and the absence or reluctant participation of the principal creates challenges for 

moving the program forward. 

Failure to Meet Annual Yearly Progress 

Seven of the 20 treatment schools were on academic probation and did not meet standards 

for AYP during the first year of the project, as documented on the liaisons’ Year-End 

Implementation Reports. According to the Monthly Implementation Progress Reports completed by 

site liaisons, administrators and teachers in these schools expressed the need to focus on addressing 

academic performance and test scores, and several schools introduced new academic programs 

intended to improve test scores. Liaisons reported that this priority on academic performance 

seemed to result in less time and attention devoted to progress on Best Behavior and completion of 

all RiPP lessons by teachers. 

Budgetary Challenges 

Based on the Monthly Implementation Progress Reports completed by site liaisons, all 20 

treatment schools expressed concern during the first year of implementation about budget 
Chapter 3. Implementation of the Violence Prevention Program 

Impacts of a Violence Prevention Program for Middle Schools 53

constraints that they felt either directly or indirectly affected implementation of the student reward 

system, a major component of the Best Behavior program. For example, five schools had to obtain 

funding for Best Behavior rewards from community sources. One school found it difficult to 

provide teacher coverage for fundraisers or other Best Behavior activities because teachers were told 

not to stay after school because the school could not pay them overtime or otherwise compensate 

them. In three schools, there were academic booster programs (e.g., Athena, Avid, and Renaissance) 

that competed with Best Behavior for privileges. 

3.3.2 RiPP Delivery and Fidelity 

Delivery of RiPP began in early fall 2006, once RiPP training and the student baseline 

surveys were completed.11 All schools in the treatment condition began delivering RiPP within 

3 months (range of 1 to 3 months) of the beginning of the school year. Table 13 displays the variety 

of classes selected by the schools for delivering the RiPP curriculum. During the first year of 

implementation, RiPP was taught most often as part of social studies (50 percent) or health 

(25 percent). Other subjects chosen were physical education (20 percent) and science and language 

arts (each 15 percent). Six out of 20 schools combined several of these subjects to deliver the 

program to all students; for example, RiPP was sometimes taught in health class during the first 

semester and in physical education in the second semester. 

Table 13. Placement of RiPP curriculum in classes 

Class Percent of intervention schools

Health 25

Physical education 20

Social studies 50

Science 15

Language arts 15

Allied arts (e.g., art; technology education) 5

NOTE: Percentages total more than 100 percent because schools could implement in more than one type of class. 

SOURCE: RiPP implementation records. 

To ensure that all students in the school received RiPP, schools selected a delivery schedule 

that allowed the program to be repeated during the year for new groups of students. Each RiPP 

teacher taught multiple classes of students throughout the day. Regardless of whether the curriculum 

was taught once or twice per week, approximately one-half of the students in all the treatment 

schools received the program by the end of the first semester, and the remainder received the 

program by the end of the school year. 

Amount of RiPP Curriculum Delivered 

One criterion for RiPP faithful implementation is delivery of the entire first-year curriculum. 

Table 14 shows the extent to which intervention schools delivered the full program (all 16 RiPP 

lessons) in the first year of implementation. Delivery of the full program in a school varied to the 

extent that individual classes did not complete all lessons; however, 19 out of 20 treatment schools 

 

11 There was one exception where the curriculum was begun prior to the baseline survey. In this case, the curriculum was delivered by 

a single teacher in one treatment school, and it was necessary to begin teaching the program to the first group of students at the 

beginning of the school year so that the teacher would have time to complete delivery to all students by the end of the year. 
Chapter 3. Implementation of the Violence Prevention Program 

54 Impacts of a Violence Prevention Program for Middle Schools 

delivered all RiPP lessons to a majority of the assigned classrooms. Specifically, 14 of the study’s 20 

intervention schools (or 70 percent) delivered all 16 lessons to all classrooms; 3 of the schools 

delivered the full program to at least three-quarters of the classrooms; 2 of the schools completed 

the full program in at least one-half of the classrooms; and 1 school completed the full program in 

less than one-half of the classrooms. 

Table 14. RiPP curriculum dosage—Year one 

Percent of classrooms completing all 16 lessons Number of intervention schools

0–49 1

50–74 2

75–99 3

100 14

SOURCE: RiPP implementation records. 

Fidelity of RiPP Delivery in the Classroom 

Several measures of fidelity concern the extent to which teachers’ delivery of RiPP was aligned 

with the following program requirements: adherence to scripted lessons, using appropriate materials 

for the lessons, using the correct teaching techniques, and having students engaged during the session. 

Fidelity alignment for adherence to prescribed teaching methods was coded as follows: well aligned 

was indicated by three classes displaying the technique; moderately aligned was indicated by two 

classes displaying the technique; and poorly aligned was indicated by one class displaying the 

technique. The measure for use of correct materials was scored from one (not at all well) to seven 

(very well). Average scores greater than five were coded as well aligned; scores between three and five 

were coded as moderately aligned; and scores below three were coded as poorly aligned. The measures 

for adherence to scripted lesson plans and for student engagement were scored from one (not at all) to 

four (always/very much). Average scores greater than or equal to three were coded as well aligned; 

scores between two and three were coded as moderately aligned; and scores below two were coded as 

poorly aligned. 

Results from the evaluation team’s classroom observation are displayed in table 15 by the 

percentage of intervention schools where the degree of alignment was observed. The delivery of the 

curriculum at a majority of intervention schools was well aligned on all four of the measures. 

Specifically, 65 percent of schools were rated as well aligned with respect to teachers following lesson 

instructions; 90 percent were well aligned with regard to teachers using the correct RiPP materials for 

the lesson; 55 percent of schools were well aligned with regard to teachers using the correct teaching 

techniques for each RiPP lesson; and 85 percent were well aligned with respect to student engagement 

during lesson activities. 
Chapter 3. Implementation of the Violence Prevention Program 

Impacts of a Violence Prevention Program for Middle Schools 55

Table 15. RiPP curriculum fidelity assessments based on evaluation team observations—Year 

one 

Fidelity criteria Alignment with program requirements1 Percent of schools

Teachers follow the scripted lesson plan Well aligned 65

Moderately aligned 35

Poorly aligned 0

Teachers use appropriate RiPP materials Well aligned 90

Moderately aligned 10

Poorly aligned 0

Teachers use the prescribed RiPP teaching 

methods 

Well aligned 55

Moderately aligned 40

Poorly aligned 5

Students are engaged during the lesson Well aligned 85

Moderately aligned 15

Poorly aligned 0

1

 Fidelity scores are based on three observations per school. 

NOTE: Three RiPP teachers from each school, one from each grade level, were randomly selected to be observed during a RiPP 

session. Rating scores for a school were averaged or summed across the three observations. 

SOURCE: Calculations are from observations of randomly selected RiPP classes conducted by the research team. 

The RiPP fidelity data collected by the evaluation team’s classroom observation provided 

only a snapshot of the alignment of program delivery and RiPP fidelity because they were collected 

at each intervention school over only 1 week by observing three teachers at each school. The 

observational data collected by the implementation liaisons over the entire year while periodically 

observing all RiPP teachers were also examined to determine the extent to which they agreed with 

observational data from the evaluation team. These data from the liaison reports indicate that 

40 percent of the intervention schools were well aligned with the written curriculum and that 

65 percent of the schools were rated as well aligned with respect to adherence to the specific 

teaching techniques called for in the curriculum. Finally, the liaisons observed that in 60 percent of 

the intervention schools, students were well engaged in the session. 

To better understand the teacher modifications to the RiPP curriculum during classroom 

delivery, data were also collected from RiPP teachers through interviews conducted at midyear by 

the evaluation team. Of the 24 percent of teachers who reported modifying the core curriculum 

content, 52 percent indicated that they had left out portions of lessons, and another 24 percent 

reported condensing the material for a lesson. These modifications took place because, according to 

some teachers, there was insufficient time to complete RiPP lessons. Indeed, less than one-half 

(45 percent) of teachers reported that the time was sufficient to cover all the material in any given 

lesson. 
Chapter 3. Implementation of the Violence Prevention Program 

56 Impacts of a Violence Prevention Program for Middle Schools 

3.3.3 Best Behavior Program Fidelity 

School Management Team Composition 

School management teams ranged in size between 7 and 16 members, with an average of 10 

members. Figure 3 shows the site-level averages with regard to the composition of the Best 

Behavior school management teams in the first year of implementation. On average, non-RiPP 

teachers constituted 40 percent of teams; RiPP teachers constituted 13 percent (to facilitate 

alignment between RiPP and Best Behavior); administrators accounted for 23 percent; counselors 

made up 12 percent; and others constituted 12 percent. 

Figure 3. Composition of the Best Behavior teams 

NOTE: N = 209. Percentages are based on site-level averages. 

SOURCE: Implementation team records. 

Frequency of School Management Team Meetings 

The Best Behavior program was considered to start implementation the month that the 

school management team began having regularly scheduled meetings. In the first year of Best 

Behavior implementation, during the 2006–07 school year, the average lapse between the beginning 

of the school year and Best Behavior implementation was 3 months (range of 1 to 7 months). Three 

schools were delayed by 7 months, and one school was delayed 6 months. 

One aspect of fidelity is that the team at each school meets at least monthly. According to 

the Monthly Implementation Progress Reports completed by the site liaisons, over the approximate 

9 months available for meetings, the teams met an average of 5 times (range of 2 to 13 times). Fifty 

percent of the schools met five or more times during the 9 months. One school held 13 meetings as 

a result of meeting weekly during periods of increased program activity. 

Principal Support of Best Behavior Program 

Principal support is another aspect of program fidelity for Best Behavior. Principals’ support 

and enthusiasm for the program and their leadership in promoting and sustaining the program are 

RiPP teachers 

(13%)

Non-RiPP 

teachers

Administrators (40%)

(23%)

Other

(12%)

Counselors

(12%)
Chapter 3. Implementation of the Violence Prevention Program 

Impacts of a Violence Prevention Program for Middle Schools 57

important aspects of the role of the principal. Kam, Greenberg, and Walls (2003) note the 

importance of the support of a school’s principal to the success of school-based prevention 

interventions. 

Table 16 summarizes the level of principal support and commitment, as measured by 

perceived support (by the liaisons) (80 percent), perceived use of leadership to promote the program 

(65 percent), and whether or not the principal attended the Best Behavior training workshop 

(80 percent) and was a member of the school management team (55 percent). Of the 20 principals, 

one-half (10) were supportive in three or four ways, while 6 principals were only supportive in two 

ways, and 4 principals gave minimal support. 

Table 16. Principal support of Best Behavior—Year one 

Type of principal support Number of schools Percent of schools

Principal was supportive (as perceived by the liaisons) 16 80

Principal used leadership to promote program (as perceived by the 

liaisons) 13 65

Principal attended Best Behavior workshop 16 80

Member of school management team and attended meetings on 

occasion 11 55

SOURCE: Year-End Implementation Report for the 2006–07 school year. Training records maintained by the implementation team. 

Needs Assessment Completed 

Completion of a schoolwide needs assessment was an additional fidelity criteria for year one. 

The status of this milestone is shown in table 17. According to liaisons’ Year-End Implementation 

Reports, by the end of year one, a needs assessment was completed by 95 percent of the schools. 

Creation of Schoolwide Rules and Rewards System 

The creation of a schoolwide rules and rewards system, another fidelity criterion, was 

measured through liaisons’ observation of whether schools completed several tasks, which can be 

found in table 17. An early task for the school management team was to identify and adopt a set of 

rules of behavior by which all of the school could be guided. At the end of the first year, 80 percent 

of schools had completed this task, while 15 percent of schools were still working on it, and one 

school (5 percent) had not yet begun this task. Seventy-five percent of treatment schools had posted 

schoolwide rules and expectations for behavior in their respective schools. A related subsequent task 

was to develop lesson plans to teach students and faculty about each of the selected rules and 

expectations. This development task was completed by 60 percent of schools by the end of year one, 

while 50 percent of schools had used teachers to teach the rules and expectations systematically to 

students in the classroom. Regarding the reward system for recognizing appropriate behavior, 

80 percent of schools completed development of the system, while slightly fewer (75 percent) 

implemented it by the end of the year. 
Chapter 3. Implementation of the Violence Prevention Program 

58 Impacts of a Violence Prevention Program for Middle Schools 

Table 17. Needs assessment; creation of schoolwide rules; and rewards system—Year one 

Status (Percent of schools)

Measure Not initiated In progress Completed

Needs assessment

Needs assessment completed 0 5 95

Schoolwide rules

Rules and schoolwide behavioral expectations are 

defined 5 15 80

Rules posted in the school 10 15 75

Lesson plans are developed for teaching about 

behavioral expectations in all school settings (e.g., 

cafeteria, gym, restrooms) 15 25 60

Rules/expectations taught systematically 20 30 50

Rewards system

A schoolwide system is defined for recognizing and 

rewarding appropriate, expected behaviors 5 15 80

Reinforcement system implemented 5 20 75

SOURCE: Site liaison reports. 

Clarity of School Rules and Rewards 

For faithful implementation of Best Behavior, teachers need to be aware of the school rules, 

given that teachers will be responsible for making sure students adhere to the rules and will be 

rewarding students for positive behaviors. Teacher data collected from a sample of the general 

teaching staff were used to assess how broadly the school rules and expectations for behavior were 

communicated and instituted, from the teachers’ perspectives. Table 18 displays results from the 

teacher survey administered between February and May of the first implementation year. Fifty-four 

percent of the teachers indicated that when school rules were broken, it was clear to school staff 

what consequences would follow. Sixty-nine percent of teachers reported that school rules 

emphasized the consequences for negative behaviors, 79 percent said that their school rules 

reinforced desirable behaviors, and 84 percent said that rules for student behavior were clearly 

defined in their schools. 

Table 18. Teacher reports of clarity of school rules in intervention schools 

Percent of teachers 

agreeing

School rules for student behavior are clearly defined 84

The school rules emphasize reinforcing desired behaviors 79

The school rules emphasize consequences for undesired behaviors 69

When a school rule is broken, it is clear to school staff what consequences should follow 54

NOTE: N = 465. Response options ranged from one (―strongly agree‖) to four (―strongly disagree‖); ―strongly agree‖ and ―agree‖ 

responses were combined. 

SOURCE: Teacher survey, spring 2007. 
Chapter 3. Implementation of the Violence Prevention Program 

Impacts of a Violence Prevention Program for Middle Schools 59

3.4 Implementation Challenges 

This section describes the challenges encountered when implementing each of the two 

programs and how the problems faced by many of the schools contributed to these challenges. 

RiPP was somewhat easier to launch than Best Behavior, perhaps because it is more 

structured and localized within the school. According to the Year-End Implementation Reports, the 

major challenge that RiPP implementation faced was limited time, which was often a result of 

competing priorities. This was true in all 20 schools. The first strategy used by the implementation 

project team to minimize this problem was addressed during the team’s initial negotiations with the 

principal. Principals were asked to be careful to consider testing and other priorities as they 

identified placement of RiPP within a particular subject. However, teachers who were then asked to 

teach the curriculum did not always agree with their principal’s decision, and this sometimes 

translated into teacher resistance. According to the Year-End Implementation Reports, while 

virtually all teachers (with two exceptions) saw the value of RiPP, one in four teachers expressed 

concern about the time that RiPP took away from his or her respective curricula. This was 

particularly true when schools decided to implement RiPP in core subjects, especially when those 

subject areas were tested. This was also the case when RiPP was implemented in health and physical 

education courses. For example, health is often very limited in schools, and health teachers have 

multiple mandates. In one school, the health teacher only saw students for nine 90-minute sessions 

during the school year, and this teacher also was responsible for covering health topics such as drug 

use and sexuality during that time. Physical education teachers said that students were unhappy to be 

in classroom activities when they were used to participating in physical activities during this class. 

A general challenge to Best Behavior involved competing philosophies. Specifically, liaisons 

noted that some teachers and administrators in at least five schools (25 percent) had a philosophical 

conflict with reinforcing students for good behaviors—which is the underlying philosophy and 

theory (driven by research) of Best Behavior. These faculty members disagreed with the idea that 

they should reward students for good behavior. Some of these faculty raised concerns that 

rewarding desired behavior would weaken intrinsic motivation. At other times, some faculty 

expressed a simple objection that they should not have to reward students for good behavior. 

While this philosophical opposition was relatively rare, it became most problematic when a 

member of the Best Behavior team expressed this view. When this happened, the Best Behavior 

trainers worked hard during the training workshop to address the faculty member’s concerns. For 

example, they would present extensive research showing the benefits of rewarding expected 

behaviors and research showing that rewards did not diminish intrinsic motivation. The liaisons 

continued to address any concerns following training. Unfortunately, it is difficult to change 

philosophical views, and the team had only minimal success persuading faculty members who were 

reluctant because of philosophical differences, despite extensive efforts. We found it was more 

productive to try to remove skeptical faculty from the Best Behavior team. (All faculty who were 

oppositional were happy not to have team responsibilities.) In one case, a principal had a 

philosophical difference that made it impossible for Best Behavior to move forward in his school. 

While it was helpful to keep faculty with strong philosophical differences off of the team, it was also 

important to note that the presence in the school of individuals with opposing philosophical 

positions created problems for the program. For example, it was very difficult to get these faculty 

members to actively participate in giving rewards. Further, to the extent these faculty members had 

power and influence among their colleagues, they created tension that was not productive. 
Chapter 3. Implementation of the Violence Prevention Program 

60 Impacts of a Violence Prevention Program for Middle Schools 

3.5 Treatment Contrast 

This section provides information concerning the variety of interventions in the study’s intervention 

and comparison schools that is potentially related to the study’s outcomes of interest. As table 19

indicates, more treatment schools than control schools implemented stand-alone violence 

prevention curricula, other than RiPP, during the first year. Specifically, three intervention schools 

and one control school were administering a gang resistance program, while two intervention 

schools and one control school were administering a character education program. Individual 

presentations that were not part of a curriculum (most often, speakers, a video, or a lesson) provided 

information on bullying, harassment, and dating violence. These types of sessions were used by one 

school pair, three intervention schools, and two control schools. In addition, while no control 

school was implementing Best Behavior, an equal number of control and intervention schools used 

a discipline tracking system, one of the strategies encouraged by the Best Behavior. 

Finally, with regard to violence prevention strategies other than curricula and whole-school 

approaches, slightly more control schools used security measures, such as cameras and law 

enforcement officers, compared with treatment schools. An equal number of treatment and control 

schools implemented peer mediation programs, although the majority of these occurred outside of 

the matched pairs of schools. 
Chapter 3. Implementation of the Violence Prevention Program 

Impacts of a Violence Prevention Program for Middle Schools 61

Table 19. Number of schools implementing strategies related to violence prevention 

Violence prevention strategy

Number of 

interventioncontrol pairs

Number of 

intervention 

schools only

Number of 

control 

schools only

Classroom-based education

Responding in Peaceful and Positive Ways (RiPP) (Intervention) 0 20 0

Gang Resistance Education and Training (GREAT): Taught by 

law enforcement officers, focusing on skills to avoid gang 

pressure and involvement

Grades 6 and 7; total of 13 sessions 0 3 1

Character education: Wide variety of programs focused on core 

ethical values, such as respect, justice, civic virtue, and 

responsibility 

Infused in subjects or taught in lessons (range of 1 to 12 

lessons) 1 2 1

Individual sessions (lesson, speaker, or video) on bullying, 

harassment, dating violence; not part of a curriculum

Number of sessions ranges from 1 to 10 per year 1 3 2

Whole-school reward/disciplinary approach

Best Behavior (Intervention) 0 20 0

Discipline tracking system 1 3 3

Non-classroom-based prevention 

Peer mediation, conflict resolution, student court 3 4 4

Security

Security cameras, metal detectors 11 1 3

Law enforcement officers, security guards, school resource 

officers 14 0 3

Controlled access, visitor check-in 20 0 0

SOURCE: Violence prevention coordinator interview, midyear 2006–07. 

Impacts of a Violence Prevention Program for Middle Schools 63

Chapter 4. 

Impacts of the Violence Prevention Program 

This chapter presents the impact findings following the first year of a 3-year program to 

reduce student violence and victimization in middle schools. In the sections that follow, we present 

the results of analyses conducted to assess the impact of the intervention. We focus first on main 

outcomes that the intervention seeks to influence: student violence and student victimization. In 

addition, we examine the impacts on several other outcomes. One group of outcomes corresponds 

to those that, while not directly targeted by the program, might be expected to change as a result of 

the program (i.e., spillover effects): student and teacher safety concerns, student prosocial behaviors, 

and teacher victimization. Another group of outcomes examined are those hypothesized to be more 

immediately affected by the intervention, compared with the main outcomes of aggression and 

victimization. These include students’ attitudes toward violence, students’ self-reported coping 

strategies for dealing with aggression, students’ clarity of understanding of the school rules, teacher 

expectations for student behavior, and school staff’s response to student aggression. 

This chapter begins with a description of the student characteristics at baseline across 

treatment and control groups. It then presents the results of the impact findings for the full sample, 

for both main outcomes and other outcomes. This is followed by a presentation of the impact 

findings for the high-risk subsample and results of exploratory analyses for the gender subgroups. 

The chapter ends with a brief conclusion. Unadjusted means and standard deviations for all impact 

variables are included in appendix F. 

4.1 Student Characteristics at Baseline 

This section presents the demographic characteristics of the student sample and the baseline 

outcome measures across treatment and control groups. Table 20 shows the student demographic 

characteristics at baseline for the intervention and control groups.12 These data were obtained 

through the baseline student survey, which was administered in fall 2006. More than one-half of the 

students in the sample were either Hispanic or Black. About one-half of the students in the sample 

were male, and more than one-half lived in single-adult households. A two-tailed t-test applied to 

each variable indicates that the demographic characteristics are not statistically different between 

students attending intervention schools and those attending control schools. 

 

12 Demographic information for the high-risk student subgroup can be found in appendix B. 
Chapter 4. Impacts of the Violence Prevention Program 

64 Impacts of a Violence Prevention Program for Middle Schools 

Table 20. Baseline demographic characteristics of the student sample 

Characteristic Intervention group Control group Difference t-test1p-value

Sample size, grade 6 3,705 3,896

Race/ethnicity (%)

Hispanic 26.02 24.25 1.77 0.22 0.83

Black, non-Hispanic 27.83 25.25 2.58 0.29 0.77

White, non-Hispanic 30.16 36.36 −6.20 −0.70 0.49

Other or mixed216.09 14.19 1.90 0.86 0.39

Gender (%)

Male 49.20 48.86 0.36 0.17 0.87

Single-adult household (%) 58.67 59.54 −0.87 −0.29 0.77

1 Adjusted for intraclass correlations. 

2 This category includes American Indian or Alaskan Native, Asian, Native Hawaiian/other Pacific Islander, and multiracial. 

NOTE: Statistical significance is indicated by * if the p-value is less than or equal to 0.05. 

SOURCE: Student survey, fall 2006 (baseline). 

The voluntary aspect of participation in the study means that students from whom outcome 

data were collected may not be representative of the general middle school student population. To 

test for potential bias in the study sample, the baseline demographic characteristics of the 6th-grade 

study participants13 were compared with 6th-grade demographic data for the entire grade obtained 

from the Common Core of Data (CCD) for the same year. Comparisons for race/ethnicity should 

be viewed with caution, as the two sources of information used different ways to collect the data.14

Table 21 shows the results of comparing the demographic characteristics for three categories of 

race/ethnicity and for gender (male). A two-tailed t-test applied to each variable indicates that the 

demographic characteristics are statistically different between sample students and the population of 

6th-graders in those same schools. Higher percentages of White, Black, Hispanic, and male students 

were observed in the population, compared with the sample of study participants. Similar differences 

were observed among intervention schools, with the exception of the percentage of Black students, 

which was not significantly different between sample and population. Among control schools, there 

were differences only with respect to the percentage of Hispanic students, which was found to be 

significantly higher in the population. In all instances, the mean percentages differ by no more than 

1 or 2 points between sample and population, except for the Hispanic variable, which differs by 9.5 

points for the intervention group, 6.7 points for the control group, and 8.1 points overall. These 

results reveal that the students from whom outcome data were collected were not representative of 

the middle school student population on these specific characteristics. 

 

13 The baseline sample of 6th-grade students participating in the study represented 70 percent of the total number of students enrolled 

in the 6th grade, based on the response rate. 

14 There is no comparable figure available in CCD for the student survey item that asks about parents living in the household. The 

race/ethnicity category ―other‖ in CCD is not defined in a comparable way to the item in the student survey, which includes mixed 

races. These two items were omitted from the analysis. It should also be noted that the race/ethnicity questions are not framed in a 

comparable manner in these two sources; in particular, the student survey asks about Hispanic ethnicity first, then about race, while 

the school data collected through CCD do not measure ethnicity separately from race. 
Chapter 4. Impacts of the Violence Prevention Program 

Impacts of a Violence Prevention Program for Middle Schools 65

Table 21. Difference in baseline demographic characteristics between the student sample and 

population 

Characteristic

6th-grade 

population

6th-grade study 

participants Difference t-test p-value

Total sample

Race/ethnicity (Mean %)

Hispanic 32.63 24.56 8.07 18.48 0.00*

Black, non-Hispanic 27.55 26.75 0.80 2.02 0.05*

White, non-Hispanic 34.83 33.34 1.49 3.41 0.00*

Gender (Mean %)

Male 50.70 49.00 1.70 2.98 0.01*

Intervention group

Race/ethnicity (Mean %)

Hispanic 34.39 24.92 9.47 14.63 0.00*

Black, non-Hispanic 28.84 28.26 0.58 1.03 0.32

White, non-Hispanic 32.09 30.35 1.74 2.87 0.01*

Gender (Mean %)

Male 51.29 49.08 2.21 2.69 0.02*

Control group

Race/ethnicity (Mean %)

Hispanic 30.91 24.15 6.76 11.46 0.00*

Black, non-Hispanic 26.26 25.24 1.02 1.81 0.09

White, non-Hispanic 37.58 36.32 1.26 2.00 0.06

Gender (Mean %)

Male 50.14 48.91 1.23 1.54 0.14

NOTE: A two-tailed test adjusted for intraclass correlations was used to test differences between population estimates and study 

sample estimates. Statistical significance is indicated by * if the p-value is less than or equal to 0.05. Comparisons for race/ethnicity 

may not be valid because of differences in the way the data were collected. 

SOURCE: Calculations for the ―6th-grade study participants‖ are based on a student survey administered at baseline in fall 2006. 

Calculations for the ―6th-grade population‖ were based on Search for Public School Districts: School Year 2005–06, Common Core 

of Data (CCD), U.S. Department of Education, Institute of Education Sciences, National Center for Educational Statistics. Retrieved 

April 29, 2009, from http://nces.ed.gov/ccd/districtsearch/index.asp. 

We compared the baseline student measures for primary and secondary outcomes across the 

treatment and control groups to test whether there were any significant differences between the two 

groups. These data were obtained through the baseline student survey administered in fall 2006. As 

shown in table 22, students’ responses were not statistically different between intervention and 

control schools, with one exception.15 Students in control schools were more likely than students in 

intervention schools to worry that someone from their school would attack, hurt, or bully them. 

 

15 Unadjusted baseline means and standard deviations can be found in table F-1 in appendix F. 
Chapter 4. Impacts of the Violence Prevention Program 

66 Impacts of a Violence Prevention Program for Middle Schools 

These analyses suggest that randomization of schools to condition resulted in generally similar 

groups. 

Table 22. Baseline measures for the student sample: Full sample 

Measure

Baseline event rates or scale 

means (SE)

Difference t-statistic p-value1

Intervention

group

Control

group

Main outcomes2

Violence (All items) 1.97 (0.13) 1.90 (0.13) 0.08 0.41 0.68

Violence: Weapons-related 0.08 (0.01) 0.08 (0.01) 0.00 0.23 0.82

Violence: Not weapons-related 1.89 (0.12) 1.82 (0.12) 0.08 0.44 0.67

Victimization (All items) 3.88 (0.14) 4.09 (0.14) −0.21 −1.09 0.28

Victimization: Overt 2.19 (0.09) 2.31 (0.09) −0.12 −1.00 0.32

Victimization: Relational 1.69 (0.06) 1.78 (0.06) −0.09 −1.16 0.25

Other outcomes3

Self-reported coping strategies: 

Positive 2.87 (0.02) 2.90 (0.01) −0.03 −1.51 0.14

Self-reported coping strategies: 

Negative2

0.59 (0.04) 0.59 (0.03) 0.00 0.08 0.94

Attitudes toward violence 2.99 (0.03) 3.01 (0.03) −0.03 −0.57 0.57

Prosocial behaviors: Extended to 

others 2.93 (0.03) 2.95 (0.03) −0.03 −0.71 0.48

Prosocial behaviors: Received from 

others 2.77 (0.02) 2.78 (0.02) −0.01 −0.32 0.75

Behavioral expectations 3.16 (0.02) 3.16 (0.02) 0.01 0.24 0.81

Safety concerns 1.88 (0.03) 1.96 (0.03) −0.08 −2.11 0.04*

Sample size (Schools) 20 20

Sample size4(Students) 3,705 3,896

1 Statistical significance is indicated by * if the p-value is less than or equal to 0.05. 

2 Based on count data unless otherwise indicated. Generalized linear mixed model used to estimate group-specific baseline event 

rates and standard errors (SEs); t-statistic adjusted for clustering of students within schools used to test the null hypothesis of no 

difference, and significance level. 

3 Based on continuous scale measures (unless otherwise indicated). Generalized linear mixed model used to estimate groupspecific baseline scale means and SEs, difference in means, t-statistic for testing the null hypothesis of no difference, and 

significance level. 

4 Missing data ranged from 0.2 percent to 3.5 percent. 

SOURCE: Student survey, fall 2006 (baseline). 

Additional analyses examined the student outcomes at baseline for students identified as 

being at high risk for engaging in violent behavior in the future. Table 23 presents the outcome 

measures at baseline for students identified as high risk. Significant differences were found between 

intervention and control groups on four of the measures: high-risk students attending intervention 

schools reported more overall violence and violence without a weapon than high-risk students 

attending control schools. Significant differences were also found for positive self-reported coping 
Chapter 4. Impacts of the Violence Prevention Program 

Impacts of a Violence Prevention Program for Middle Schools 67

strategies (students in intervention schools made greater use of these strategies) and concerns over 

safety (students in control schools were more concerned than students in intervention schools). 

Table 23. Baseline measures for the student sample: High-risk subgroup 

Measure

Baseline event rates or scale 

means (SE)

Difference t-statistic p-value1

Intervention 

group

Control 

group

Main outcomes

Violence (All items) 5.03 (0.13) 4.63 (0.12) 0.40 2.21 0.03*

Violence: Weapons-related 0.28 (0.03) 0.26 (0.02) 0.02 0.46 0.65

Violence: Not weapons-related 4.76 (0.12) 4.37 (0.10) 0.38 2.47 0.02*

Victimization (All items) 5.78 (0.12) 6.00 (0.12) −0.22 −1.26 0.22

Victimization: Overt 3.52 (0.08) 3.65 (0.08) −0.13 −1.25 0.22

Victimization: Relational 2.29 (0.06) 2.36 (0.05) −0.07 −0.93 0.36

Other outcomes3

Self-reported coping strategies: 

Positive 2.54 (0.03) 2.63 (0.02) −0.09 −2.69 0.01*

Self-reported coping strategies: 

Negative2

1.26 (0.04) 1.20 (0.04) 0.05 1.03 0.31

Attitudes toward violence 2.54 (0.03) 2.60 (0.03) −0.06 −1.60 0.12

Prosocial behaviors: Extended to 

others 2.70 (0.03) 2.74 (0.03) -0.04 -0.92 0.36

Prosocial behaviors: Received from 

others 2.69 (0.03) 2.67 (0.03) 0.02 0.48 0.64

Behavioral expectations 3.01 (0.02) 3.02 (0.02) −0.01 −0.31 0.76

Safety concerns 1.94 (0.03) 2.06 (0.03) −0.12 −2.45 0.02*

Sample size (Schools) 20 20

Sample size4(Students) 1,005 1,148

1 Statistical significance is indicated by * if the p-value is less than or equal to 0.05. 

2 Based on count data. Generalized linear mixed model used to estimate group-specific baseline event rates (ERs) and standard 

errors (SEs), difference in ERs, t-statistic for testing the null hypothesis of no difference, and significance level. 

3

 Based on continuous scale measures (unless otherwise indicated). Generalized linear mixed model used to estimate groupspecific baseline scale means and SEs, difference in means, t-statistic for testing the null hypothesis of no difference, and 

significance level. 

4 Missing data ranged from 0.1 percent to 3.1 percent. 

SOURCE: Student survey, fall 2006 (baseline). 

4.2 Interpreting Program Impacts 

As described in chapter 2, the constructed indices of violence and victimization that 

constitute our primary measures for impact outcomes represent a count of the number of violent 

behaviors or victimization events occurring in the past 30 days. To account for the nature of the 

data, indices are assumed to follow a Poisson distribution, and the results are presented in terms of 

event rates (ERs) and event rate ratios (ERRs). ERs indicate the incidence density; this refers to the 
Chapter 4. Impacts of the Violence Prevention Program 

68 Impacts of a Violence Prevention Program for Middle Schools 

number of events among a particular group for a given period of time. For the measures of violent 

behavior and victimization in this study, all items assessed occurrences in the past 30 days. 

Accordingly, an ER of 2.5 among students in intervention schools indicates that students in these 

schools reported an average of 2.5 incidences in the past 30 days. ERRs compare the incidence density 

among a group of interest (intervention schools) with a group used as a reference (control schools). 

Where ERRs are greater than 1.00, the indicated group reports a higher frequency of occurrences 

than the reference group; where ERRs are less than 1.00, the indicated group reports a lower 

frequency of occurrence than the reference group. An ERR of 2.00 would indicate that, on average, 

students in the intervention schools reported twice as many incidents in the past 30 days as students 

in the control schools; similarly, an ERR of 0.50 would indicate that, on average, students in control 

schools reported twice as many incidents in the past 30 days as students in intervention schools. 

4.3 Main Program Impacts 

This section reports findings that address the main impact research question: ―Are there 

differences in the degree of violence in schools that implement the violence prevention program, 

relative to schools that do not implement it?‖ Constructed indices of student violence and 

victimization constitute the primary measures used to address this research question. 

In addition to main indices, we also derived subscales that reflect the underlying dimensions 

of the main impact outcomes. The overall measure of student violence is disaggregated into 

(1) student violence with a weapon, and (2) student violence without a weapon. The overall measure 

of student victimization is disaggregated into (1) overt victimization, and (2) relational victimization. 

Based on the theory of action, the combined intervention is theorized to impact the levels of student 

violence and victimization over the 3 years of the study; these findings are based on the first year of 

program implementation. 

Analyses examining these outcomes are presented in table 24. In each case, the model 

predicts average response at follow-up, adjusting for the following covariates: baseline school mean 

of the response, school size, and individual demographic variables (gender, race/ethnicity, and 

number of parents in the household). The estimated impacts in column 4 are ERRs comparing ERs 

in intervention schools with those reported in control schools. Overall, there were no statistically 

significant program impacts on student behaviors for either violence (all items, without a weapon, 

with a weapon) or victimization (all items, overt, relational) after the first year of implementation. In 

each case, using the Wald statistic, results indicated that the rates of behavior reported by students in 

treatment schools were not statistically different from the rates of behavior reported by students in 

schools not receiving the intervention. 
Chapter 4. Impacts of the Violence Prevention Program 

Impacts of a Violence Prevention Program for Middle Schools 69

Table 24. Main program impacts on self-reported violence and victimization—Year one 

Self-reported student outcome

Model-adjusted follow-up event rates 

(SE) Estimated impact1

(95% CI)

Wald ChiSquare 

Intervention group Control group p-value

Violence2 (All items) 2.91 (0.09) 2.88 (0.09) 1.01 (0.93, 1.10) 0.79

Without a weapon 2.79 (0.09) 2.76 (0.09) 1.01 (0.93, 1.10) 0.74

With a weapon 0.10 (0.01) 0.11 (0.01) 0.95 (0.78, 1.15) 0.58

Victimization2(All items) 4.97 (0.09) 4.97 (0.09) 1.00 (0.95, 1.06) 0.99

Overt 2.88 (0.07) 2.86 (0.06) 1.00 (0.94, 1.07) 0.90

Relational 2.07 (0.03) 2.11 (0.03) 0.98 (0.93, 1.03) 0.45

Sample size (Schools) 20 20

Sample size3(7,351 students 

clustered within schools) 3,619 3,732

1

 Program impact estimated as a model-adjusted event rate ratio (ERR) for intervention versus controls at follow-up, with 95 percent 

confidence limits. Impact estimates of 1.00 indicate no difference between intervention and control groups. 

2

 Based on count data.

3

 Student sample sizes used in the analysis vary due to item nonresponse at follow-up, covariate nonresponse, or both. Missing 

data ranged from 1 percent to 4 percent. 

NOTE: Generalized linear mixed models (SAS PROC GLIMMIX, Poisson distribution with log link function) were used to evaluate 

the program impact while accounting for the clustering of students within schools. Covariates in the model included the baseline 

school mean of the response variable, race/ethnicity, gender, number of parents in household, and school size. CI = confidence 

interval. SE = standard error. 

SOURCE: Student survey, fall 2006 (baseline) and spring 2007 (first follow-up). 

4.4 Other Program Impacts 

Besides the main outcomes, there are several secondary outcomes of interest to schools that, 

while not explicitly targeted by the intervention, may also be affected (i.e., spillover effects). 

Therefore, impacts were also estimated for the following: student safety concerns, student prosocial 

behaviors, teacher safety concerns, and teacher victimization. In addition, the intervention theory of 

action is that the program fosters a number of intermediate changes. These outcomes were 

measured for students (e.g., attitudes and perceptions toward violence) and teachers (e.g., classroom 

management techniques). 

To assess the influence of the intervention on other outcomes for students after 1 year of 

program implementation, we analyzed the following measures: 

 student safety concerns, 

 prosocial behavior extended to others, 

 prosocial behavior received from others, 

 perceptions of behavioral expectations, 

 attitudes toward violence, 

 positive (appropriate) self-reported coping strategies when faced with aggression, and 

 negative (inappropriate) self-reported coping strategies when faced with aggression. 
Chapter 4. Impacts of the Violence Prevention Program 

70 Impacts of a Violence Prevention Program for Middle Schools 

Analyses examining these student outcomes are presented in table 25. In each case, the 

covariate models predict the average response at follow-up, adjusting for the following covariates: 

baseline school mean of the response, school size, and individual demographic variables (gender, 

race/ethnicity, and number of parents in the household). 

Table 25. Secondary program impacts on student-level outcomes—Year one 

Self-reported student outcome1

Model-adjusted follow-up event rates 

or scale means (SE) Estimated impact 

(95% CI)

Wald ChiSquare

Intervention group Control group p-value

Safety concerns21.93 (0.04) 1.91 (0.03) 0.02 (−0.05, 0.08) 0.67

Prosocial behaviors extended32.88 (0.03) 2.89 (0.03) −0.01 (−0.07, 0.04) 0.54

Prosocial behaviors received32.78 (0.03) 2.78 (0.02) 0.00 (−0.04, 0.05) 0.86

Perceived behavioral expectations33.02 (0.02) 2.99 (0.02) 0.03 (−0.02, 0.09) 0.16

Attitudes toward violence32.84 (0.02) 2.85 (0.02) −0.01 (−0.06, 0.04) 0.71

Self-reported coping strategies 

(Negative)2,4 0.85 (0.02) 0.81 (0.02) 1.04 (0.97, 1.12) 0.22

Self-reported coping strategies 

(Positive)32.81 (0.02) 2.78 (0.01) 0.03 (−0.02, 0.08) 0.17

Sample size (Schools) 20 20

Sample size5(7,351 students 

clustered within schools) 3,619 3,732

1

 Scales based on continuous measures of the identified construct, unless otherwise indicated. Results presented include the 

estimated group-specific scale means and standard errors (SEs) at follow-up, estimated program impact for intervention versus 

control (difference in scale means, with 95 percent confidence limits), and the Wald p-value indicating statistical significance of the 

program impact. Impact estimates of 0.00 indicate no difference between intervention and control conditions. 

2

 Lower scores indicate better outcomes. 

3 Higher scores indicate better outcomes. 

4 Based on count data. Results include the estimated group-specific event rates and SEs at follow-up, estimated program impact for 

intervention versus control (event rate ratio [ERR], with 95 percent confidence limits), and Wald p-value indicating statistical 

significance of the program impact. Impact estimates of 1.00 indicate no difference between intervention and control conditions. 

5

 Student sample sizes used in the analysis vary due to item nonresponse at follow-up, covariate nonresponse, or both. Missing 

data ranged from 3 percent to 5 percent. 

NOTE: Generalized linear mixed models (SAS PROC GLIMMIX, Poisson distribution with log link function for count data) and linear 

mixed models (PROC MIXED, for continuous data) were used to evaluate the program impact while accounting for the clustering of 

students within schools. Covariates in the model included the baseline school mean of the response variable, race/ethnicity, gender, 

number of parents in household, and school size. CI = confidence interval. 

SOURCE: Student survey, fall 2006 (baseline) and spring 2007 (first follow-up). 
Chapter 4. Impacts of the Violence Prevention Program 

Impacts of a Violence Prevention Program for Middle Schools 71

Results for intermediate student outcomes indicated that there were no significant impacts 

after 1 year of implementation. With the exception of negative self-reported coping strategies, these 

outcomes are based on linear scales. The negative self-reported coping strategies scale did not meet 

the assumptions of linearity and was treated as a count variable. In each case, using the Wald 

statistic, results indicated that the rates of behaviors, attitudes, and perceptions reported by students 

in treatment schools were not significantly different from the rates reported by students in control 

schools after 1 year of program implementation. 

To assess the influence of the intervention on outcomes for teachers after 1 year of program 

implementation, we analyzed the following measures: 

 teacher safety concerns, 

 teacher victimization, 

 consistency of enforcing school rules, 

 classroom management techniques, 

 interactions with victims, and 

 interactions with aggressors. 

Findings for teacher outcomes are presented in table 26. The models predict the average 

response at follow-up, adjusting for school size. Across all teacher measures, there were no 

significant impacts observed after the first year of implementation. Using the Wald statistic, results 

indicated that there were no statistically significant differences in the rates of these responses 

between teachers in intervention schools and those in control schools. 
Chapter 4. Impacts of the Violence Prevention Program 

72 Impacts of a Violence Prevention Program for Middle Schools 

Table 26. Secondary program impacts on teacher outcomes—Year one 

Teacher self-reported outcome1

Model-adjusted odds or scale means 

(SE) Estimated impact 

(95% CI)

Wald ChiSquare

Intervention group Control group p-value

Teacher self-reported victimization2,3 0.78 (0.19) 0.60 (0.19) 1.19 (0.83, 1.72) 0.32

Teacher safety concerns31.44 (0.05) 1.45 (0.05) −0.01 (−0.15, 0.12) 0.85

School consistency of enforcing 

behavioral rules42.13 (0.06) 2.18 (0.06) −0.05 (−0.22, 0.12) 0.53

Interactions with victims43.34 (0.03) 3.32 (0.03) 0.02 (−0.05, 0.10) 0.53

Interactions with aggressors43.54 (0.03) 3.57 (0.03) −0.03 (−0.08, 0.03) 0.37

Classroom management 

techniques4

3.64 (0.03) 3.65 (0.03) −0.01 (−0.09, 0.07) 0.79

Sample size (Schools) 20 20

Sample size5(917 teachers nested 

within schools) 465 452

1

 Reported as scale scores, unless otherwise indicated, based on continuous measures of the identified construct. Results 

presented include the estimated group-specific scale means and standard errors (SEs), estimated program impact (difference in 

scale means for intervention vs. control, with 95 percent confidence limits), and the Wald p-value indicating statistical significance of 

the program impact. Impact estimates of 0.00 indicate no difference between intervention and control condition. 

2 Teacher victimization is based on a dichotomous indicator. Results presented include the estimated group-specific odds and SEs, 

estimated program impact for intervention versus control (odds ratio, with 95 percent confidence limits), and the Wald p-value 

indicating statistical significance of the program impact. Impact estimates of 1.00 indicate no difference between intervention and 

control conditions. 

3

 Lower scores indicate better outcomes. 

4 Higher scores indicate better outcomes. 

5

 Teacher sample sizes used in the analysis vary due to item nonresponse. Missing data ranged from 0 percent to 1 percent. 

NOTE: Program impacts are estimated using restricted maximum likelihood (MIXED procedure) or pseudo-likelihood (GLIMMIX 

procedure), controlling for the random assignment of schools to program condition from pairs matched within district on the level of 

free or reduced-price lunches received by students. CI = confidence interval. 

SOURCE: Teacher survey, spring 2007. 
Chapter 4. Impacts of the Violence Prevention Program 

Impacts of a Violence Prevention Program for Middle Schools 73

4.5 High-Risk Student Analyses 

This section reports the results of analyses conducted to assess the capacity of the 

Responding in Peaceful and Positive Ways (RiPP) and Best Behavior programs to promote 

individual change in a group of students identified as being at higher risk for perpetration of violent 

acts. These students constitute a cohort that is being tracked longitudinally from within the overall 

sample of students. Analyses for the high-risk group addressed the second primary research 

question: ―What is the impact of the violence prevention program over time on students who are at 

elevated risk for violence and aggression?‖

Table 27 contains results of analyses based on a repeated measures model of high-risk 

student violence and victimization. The repeated measures model contains the student’s treatment 

condition (intervention vs. control), data collection wave, wave-by-group interaction effect, gender, 

race/ethnicity, number of parents in household, and school size. The repeated measures approach is 

also known as the difference-of-differences approach because the interaction term tests the effect of 

baseline versus follow-up for intervention versus controls. The table includes the model-adjusted 

group-specific average rates of violent behaviors and victimization at baseline and first follow-up. 

Estimated program impacts reflect the net difference of the within-group change from pretest to 

first follow-up for treatment versus controls. Overall, there were no statistically significant program 

impacts on high-risk student behaviors for either violence (all items, without a weapon, with a 

weapon) or victimization (all items, overt, relational) during the first year of implementation. These 

analyses indicate that the observed changes from baseline to first follow-up in the reported rates of 

violent behaviors and victimization among high-risk students are similar among schools receiving 

the RiPP and Best Behavior programs, compared with those in the control condition. 

4.6 Exploratory Analysis—Impacts on the Gender Subgroup 

This section presents results of gender subgroup analyses. The youth aggression literature 

suggests that girls differ from boys in the types of aggression displayed, with relational aggression 

being more prevalent among girls than among boys (Orpinas and Horne 2006; Crick and Grotpeter 

1995). Furthermore, research indicates that prevention programs may impact girls and boys 

differently (Farrell and Meyer 1997; Simon et al. 2002). These analyses were undertaken to explore 

whether or not the effects of the RiPP and Best Behavior programs affect boys and girls differently. 

The outcome measures at baseline for gender subgroups appear in appendix E. There were 

no differences at baseline between boys in treatment and control groups, or between girls in 

treatment and control groups. Table 28 reports on analyses for gender subgroups. The table includes 

the model-adjusted mean rates by intervention condition separately for boys and for girls. Impacts 

for boys and for girls are reported as the within-gender ERRs comparing students receiving the 

RiPP and Best Behavior programs with students in control schools. None of these ERRs was 

statistically significant, indicating that there were no impacts on either boys or girls. The differences 

in impacts between boys and girls were obtained from the interaction of gender with treatment 

condition and estimated as the ratio of the two within-gender comparisons, with boys as the 

indicated group and girls as the reference group. Overall, there were no significant gender-bytreatment interaction effects after 1 year of the 3-year intervention, indicating no statistically 

significant differences between the impacts of the program on boys and on girls. 
Chapter 4. Impacts of the Violence Prevention Program

74 Impacts of a Violence Prevention Program for Middle Schools

Table 27. Main program impacts on self-reported violence and victimization—Year one: High-risk subgroup (Via repeated measures) 

Student self-reported outcome1

Model-adjusted baseline event 

rates2(SE)

Model-adjusted follow-up event 

rates2(SE)

Estimated impact 

(95% CI)3

Wald ChiSquare 

p-value

Intervention 

group

Control group Intervention 

group

Control 

group

Violence (All items) 5.03 (0.13) 4.67 (0.12) 5.16 (0.14) 4.78 (0.13) 1.00 (0.92, 1.10) 0.95

Without a weapon 4.76 (0.12) 4.40 (0.11) 4.89 (0.13) 4.51 (0.11) 1.00 (0.92, 1.09) 0.95

With a weapon 0.26 (0.03) 0.26 (0.02) 0.26 (0.03) 0.26 (0.02) 0.99 (0.97, 1.33) 0.99

Victimization (All items) 5.81 (0.12) 5.93 (0.12) 6.28 (0.13) 6.23 (0.12) 1.03 (0.97, 1.10) 0.34

Overt 3.52 (0.08) 3.60 (0.08) 3.86 (0.09) 3.81 (0.09) 1.03 (0.96, 1.11) 0.35

Relational 2.28 (0.05) 2.32 (0.04) 2.42 (0.05) 2.41 (0.05) 1.02 (0.95, 1.09) 0.60

Sample size (Schools) 20 20 20 20

Sample size4(Students within 40 schools) 1,005 1,148 897 1,016

1

 Based on count data. 

2

 Group-by-time specific event rates. 

3

 Program impact (with 95 percent confidence limits) estimated via difference-in-difference models comparing change across time in the intervention versus control groups. Ratios of 

impact estimates of 1.00 indicate no interaction between time and program group (i.e., no program impact). 

4

 Student sample sizes used in the analysis vary due to item nonresponse at baseline, follow-up, or covariate nonresponse. Missing data ranged from 4 percent to 5 percent, with 240 

missing at follow-up.

NOTE: Generalized linear mixed models (SAS PROC GLIMMIX, Poisson distribution with log link function) were used to evaluate the program impact while accounting for the 

clustering of students within schools. Covariates in the model included gender, race/ethnicity, number of parents in household, and school size. CI = confidence interval. SE = standard 

error. 

SOURCE: Student survey, fall 2006 (baseline) and spring 2007 (first follow-up). 
Chapter 4. Impacts of the Violence Prevention Program

Impacts of a Violence Prevention Program for Middle Schools 75

Table 28. Main program impacts on self-reported violence and victimization—Year one: Gender subgroups 

Model-adjusted follow-up event rates (SE)

Boys Girls

Impact on boys2 

(95% CI)

Impact on girls2 

(95% CI)

Ratio of impacts3

(95% CI)

Wald ChiSquare

Student self-reported outcome p-value 1

Intervention 

group

Control 

group

Intervention 

group

Control 

group

Violent and aggressive behaviors (All 

items) 3.28 (0.15) 3.34 (0.15) 3.14 (0.14) 3.02 (0.14) 0.98 (0.89, 1.08) 1.04 (0.95, 1.14) 0.94 (0.85, 1.05) 0.29

Without a weapon 3.08 (0.14) 3.12 (0.14) 3.01 (0.14) 2.90 (0.13) 0.99 (0.90, 1.08) 1.04 (0.94, 1.14) 0.95 (0.86, 1.06) 0.35

With a weapon 0.18 (0.02) 0.21 (0.02) 0.11 (0.01) 0.10 (0.01) 0.86 (0.69, 1.07) 1.13 (0.84, 1.51) 0.76 (0.52, 1.13) 0.16

Victimization (All items) 5.41 (0.16) 5.51 (0.16) 4.97 (0.15) 4.87 (0.14) 0.98 (0.92, 1.05) 1.02 (0.95, 1.09) 0.96 (0.90, 1.04) 0.29

Overt 3.38 (0.11) 3.45 (0.11) 2.79 (0.10) 2.71 (0.09) 0.98 (0.91, 1.06) 1.03 (0.95, 1.12) 0.95 (0.88, 1.04) 0.23

Relational 2.02 (0.06) 2.06 (0.06) 2.15 (0.06) 2.15 (0.06) 0.98 (0.92, 1.04) 1.00 (0.94, 1.06) 0.97 (0.91, 1.05) 0.53

Sample size (Schools) 20 20 20 20

Sample size4(Students nested within 

schools) 1,772 1,818 1,829 1,902

1

 Based on count data. 

2 Model-adjusted event rate ratios (ERRs) for intervention versus controls at follow-up, separately for boys versus girls. Impact estimates of 1.00 indicate no difference between 

intervention and control conditions. 

3 ERRs of program impacts for boys versus girls, with 95 percent confidence limits. Ratios of impact estimates of 1.00 indicate no interaction between gender and program group. 

4

 Student sample sizes used in the analysis vary due to item nonresponse at follow-up, covariate nonresponse, or both. Missing data ranged from 3 percent to 4 percent. 

NOTE: Generalized linear mixed models (SAS PROC GLIMMIX, Poisson distribution with log link function) were used to evaluate the program impact while accounting for the 

clustering of students within schools. Covariates in the model included the baseline school mean of the response variable, gender, race/ethnicity, number of parents in household, and 

school size. CI = confidence interval. SE = standard error. 

SOURCE: Student survey, fall 2006 (baseline) and spring 2007 (first follow-up). 
Chapter 4. Impacts of the Violence Prevention Program 

76 Impacts of a Violence Prevention Program for Middle Schools 

4.7 Conclusions 

The purpose of this study is to evaluate the impact of two selected programs, RiPP (Meyer 

and Northup 2002a, 2002b, 2006) and Best Behavior (Sprague and Golly 2005), which formed a 

combined intervention. Implementation of the intervention was planned over 3 years in a purposive 

sample of 40 schools, of which one-half were randomly selected to receive the intervention and onehalf served as controls. This report presents the background of the study and findings after 1 year of 

program implementation. 

While the ultimate goal of the combined intervention is to decrease student levels of 

violence and victimization over the 3 years of the study, changes in student and teacher attitudes, 

perceptions, and self-reported coping skills are expected to emerge prior to any changes in the main 

outcomes. Thus, in addition to measuring student levels of violence and victimization, we also 

measured a number of other intermediate outcomes for both students and teachers, through selfreport surveys. 

After 1 year of implementation, the combined curriculum and whole-school intervention did 

not show impact effects on any of the student or teacher outcome measures. As the implementation 

results document, the programs being evaluated as part of the study were not fully implemented 

with complete fidelity in the first year. This has the potential to limit the ability to find statistically 

significant differences between treatment and control schools. 

The key impact findings are summarized as follows: 

 There were no significant differences between the students in intervention and control 

schools on the main outcome measures of violence (overall, with a weapon, without a 

weapon) or victimization (overall, overt, relational). 

 After 1 year of exposure to the RiPP and Best Behavior intervention, student measures for 

other outcomes—including safety concerns, prosocial behaviors, perception of behavioral 

expectations, attitudes toward violence, and self-reported strategies for coping with 

aggression—did not differ between students in intervention schools and students in control 

schools. 

 Additional impact outcomes for teachers indicated that teacher reports of victimization, 

safety concerns, enforcement of school rules, and student behavior management were not 

statistically different between intervention and control schools. 

 Subgroup analyses indicated that the main impacts for student violence and victimization 

were similar for boys and girls. 

 After 1 year of program implementation, there were no statistically significant impacts of the 

RiPP and Best Behavior programs among the subpopulation of high-risk youth, as measured 

by student violence and victimization. 

This report is based on data from the first of the intervention’s 3 years; as such, the findings 

reported here do not represent conclusive information about the impact of the two programs 

examined in this study. As designed, the intervention was to be implemented over an additional 

2 years, during which time additional RiPP lessons were delivered to students and school 

management teams worked toward completing additional milestones for Best Behavior. During the 

second and third years, RiPP-7 and RiPP-8 were introduced to 7th- and 8th-graders, respectively, 

and at least one group of students (those who began the study as 6th-graders) received the complete 
Chapter 4. Impact of the Violence Prevention Program 

Impacts of a Violence Prevention Program for Middle Schools 77

sequence of RiPP by the end of the third year. Regarding Best Behavior, the study’s goal in the 

second and third years was for school staff and management teams to address the challenges 

experienced in year one and continue progress toward the goals they set at the beginning of the 

study. A second report, combining results for years two and three, is forthcoming and will provide 

impact estimates of the intervention after 2 years and 3 years. 

Impacts of a Violence Prevention Program for Middle Schools 79

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Associated With the Use of Violence Among Urban Black Adolescents. American Journal of Public 

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Carrying and Fighting on School Property and Other Health Risk and Problem Behaviors 

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80 Impacts of a Violence Prevention Program for Middle Schools 

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aggression, drug use, and delinquent behaviors during early adolescence. Journal of Clinical Child 

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at a Rural Middle School. American Journal of Health Education, 33(3): 167–172. 

Farrell, A.D., Valois, R.F., Meyer, A.L., and Tidwell, R.P. (2003). Impact of the RiPP Violence 

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Hantman, I., and Crosse, S. (2000). Progress in Prevention: National Study of Local Education Activities 

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References 

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References 

82 Impacts of a Violence Prevention Program for Middle Schools 

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Impacts of a Violence Prevention Program for Middle Schools 83

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Impacts of a Violence Prevention Program for Middle Schools A-1 

Appendix A: 

Survey Instruments 

OMB NO: 1850-0814 

EXPIRATION DATE: 05/31/2009 

Impacts of a Violence Prevention Program for Middle Schools A-3 

Student Survey 

ID Label

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information 

unless such collection displays a valid OMB control number. The valid OMB control number for this information 

collection is 1850-0814. The time required to complete this information collection is estimated to average 45 minutes 

per response, including the time to review instructions, search existing data resources, gather the data needed, and 

complete and review the information collection. If you have any comments concerning the accuracy of the time 

estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 

20202-4651. If you have comments or concerns regarding the status of your individual submission of this form, write 

directly to: Institute of Education Sciences, National Center for Educational Evaluation, U.S. Department of 

Education, 555 New Jersey Avenue, Room 500-i, Washington, D.C. 20208. 
Appendix A. Survey Instruments 

A-4 Impacts of a Violence Prevention Program for Middle Schools 

General Instructions

 Use a #2 pencil only to complete the survey. Do NOT use ink or ballpoint pens. 

 Make heavy black marks that fill out the circle completely. 

CORRECT INCORRECT 



 If you are not sure, give the answer you think is best. 

 If you make a mistake, please erase cleanly any wrong answer and completely black out the 

circle beside your correct answer choice. 

 Do not make any stray marks of any kind anywhere in this booklet. 

 DO NOT write your name anywhere on this booklet. 
Appendix A. Survey Instruments 

Impacts of a Violence Prevention Program for Middle Schools A-5 

Part A. Your Background

These first questions ask some background information about you.

1. Are you a

 Boy? or  Girl?

2. Are you Hispanic or Latino? 

 No  Yes 

3. What is your race? Choose one or more.

 American Indian or Alaska Native 

 Asian 

 Black or African American 

 Native Hawaiian or other Pacific Islander 

 White 

4. When is your birthday? 

Month Day Year

Jan 

Feb 

Mar 

Apr 

May 

Jun 

Jul 

Aug 

Sep 

Oct 

Nov 

Dec 

0

1

2

3

0

1

2

3

4

5

6

7

8

9

19 8

9

0

1

2

3

4

5

6

7

8

9

5. Which of these people do you live with most of 

the time? Choose all that apply. 

 Mother 

 Father 

 Stepmother 

 Stepfather 

 Foster mother, female guardian 

 Foster father, male guardian 

 Sisters 

 Brothers 

 Children other than brothers or sisters 

 Grandparents 

 Other adults 

Page 1 of 6 
Appendix A. Survey Instruments 

A-6 Impacts of a Violence Prevention Program for Middle Schools 

Part B. Your School 

The following statements could describe a school. Think about your school over the 

PAST 30 DAYS when answering the next few questions. If you are not sure, give the 

answer you think is best. 

Strongly 

agree



Agree



Disagree



Strongly

disagree



6. Everyone knows what the school rules are.    

7. The school rules are strictly enforced.    

8. If a school rule is broken, students know 

what kind of consequence will follow.    

9. The punishment for breaking school rules is the same 

no matter who you are.    

10. Students are complimented or rewarded when they 

follow the rules.    

11. The rewards for following the rules are the same no 

matter who you are.    

12. We get taught at school about getting along with others 

and about respecting them.    

13. We get taught at school about avoiding and dealing 

with violent situations.    

14. Teachers or other adults at my school try to prevent 

or stop bullying.    

15. Teachers treat students with respect.    

Page 2 of 6 
Appendix A. Survey Instruments 

Impacts of a Violence Prevention Program for Middle Schools A-7 

Part C. Getting Along with People at Your School

The next questions are about things other students from your school may have done to 

you in the PAST 30 DAYS. 

In the PAST 30 DAYS, how often did OTHER STUDENTS 

FROM YOUR SCHOOL:

Never



Once

or twice



Several 

times



Often



16. Say or do something nice to you    

17. Say ―thanks‖ or ―you’re welcome‖ to you    

18. Say or do something that made you feel good    

19. Invite you to participate in a game, group conversation, 

or a class activity    

20. Say a compliment (praise, kind word) to you    

21. Offer to help you    

22. Share something with you    

23. Act friendly with you    

24. Show interest in your ideas or activities    

In the PAST 30 DAYS, how often did OTHER STUDENTS 

FROM YOUR SCHOOL:

Never



Once

or twice



Several 

times



Often



25. Threaten to hurt you by hitting, pushing, slapping, 

or shoving you    

26. Actually hurt you by hitting, pushing, slapping, 

or shoving you    

27. Threaten you (but not actually injure you) with a weapon 

such as a gun, knife, or club    

28. Actually injure you with a weapon such as a gun, knife, 

or club    

29. Yell at you when they were angry    

30. Throw something at you to hurt you    

31. Pick a fight with you    

32. Take, damage, or destroy on purpose something that 

belonged to you    

33. Try to force you to do something that you didn’t want 

to do    

34. Leave you out from a group or activity on purpose    

35. Tell lies, spread rumors, or say mean things about you 

to other students    

36. Call you an insulting name or word    

37. Make fun of you in front of other people just to be mean    

Page 3 of 6 
Appendix A. Survey Instruments 

A-8 Impacts of a Violence Prevention Program for Middle Schools 

The next questions ask about YOUR behaviors in the PAST 30 DAYS. 

In the PAST 30 DAYS, how often did YOU:

Never



Once

or twice



Several 

times



Often



38. Say or do something nice to a kid from your school    

39. Say ―thanks‖ or ―you’re welcome‖ to a kid from your school    

40. Say or do something that made a kid from your school 

feel good    

41. Invite a kid from your school to participate in a game, 

group conversation, or activity    

42. Compliment (praise, say a kind word) a kid from 

your school    

43. Offer to help a kid from your school    

44. Share something with a kid from your school    

45. Act friendly with a kid from your school    

46. Show interest in the ideas or activities of a kid from 

your school    

In the PAST 30 DAYS, how often did YOU:

Did not

have the 

chance



Never



Once

or twice



Several 

times



Often



47. Stop someone from getting in a fight     

48. Stand up for someone who was being ―bullied‖     

Page 4 of 6 
Appendix A. Survey Instruments 

Impacts of a Violence Prevention Program for Middle Schools A-9 

In the PAST 30 DAYS, how often did YOU do each of these 

things at school:

Never



Once

or twice



Several 

times



Often



49. Threaten to hurt another student by hitting, pushing, 

slapping, or shoving them    

50. Actually hurt another student by hitting, pushing, 

slapping, or shoving them    

51. Bring a weapon such as a gun, knife, or club to school    

52. Threaten (but not actually injure) another student 

with a weapon such as a knife, gun, or club    

53. Actually injure another student with a weapon such as 

a knife, gun, or club    

54. Get angry and yell at another student    

55. Throw something at another student to hurt him or her    

56. Pick a fight with another student    

57. Take, damage, or destroy on purpose something that 

belonged to another student    

58. Try to force another student to do something they didn’t 

want to do    

59. Leave out another student on purpose from your group 

or activity    

60. Tell lies, spread rumors, or say mean things 

about someone    

61. Call another student an insulting name or word to be mean    

62. Make fun of another student in front of him or her just 

to be mean    

The next questions ask about how safe you feel at school. 

Never



Almost 

never



Sometimes



Often



63. How often do you worry that someone from your 

school will attack or hurt you?    

64. How often do you worry that someone from your 

school will bully you?    

Page 5 of 6 
Appendix A. Survey Instruments 

A-10 Impacts of a Violence Prevention Program for Middle Schools 

Part D. Your Feelings and Attitudes

The next few questions ask about YOUR feelings and how you get along in general. 

Please choose the answer that best describes how much you agree or disagree with 

each of the following statements. 

Strongly 

agree



Agree



Disagree



Strongly 

disagree



65. If I walked away from a fight, I’d be a coward 

(―chicken‖)    

66. Anyone who won’t fight is going to be ―picked on‖ 

even more    

67. I don’t need to fight because there are other ways 

to deal with being mad    

68. It’s OK to hit someone who hits you first    

69. If a kid teases me or ―disses‖ me, I usually cannot 

get them to stop unless I hit them    

70. Sometimes you have to physically fight 

to get what you want    

71. Some kids deserve to be picked on or bullied    

72. It’s OK to spread gossip about someone 

to get even with them    

The next time you find yourself really angry at someone 

or about something, how likely is it that YOU would...

Very 

likely



Likely



Unlikely



Very 

unlikely



73. Walk away or ignore the situation or person    

74. Try to talk it out with the other person    

75. Do something else to get your mind off of it    

76. Laugh it off    

77. Try to see the other person’s point of view    

78. Yell at the person    

79. Break something    

80. Hit or threaten to hurt the person    

81. Try calming yourself down    

82. Go talk with a friend    

83. Apologize to the other person    

84. Get help from a teacher or other adult    

Page 6 of 6 
Appendix A. Survey Instruments 

Impacts of a Violence Prevention Program for Middle Schools A-11

Teacher Survey 

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information 

unless such collection displays a valid OMB control number. The valid OMB control number for this information 

collection is 1850-0814. The time required to complete this information collection is estimated to average 30 minutes 

per response, including the time to review instructions, search existing data resources, gather the data needed, and 

complete and review the information collection. If you have any comments concerning the accuracy of the time 

estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 

20202-4651. If you have comments or concerns regarding the status of your individual submission of this form, write 

directly to: Institute of Education Sciences, National Center for Educational Evaluation, U.S. Department of 

Education, 555 New Jersey Avenue, Room 500-i, Washington, D.C. 20208. 
Appendix A. Survey Instruments 

A-12 Impacts of a Violence Prevention Program for Middle Schools 

WHO IS CONDUCTING THIS SURVEY? 

The U.S. Department of Education requests your participation in this survey. RTI International is 

conducting this survey for the Department of Education. 

WHAT IS THE PURPOSE OF THIS SURVEY? 

The purpose of this survey is to gather information about teachers’ experiences concerning the learning 

environment in the classroom and school. The survey also asks about your perceptions of safety in and 

around the school and experiences with student misconduct. Your answers on this survey will help 

describe the school environment and climate. 

IS THIS SURVEY CONFIDENTIAL? 

Please do not put your name on this survey. Any information you provide will be kept confidential by RTI 

and other project research staff. School staff will not see your responses nor will they know if you have or 

have not agreed to complete the survey. Surveys will be labeled with a bar code, and your name will not 

appear on the completed survey. 

WHO SHOULD COMPLETE THIS SURVEY? 

This survey should be completed by teachers in grades 6 to 8. 

TO WHOM SHOULD YOU GIVE YOUR COMPLETED SURVEY? 

The school contact will collect the completed surveys during the week of your school’s student survey 

administration. Please put your completed survey in the accompanying envelope. 

Thank you for completing this survey. 

General Instructions

 Use a #2 pencil only to complete the survey. Do NOT use ink or ballpoint pens. 

 Make heavy black marks that fill out the circle completely. 

CORRECT INCORRECT 



 If you make a mistake, please erase cleanly any wrong answer and completely black out the 

circle beside your correct answer choice. 

 Do not make any stray marks of any kind anywhere in this booklet. 

 DO NOT write your name anywhere on this booklet. 
Appendix A. Survey Instruments 

Impacts of a Violence Prevention Program for Middle Schools A-13

During the PAST 30 DAYS at the school where you work, how often did YOU FEEL 

UNSAFE in any of the following areas? 

Never



Almost 

never



Sometimes



Often



1. The entrance into the school    

2. Any hallways or stairs in the school    

3. Any part of the school cafeteria    

4. Any school restroom    

5. In any classroom    

6. School parking lot, athletic fields, or other places 

outside school buildings    

During the PAST 30 DAYS, how often did YOU WITNESS the following events at your 

school?

Never



Almost 

never



Sometimes



Often



7. A student threaten to hit, push, slap, or shove 

another student to hurt him or her    

8. A student actually hit, slap, shove, or push 

another student to hurt him or her    

9. A student threaten (but not actually injure) another 

student with a weapon such as a knife, gun, or club    

10. A student actually injure another student with 

a weapon such as a knife, gun, or club    

11. A student get angry and yell at another student    

12. A student throw something at another student 

to hurt him or her    

13. A student pick a fight with another student    

14. A student take, damage, or destroy on purpose 

something that belonged to another student    

15. A student try to force another student to do 

something he or she didn’t want to do    

16. A student leave out another student on purpose 

from a group or activity    

Page 1 of 5 
Appendix A. Survey Instruments 

A-14 Impacts of a Violence Prevention Program for Middle Schools 

Never



Almost 

never



Sometimes



Often



17. A student tell lies, spread rumors, or say mean things 

about someone to other students    

18. A student call another student an insulting name 

or word    

19. A student make fun of another student in front 

of him or her just to be mean    

20. A student sexually harass another student    

21. A student disrupt my class due to misbehavior    

How often in the PAST SIX MONTHS have YOU been...?

Never



Once



2 to 5 

times



More than 

5 times



22. Verbally abused by a student from your school    

23. Threatened with physical harm by a student 

from your school    

24. Physically attacked or injured by a student 

from your school    

Think about what happened in your school during the PAST 30 DAYS, when you answer 

these questions. 

In the PAST 30 DAYS, how often did you SEE OR HEAR A 

STUDENT:

Never



Almost 

never



Sometimes



Often



25. Say or do something nice to another student    

26. Say ―thanks‖ or ―you’re welcome‖ 

to another student    

27. Say or do something that made another student 

feel good    

28. Invite another student to participate in a game, 

group conversation, or a class activity    

29. Say a compliment (praise, kind word) 

to another student    

30. Offer to help another student    

Page 2 of 5 
Appendix A. Survey Instruments 

Impacts of a Violence Prevention Program for Middle Schools A-15

31. Share something with another student    

32. Act friendly with another student    

Never



Almost 

never



Sometimes



Often



33. Show positive interest in another student’s ideas 

or activities    

34. Stop someone from getting in a fight    

35. Stand up for someone who was being ―bullied‖    

36. Voluntarily apologize to another student    

The following questions are intended to indicate how often you use certain techniques 

and resources with aggressors (students who display aggressive behaviors) and victims

or targets (students who are the recipients of that aggressive behavior). Please complete 

every item by choosing the response that most closely reflects YOUR USE of the 

intervention or approach during the past 30 days. 

In the PAST 30 DAYS, how often did you...?

Did not

have the 

opportunity



Never



Almost 

never



Sometimes



Often



37. Model strategies for solving conflicts     

38. Create an ―open door‖ policy for students 

who are the target of aggression     

39. Include victimized or isolated children 

in group projects     

40. Use classroom routines that reduce 

the opportunity for acting out behaviors     

41. Reward small improvements toward 

desired behavior     

42. Use a behavior plan that provides students 

choices and consequences for their choices     

43. Provide opportunities for students to 

confidentially report aggressive acts     

44. Assist students victimized by aggressive 

peers in identifying skills and behaviors 

they can use in these situations     

45. Address aggressive situations in the 

classroom immediately     

Page 3 of 5 
Appendix A. Survey Instruments 

A-16 Impacts of a Violence Prevention Program for Middle Schools 

In the PAST 30 DAYS, how often did you...?

Did not

have the 

opportunity



Never



Almost 

never



Sometimes



Often



46. Maintain calmness when faced with 

an aggressive or disruptive student     

47. Confront students who make 

inappropriate comments     

48. Consult with school administrators 

for support     

49. Use self-calming techniques during 

the school day     

50. Model dignity and respect at school     

51. Provide positive reinforcement for 

prosocial behavior     

The following is a list of statements that could describe a school. Think about the 

current situation in your school when responding to the following statements. 

Strongly 

agree



Agree



Disagree



Strongly 

disagree



52. The school rules for student behavior 

are clearly defined    

53. The school makes sure that students know the rules 

for student behavior    

54. The school rules emphasize reinforcing 

desired behavior    

55. The school rules emphasize consequences for 

undesired behavior    

56. When a school rule is broken, it is clear 

to the school staff what consequences should follow    

57. Teachers at my school consistently enforce the rules    

58. Teachers at my school punish students the same 

way for breaking the same rule no matter who the 

students are    

59. Teachers compliment or reward students 

when they follow the rules    

60. Teachers at my school reward students the same 

way for following the same rule no matter who the 

students are    

Page 4 of 5 
Appendix A. Survey Instruments 

Impacts of a Violence Prevention Program for Middle Schools A-17

Strongly 

agree



Agree



Disagree



Strongly 

disagree



61. Teachers or other adults at the school try to prevent 

or stop bullying    

62. Teachers treat students with respect    

63. Teachers know the procedure 

for reporting bullying and violence    

64. Administrators and/or teachers periodically review 

school rules to determine if they need modification    

65. Administrators at my school are supportive 

of teachers in creating a safe school    

66. Teachers receive adequate training 

in classroom management/discipline strategies    

67. Administrators at my school consistently 

enforce the rules    

This last set of questions asks about your background.

68. Are you: 

 Male  Female 

69. How long have you been teaching (at this school or any other school)? 

 less than 5 years 

 5 to 10 years

 11 to 20 years

 more than 20 years 

70. What is the highest level of education you completed? 

 High school graduate 

 Some college, no degree 

 Associates or 2-year degree 

 Bachelor’s or 4-year degree 

 Master’s degree

 Doctoral degree 

71. Did you teach the RiPP curriculum this year? 

a. Yes 

b. No/not applicable 

72. Were you a member of the Best Behavior team this year? 

a. Yes 

b. No/not applicable 

Page 5 of 5 

Impacts of a Violence Prevention Program for Middle Schools B-1 

Appendix B: 

Defining the High-Risk Student Subgroup 

Identification of high-risk students used two complementary strategies. First, risk was 

estimated as a function of actual perpetration of violence. This was based on 8 items from the full 

set of 14 perpetration items. These 8 items were determined to be the most severe items, based on 

analyses using item response theory (IRT). The IRT rank column in table B-1 displays these items’ 

severity rank, with higher ranking equaling greater severity. In the IRT modeling context, severity is 

analogous to item difficulty, or the value of the latent factor or dimension (here, a measure of 

violence perpetration identified by all 14 survey items) where there is a 50 percent probability of a 

positive response to that item. 

Table B-1. Item response theory (IRT) severity rankings for the eight most severe perpetration 

items 

Item Description IRT Severity Rank

Q56 Pick a fight with another student 7

Q50 Actually hurt by hitting, pushing, slapping, or shoving 8

Q55 Throw something at another student to hurt them 9

Q57 Take, damage, or destroy on purpose something that belonged to another student 10

Q58 Try to force another student to do something they did not want to do 11

Q52 Threaten another student with a weapon such as a knife, gun, or club 12

Q51 Bring a weapon such as a knife, gun, or club to school 13

Q53 Actually injure another student with a weapon such as a knife, gun, or club 14

SOURCE: Student survey, fall 2006 (baseline). 

Students were placed in the high-risk group if they reported committing any of these eight 

most severe acts one or more times in the past 30 days. Table B-2 shows the frequency of 

responding to one or more of these items. In total, approximately 28 percent (2,135) of students 

were deemed to be high risk by this criterion. 

Table B-2. Frequency of student responses to eight most severe items 

Number of severe items Number of students reporting Percent of students reporting

0 5,466 71.91

1 1,002 13.18

2 457 6.01

3 268 3.53

4 148 1.95

5 111 1.46

6 77 1.01

7 42 0.55

8 30 0.39

SOURCE: Student survey, fall 2006 (baseline). 
Appendix B. Defining the High-Risk Student Subgroup 

B-2 Impacts of a Violence Prevention Program for Middle Schools 

The second strategy employed was to examine more proximal student measures that, while 

not directly assessing violence or perpetration, were believed to be related to such acts. These 

constructs theoretically serve as mediators of program effects and are thus relevant for identifying 

risk—successful changes to these outcomes are believed to then change behavioral outcomes for the 

better. Theoretically derived mediators believed to be important for risk identification were the 

following: 

 attitudes endorsing violence (items Q65–Q72); 

 reactions to anger—positive (items Q73–Q77, Q81–Q84); and 

 reactions to anger—negative (items Q78–Q80). 

As detailed previously, factor analyses indicated unidimensionality for attitudes endorsing violence 

items. Behavioral intentions or reactions to anger indicated a two-factor structure with separate 

dimensions for positive and negative reactions. 

To estimate risk using the three dimensions above, scale scores were first computed (as the 

mean of all component items), and these scale scores were then entered into latent class analysis 

(LCA) to determine unobserved heterogeneity of response patterns within the sample. LCA is a 

latent variable technique similar to factor analysis. However, whereas factor analysis attempts to find 

common dimensions that group items, LCA attempts to find profiles of responses that group 

respondents. 

A five-class solution emerged, indicating that students typically had one of the five response 

patterns shown in figure B-1.

Figure B-1. Latent class–based profiles of student responses to violence-related constructs 
Appendix B. Defining the High-Risk Student Subgroup 

Impacts of a Violence Prevention Program for Middle Schools B-3 

Class 5 represented the most clearly high-risk profile, with the greatest level of attitudes 

endorsing violence, low positive behavioral intentions when angered, and high negative behavioral 

intentions. This class placed approximately 10 percent of the students in the high-risk group. 

Combining criteria (high-risk class or high-risk perpetration) yields the breakdown in 

table B-3, with a final risk assignment frequency of 5,212 (68.55 percent) classified as not high risk 

and 2,391 (31.45 percent) as high-risk students. 

Table B-3. Risk classification using joint criteria 

Risk type N Percent

None 5,212 68.55

Risk, perpetrator 1,669 21.95

Risk, class 256 3.37

Risk, both 466 6.13

SOURCE: Student survey, fall 2006 (baseline). 

Table B-4 displays the agreement in risk classification by each of the two criteria used to 

assign risk. Only about 20 percent of those classified as high risk were positive for risk, according to 

both criteria (466 out of 2,391). 

Table B-4. Cross-tabulation of risk classification by class or perpetration 

Perpetration

Class High risk Not high risk Total

High risk 466 (6.13%) 256 (3.37%) 722 (9.50%)

Not high risk 1,669 (21.95%) 5,212 (38.55%) 6,881 (90.50%)

Total 2,135 (28.08%) 5,468 (71.92%)

SOURCE: Student survey, fall 2006 (baseline). 

Students that met either criterion were classified as high risk. However, not all high-risk 

students were followed for the longitudinal high-risk sample. A maximum of 60 high-risk students 

per school were followed for this sample. This sample size limit led to the random selection of 60 

students in nine of the larger schools, in which more than 60 students were classified as high risk at 

baseline. 

Table B-5 provides self-reported demographic data for the high-risk subgroup at baseline. 

Over 30 percent of students were Black, 27 percent were Hispanic, and 24 percent were White. 

More than one-half of the students (58 percent) were male, and just over 54 percent lived in singleadult households. 
Appendix B. Defining the High-Risk Student Subgroup 

B-4 Impacts of a Violence Prevention Program for Middle Schools 

Table B-5. Baseline demographic characteristics of the high-risk subgroup 

Characteristic

Sample size, high-risk subgroup 2,391

Race/ethnicity (%)

Hispanic 27.49

Black, non-Hispanic 30.77

White, non-Hispanic 24.04

Other or mixed116.70

Gender (%)

Male 57.56

Single-adult household (%) 54.41

1 This category includes American Indian or Alaskan Native, Asian, Native Hawaiian/other Pacific Islander, and multiracial. 

SOURCE: Student survey, fall 2006 (baseline). 
Impacts of a Violence Prevention Program for Middle Schools C-1 

Appendix C: 

Construction of Outcome Measures 

As discussed in chapter 2, the two sources of data for outcome measures were the student 

and teacher surveys. In this appendix, we provide additional details on the construction of the 

surveys and the construction of the measures. Copies of the survey instruments are included in 

appendix A. 

C.1 Construction of the Student and Teacher Surveys

As described in chapter 2, the student and teacher surveys were both constructed to reflect 

the domains and outcome measures outlined in the logic model. As shown in table C-1, the scales 

were, for the most part, constructed or adapted from existing instruments. 

Table C-1. Sources of outcome measures for the student and teacher surveys 

Outcome 

measure Description

Instrument 

type Source

# items 

in scale

Aggression: 

Overall

Past 30 days: Threats or actual 

aggression, at school 

Student survey Adapted from the Problem 

Behavior Frequency Scales 

(Farrell et al. 2000)

14 

Aggression: 

Weaponsrelated

Past 30 days: Threats or actual 

aggression, at school, with 

a weapon (e.g., actually 

injure another student with 

a weapon such as a gun, 

knife, or club)

Student survey Adapted from the Problem 

Behavior Frequency Scales 

(Farrell et al. 2000)

3 

Aggression: Not 

weaponsrelated 

Past 30 days: Threats or actual 

aggression, at school, 

without a weapon (e.g., 

threaten to hurt another 

student by hitting, pushing, 

slapping, or shoving them)

Student survey Adapted from the Problem 

Behavior Frequency Scales 

(Farrell et al. 2000)

11 

Student 

victimization: 

Overall

Past 30 days: Threats or actual 

victimization, at school 

Student survey Adapted from the Problem 

Behavior Frequency Scales 

(Farrell et al. 2000)

13 

Student 

victimization: 

Overt

Past 30 days: Threats or actual 

victimization, at school, by 

direct means (e.g., pick a 

fight with you)

Student survey Adapted from the Problem 

Behavior Frequency Scales 

(Farrell et al. 2000)

9 

Student 

victimization: 

Relational

Past 30 days: Threats or actual 

victimization, at school, by 

indirect or social means 

(e.g., leave you out from a 

group or activity on 

purpose)

Student survey Adapted from the Problem 

Behavior Frequency Scales 

(Farrell et al. 2000)

4 

See notes at end of table. 
Appendix C. Construction of Outcome Measures 

C-2 Impacts of a Violence Prevention Program for Middle Schools 

Table C-1. Sources of outcome measures for the student and teacher surveys—Continued 

Outcome 

measure Description

Instrument 

type Source

# items 

in scale

Student safety 

concerns

Student concerns about attacks 

or bullying at school

Student survey Adapted from the School Crime 

Supplement to the National 

Crime Victimization Survey 

(U.S. Department of 

Justice [DOJ] 2003)

2 

Student 

behavioral 

expectations

Student perception of the 

enforcement of school 

rules and consequences 

for misbehavior

Student survey Adapted from the School Crime 

Supplement to the National 

Crime Victimization Survey 

(DOJ 2003)

10

Prosocial 

behaviors—

Extended to 

others

Past 30 days: Acts of prosocial 

behavior extended to 

others (e.g., say or do 

something nice to a kid 

from your school)

Student survey Adapted from the Positive 

Behavior Scale (Orpinas 

2008)

9 

Prosocial 

behaviors—

Received 

from others

Past 30 days: Acts of prosocial 

behavior received from 

others (e.g., say or do 

something nice to you)

Student survey Adapted from the Positive 

Behavior Scale (Orpinas 

2008)

9 

Prosocial 

behaviors—

Active 

intervention

Past 30 days: Acts of prosocial 

behavior requiring active 

intervention on the part of 

the student (e.g., stand up 

for someone who was 

being “bullied”)

Student survey Developed for this study 2 

Student selfreported 

coping 

strategies

Student positive or negative 

reactions when angered

Student survey Adapted from the Self-Efficacy 

for Alternatives to 

Aggression Scale (Multisite 

Violence Prevention 

Project 2006).

12

Student attitudes 

toward 

violence

Student positive or negative 

attitudes toward resolving 

conflict

Student survey Adapted from Attitude Toward 

Interpersonal Violence 

Scale (Slaby 1989)

8

Teacher 

victimization

Past 6 months: Verbal or 

physical threats or attacks 

(e.g., been threatened with 

physical harm by a student 

from your school)

Teacher 

survey

Adapted from the Schools and 

Staffing Survey (SASS): 

2003–2004 (U.S. 

Department of Education 

2004)

3 

Teacher safety 

concerns

Past 30 days: Safety concerns 

about specific areas in and 

around the school

Teacher 

survey

Adapted from the School Crime 

Supplement to the National 

Crime Victimization Survey 

(DOJ 2003)

6 

See notes at end of table. 
Appendix C. Construction of Outcome Measures 

Impacts of a Violence Prevention Program for Middle Schools C-3 

Table C-1. Sources of outcome measures for the student and teacher surveys—Continued 

Outcome 

measure Description

Instrument 

type Source

# items 

in scale

School 

consistency 

of enforcing 

rules

Understanding and clarity of 

school policies and rules

Teacher 

survey

Adapted from the Teacher 

Survey (Multisite Violence 

Prevention Project 2006); 

additional items were 

developed for this study

16

Interactions with 

victims

Past 30 days: Interactions with 

victims in various ways

Teacher 

survey

Adapted from the Teacher 

Survey (Multisite Violence 

Prevention Project 2006)

4

Interactions with 

aggressors

Past 30 days: Interactions with 

aggressors in various ways

Teacher 

survey

Adapted from the Teacher 

Survey (Multisite Violence 

Prevention Project 2006)

4

Classroom 

management 

techniques

Past 30 days: Use of various 

classroom management 

techniques

Teacher 

survey

Adapted from the Teacher 

Survey (Multisite Violence 

Prevention Project 2006)

5

C.2 Psychometrics for Outcome Measures 

The student survey contained indices of violence and victimization and measures of a 

number of secondary outcomes, such as beliefs about aggression. The teacher survey included 

indices of teacher experiences of violence and safety at school. Prior to estimation of the 

intervention’s effects, it was critical to ascertain the relevant dimensions for each measure, the 

quality of measurement or reliability of each dimension, and the optimal scoring approach for 

composites. 

C.2.1 Factor Analysis

The first psychometric task was to identify the dimensionality of the data for each domain 

specified in the student survey instrument. Subject domains were specified by subsections of the 

survey, and therefore, we conducted exploratory factor analysis on the full set of items for each 

section on the survey. For example, ―Part D. Your Feelings and Attitudes‖ contains eight items in a 

subsection that assesses attitudes regarding violence and aggression (e.g., ―Anyone who won’t fight 

is going to be picked on even more‖).

Exploratory factor analyses were conducted in Mplus version 4 (Muthén and Muthén 1998–

2007) using oblique factor rotation. We attempted to estimate models with 1 to f factors for each set 

of items, where f was the number of items. In practice, however, the actual number of factors that 

could be extracted from the data without problems in estimation was usually less than f. In choosing 

the optimal number of dimensions or factors, we were guided by three considerations. The most 

weight in determining the optimal number of factors was given to inspection of the screen plot of 

the eigenvalues. The point at which there is a bend or elbow in the plot where all subsequent 

eigenvalues array in a fairly level plain indicates how many factors are present in the data. This 

criterion was compared to the common ―eigenvalues greater than 1‖ rule of thumb, which can miss 

important dimensions in the data or suggest too many factors when several smaller factors load on a 

more general factor. In cases where these methods diverged, the third consideration—substantive 

clarity—was used to choose the most interpretively clear array of items to dimensions or factors. In 
Appendix C. Construction of Outcome Measures 

C-4 Impacts of a Violence Prevention Program for Middle Schools 

addition to examining the factor structure, this stage of psychometric analysis was used to identify 

items that did not appear to load cleanly or well on any dimension and that potentially could be 

discarded from composite measures. Only two items appeared to be poor indicators of the latent 

factor representing the other items in their survey subheading group. These were two items 

measuring attitudes about violence: ―Anyone who won’t fight is going to be picked on even more,‖ 

and ―I don’t need to fight because there are other ways to deal with being mad.‖ These items were 

dropped from the attitudes about violence measure. 

The teacher survey data were examined using the same methods. Table C-2 shows the items 

and Cronbach α for the primary student outcomes. Secondary student measures are shown in 

table C-3, while the teacher survey measures are shown in table C-4.

C.2.2 Measurement Scale 

Items measuring aggression and violence, especially the assessment of violence perpetration 

and the experience of aggressive acts by peers, often show distributional properties that do not 

match the assumptions of normality on which most analytic methods and scaling procedures (e.g., 

means, sum scores) depend. Creating scales from noncontinuous or nonnormal constituent items 

can severely limit power, increase type 1 error, or have other unintended consequences. 

To avoid these problems, a series of latent variable measurement models were compared to 

determine the optimal method for obtaining satisfactory composites of relevant dimensions in the 

data. Confirmatory factor analysis (CFA) was used to estimate three measurement models for each 

dimension identified above. The first model represented the CFA version of the exploratory models 

and served as a general test of the stability of each factor or dimension. For some of the secondary 

outcomes in which responses were set to a Likert scale, this model was also expected to be the most 

appropriate. However, many of the survey items are count type items, or suggestive of a count, and 

thus, the distributions are quite skewed. For items that were not believed to be continuous, the 

second and third models represented opposing ends of the measurement spectrum. The second 

model treated responses as ordered categorical, or polytomous, items, and model estimation took 

this response type into account by using a weighted least squares estimator for categorical data. This 

model represented the most statistically rigorous measurement model, in that it accounted for 

variation in frequency of response and did not weight items identically (i.e., factor loadings were 

unconstrained). The third measurement model was estimated in a fashion that would maximize 

conceptual clarity (as opposed to statistical rigor, as in the second model) and enable estimation of 

outcome models in which the dependent variable could be treated as a count variable (e.g., Poisson 

regression). In this model, items were recoded into binary indicators of absence or presence of the 

aggressive or victimization behavior, and factor loadings were constrained to be equivalent for all 

items. This model was analogous to a simple sum score created by adding all binary items for a 

dimension. 
Appendix C. Construction of Outcome Measures 

Impacts of a Violence Prevention Program for Middle Schools C-5 

Table C-2. Student survey: Outcomes addressing key research questions 

Outcome measure Items

Variable 

type

# items 

in scale

Cronbach 

α

1

Student violence: Overall Past 30 days: Threats or actual aggression, at school Count 14 0.84

Student aggression: 

Weapons-related

In the PAST 30 DAYS, how often did YOU: Count 3 0.72

-Bring a weapon to school

-Threaten with a weapon (knife, club, or gun)

-Actually injure with a weapon (knife, club, or gun)

Student aggression:

Not weapons-related 

In the PAST 30 DAYS, how often did YOU: Count 11 0.90

-Threaten to hurt others by hitting, punching, slapping, 

or shoving

-Actually hurt others by hitting, punching, slapping, or 

shoving

-Get angry and yell at others

-Throw something at others

-Pick a fight

-Take, damage, or destroy someone’s property

-Try to force others to do something against their will

-Leave others out from a group or activity on purpose

-Tell lies, spread rumors, or say mean things

-Call others an insulting name or word

-Make fun of others

Student victimization: 

Overall

Past 30 days: Threats or actual victimization, 

at school Count 13 0.89

Student victimization:

Overt

In the PAST 30 DAYS, how often did OTHER 

STUDENTS AT YOUR SCHOOL: Count 9 0.84

-Threaten to hurt by hitting, punching, slapping, or 

shoving

-Actually hurt by hitting, punching, slapping, or shoving

-Threaten with a weapon (knife, club, or gun)

-Actually injure with a weapon (knife, club, or gun)

-Yell at you when angry

-Throw something at you to hurt you

-Pick a fight

-Take, damage, or destroy your property

-Try to force you to do something against your will

Student victimization: 

Relational

In the past 30 days, how often did OTHER STUDENTS 

AT YOUR SCHOOL: Count 4 0.84

-Leave you out from a group or activity on purpose

-Tell lies, spread rumors, or say mean things

-Call you an insulting name or word

-Make fun of you in front of others

1

Alpha coefficients for student outcomes were calculated based on a sample of 7,351 students in the 6th grade.

SOURCE: Student survey, fall 2006. 
Appendix C. Construction of Outcome Measures 

C-6 Impacts of a Violence Prevention Program for Middle Schools 

Table C-3. Student survey: Other outcome measures 

Outcome measure Items

Variable 

type

# items 

in scale

Cronbach 

α

1

Student safety concerns The next questions ask about how safe you feel at 

school: Continuous 2 —

-How often do you worry that someone from your 

school will attack or hurt you

-How often do you worry that someone from your 

school will bully you

Prosocial behaviors: 

Extended to others

In the PAST 30 DAYS, how often did YOU: Continuous 9 0.90

-Say/do something nice to a student at school

-Say ―thanks‖ or ―you’re welcome‖ to a student at 

school

-Say/do something that made a student feel good

-Invite a student to participate in a game, conversation, 

activity

-Compliment another student

-Offer to help a student

-Share something

-Act friendly with another student

-Show interest in the ideas/activities of another student

Prosocial behaviors: 

Received from 

others

In the PAST 30 DAYS, how often did OTHER 

STUDENTS AT YOUR SCHOOL: Continuous 9 0.86

-Say or do something nice to you

-Say ―thanks‖ or ―you’re welcome‖ to you

-Say or do something that made you feel good

-Invite you to participate in a game, group conversation, 

or class activity

-Say a compliment (praise, kind word) to you

-Offer to help you

-Act friendly with you

-Show interest in your ideas or activities

Perceived behavioral 

expectations

The following statements could describe a school. 

Think about your school over the PAST 30 DAYS: Continuous 10 0.74

-Everyone knows the rules

-The school rules are strictly enforced

-If a rule is broken, students know the consequences

-Punishments are the same regardless of who you are

-Students are complimented or rewarded for following 

rules

See notes at end of table. 
Appendix C. Construction of Outcome Measures 

Impacts of a Violence Prevention Program for Middle Schools C-7 

Table C-3. Student survey: Other outcome measures—Continued 

Outcome measure Items

Variable 

type

# items 

in scale

Cronbach 

α

1

Perceived behavioral 

expectations—

Continued

-Rewards are the same for following the rules, 

regardless of who you are

-We are taught at school about getting along and 

respecting others

-We are taught at school about avoiding and dealing 

with violent situations

-Teachers/other adults at school try to prevent/stop 

bullying

-Teachers treat students with respect

Student self-reported 

coping strategies: 

Positive

The next time you find yourself really angry at someone 

or about something, how likely is it that YOU would:

Continuous 9 0.84

-Walk away or ignore the situation/person

-Try to talk it out with another person

-Do something else to get your mind off it

-Laugh it off

-Try to see the other person’s point of view

-Try calming yourself down

-Go talk with a friend

-Apologize to the other person

-Get help from a teacher or other adult

Student self-reported 

coping strategies: 

Negative

The next time you find yourself really angry at someone 

or about something, how likely is it that YOU would:

Count 3 0.77

-Yell at the person

-Break something

-Hit or threaten to hurt the person

Student attitudes toward 

violence2

The next few questions ask about your feelings and 

how you get along in general: Continuous 6 0.78

-If I walked away from a fight, I would be called 

―chicken‖

-It’s OK to hit someone if that person hits you first

-If a kid teases/picks on me, I cannot get that person to 

stop unless I hit that person

-Sometimes you have to physically fight to get what you 

want

-Some kids deserve to be picked on or bullied

-It’s OK to spread gossip to get even

1 Alpha coefficients for student outcomes were calculated based on a sample of 7,351 students in the 6th grade. 

2 Two items, 66 and 67, were dropped from the scale because they were found to be unrelated to the other items in the scale. 

SOURCE: Student survey, fall 2006. 
Appendix C. Construction of Outcome Measures 

C-8 Impacts of a Violence Prevention Program for Middle Schools 

Table C-4. Teacher survey: Other outcome measures 

Outcome measure Items

Variable 

type

# items 

in scale

Cronbach 

α

1

Teacher victimization How often in the PAST 6 MONTHS have YOU been: Count 3 0.68

-Verbally abused by a student at school

-Threatened with physical harm by a student

-Physically attacked or injured by a student

Teacher safety 

concerns

During the PAST 30 days at the school where you 

work, how often did YOU FEEL UNSAFE in the 

following areas: Continuous 6 0.89

-The entrance to the school

-Any hallway or stairs

-Any part of the school cafeteria

-Any school restroom

-Any classroom

-The school parking lot, fields, or other places outside 

the school

Teacher interactions 

with victims

In the PAST 30 DAYS, how often did you: Continuous 4 0.75

-Model strategies for solving conflicts

-Create an open-door policy for students who are 

targets of aggression

-Include victimized or isolated children in group 

activities

-Assist victimized students in identifying skills and 

behaviors they can use in these situations 

Teacher interactions 

with aggressors

In the PAST 30 DAYS, how often did you: Continuous 4 0.71

-Address aggressive situations in the classroom 

immediately

-Maintain calmness when faced with an aggressive or 

disruptive student

-Confront students who make inappropriate comments

-Consult with school administrators for support

Classroom 

management 

techniques

In the PAST 30 DAYS, how often did you: Continuous 5 0.68

-Use classroom routines that reduce the opportunity for 

acting out behaviors

-Reward small improvements toward desired behavior

-Use a behavior plan that provides students with 

choices and consequences for their choices

-Model dignity and respect at school

-Provide positive reinforcement for prosocial behavior

See notes at end of table. 
Appendix C. Construction of Outcome Measures 

Impacts of a Violence Prevention Program for Middle Schools C-9 

Table C-4. Teacher survey: Other outcome measures—Continued 

Outcome measure Items

Variable 

type

# items 

in scale

Cronbach 

α

1

School consistency of 

enforcing 

behavioral rules

Statements that could describe your school: Continuous 16 0.92

-The school rules for student behavior are clearly 

defined

-The school makes sure that students know the rules 

for student behavior

-The school rules emphasize reinforcing desired 

behavior

-The school rules emphasize consequences for 

undesired behavior

-When a school rule is broken, it is clear to the school 

staff what consequences should follow

-Teachers at my school consistently enforce the rules

-Teachers at my school punish students the same way 

for breaking the same rule, no matter who the 

students are

-Teachers compliment or reward students when they 

follow the rules

-Teachers at my school reward students the same way 

for following the same rule, no matter who the 

students are

-Teachers or other adults at the school try to prevent 

or stop bullying

-Teachers treat students with respect

-Teachers know the procedure for reporting bullying 

and violence

-Administrators and/or teachers periodically review 

school rules to determine if they need modification

-Administrators at my school are supportive of teachers 

in creating a safe school

-Teachers receive adequate training in classroom 

management/discipline strategies

-Administrators at my school consistently enforce the 

rules

1

Alpha coefficients for teacher outcomes were calculated based on a sample of 917 middle school teachers.

SOURCE: Teacher survey, spring 2007. 
Appendix C. Construction of Outcome Measures 

C-10 Impacts of a Violence Prevention Program for Middle Schools 

Using these binary and polytomous items, confirmatory factor models were used to obtain 

continuous factor scores, which served as the continuous underlying measure of the dimension 

being explored (e.g., prosocial behavior or violence). For the primary victimization and violence 

outcomes, only the binary and polytomous models were compared. The secondary and intermediate 

outcomes included several dimensions that could feasibly use continuous items (those that used 

Likert-type responses), and so CFA models with continuous, binary, and polytomous items were 

compared. Table C-5 shows the model results for student aggression and victimization measures. 

Three fit indices, comparative fix index, root mean square error of approximation, and weighted 

root mean square residual were used to evaluate overall model fit of each model type, but 

comparison of fit across model types is equivocal, given the different structure of items used in each 

model and the added constraints on the factor loadings in the binary model. As shown in table C-5, 

the correspondence in the underlying factor scores for each scoring method was very high, with 

correlations ranging from 0.963 to 0.995. In the interest of conceptual clarity, it was decided that the 

violence and victimization items could be used as sum scores derived from dichotomized items. 

Table C-5. Correspondence of measurement models for primary outcomes 

Polytomous CFA Binary CFA 

Correlation of CFA 

factor scores CFI RMSEA WRMR CFI RMSEA WRMR

Violence

General 0.989 0.944 0.063 3.020 0.970 0.053 4.016

Weapon 0.963 1.000 0.000 0.005 0.995 0.043 1.255

Non-weapon 0.969 0.963 0.057 2.416 0.973 0.055 3.830

Victimization

General 0.967 0.931 0.078 3.724 0.958 0.064 4.844

Social 0.986 1.000 0.050 1.283 0.977 0.097 4.439

Physical 0.995 0.971 0.061 2.407 0.962 0.067 3.907

NOTE: CFA = confirmatory factor analysis. CFI = comparative fix index. RMSEA = root mean square error of approximation. 

WRMR = weighted root mean square residual. 

SOURCE: Student survey, fall 2006 (baseline). 

For the secondary outcomes, all measures were found to be best represented by models 

using continuous items, indicating that composite measures could be formed as simple means. The 

only exception to this was the ―negative reactions to anger‖ dimension, which was best represented 

using dichotomized items. This composite was formed as a sum score, just like the violence and 

victimization measures. Table C-6 shows the model fit and factor score correlations for the 

secondary outcomes. Note that the models for ―negative reactions to anger‖ were saturated, and so 

the fit is perfect for models 1 and 3. Model 2 for this outcome variable has an added degree of 

freedom due to the factor loading constraints and so is not saturated. 
Appendix C. Construction of Outcome Measures

Impacts of a Violence Prevention Program for Middle Schools

C-11

Table C-6. Correspondence of measurement models for secondary and intermediate outcomes 

Outcome

Correlation 

of models

1 and 2

Correlation 

of models

1 and 3

Correlation 

of models

2 and 3

Model 1:

Polytomous CFA

Model 2:

Binary CFA

Model 3:

Continuous CFA

CFI RMSEA WRMR CFI RMSEA WRMR CFI RMSEA WRMR

Prosocial behaviors

Extended 0.664 0.992 0.688 0.977 0.062 2.288 0.980 0.029 2.071 0.982 0.052 0.019

Received 0.757 0.995 0.766 0.979 0.048 2.008 0.988 0.024 1.853 0.981 0.043 0.019

Student selfreported coping 

strategies

Positive 0.879 0.990 0.911 0.916 0.101 4.017 0.909 0.083 5.876 0.928 0.082 0.039

Negative 0.798 0.986 0.845 1.000 0.000 0.003 0.998 0.024 1.128 1.000 0.000 0.000

Attitudes toward 

violence 0.874 0.988 0.815 0.981 0.071 2.261 0.990 0.051 2.213 0.977 0.059 0.022

Perceived 

behavioral 

expectations 0.790 0.989 0.833 0.587 0.095 4.633 0.878 0.055 3.428 0.845 0.080 0.046

NOTE: CFA = confirmatory factor analysis. CFI = comparative fix index. RMSEA = root mean square error of approximation. WRMR = weighted root mean square residual. 

SOURCE: Student survey, fall 2006 (baseline). 

Impacts of a Violence Prevention Program for Middle Schools D-1 

Appendix D: 

Statistical Precision 

Statistical power indicates the likelihood that an intervention effect will be judged to be 

statistically significant, given the assumptions of the specified model. In other words, power is the 

likelihood of observing a statistically significant difference, where such a difference exists. An 

underpowered study, then, is one in which the investigators risk failing to notice a significant 

intervention effect. Previous small-scale, less-rigorous evaluations of the Responding in Peaceful and 

Positive Ways (RiPP) intervention have reported significant effects for suspensions, violent 

behaviors, self-reported frequency of physical aggression, drug use, peer provocation, nonphysical 

aggression among boys, attitudes for violence in boys, delinquent behaviors, and victimization 

(Farrell, Meyer, et al. 2003; Farrell, Valois, et al. 2003; Farrell, Meyer, and White 2001; Farrell, Valois, 

and Meyer 2002). Significant effects from these studies have been in the range of 0.11 to 0.45 

(Cohen’s d). The current study is designed to detect an effect size of 0.20, given the effect sizes 

found in previous studies of RiPP and the fact that the inclusion of the Best Behavior program is 

anticipated to increase program effects above what would be found with a curriculum alone. In 

addition, the U.S. Department of Education commissioned a design paper (Bos, Weinstock, and 

Frankenberg 2004), and the evaluation team for the current study convened technical working 

groups of experts in the fields of school-based violence prevention, research design, and statistics. 

Through consultation with these sources, the researchers for the current study concluded that an 

effect size (ES) of 0.20 was reasonable, given the estimated monetary and opportunity costs of a 

school-based intervention combining curricular and whole-school approaches. 

To determine the sample size required for an ES of 0.20, the study team assumed an 

intraclass correlation coefficient (ICC) of 0.045, based on a review of research measuring selfreported violent behavior in students (Janega et al. 2004). The type 1 error rate was set at 0.05, and a 

two-tailed significance test was employed. The type 2 error rate was set at 0.20 (yielding 80 percent 

statistical power). Also, a modest reduction in variation for the inclusion of covariates and matching 

of schools within districts was assumed; matching was based on the percentage of students receiving 

free and reduced-price lunches. Given these assumptions, randomly assigning 40 schools from 

within matched pairs to either treatment or control conditions (i.e., 20 schools in each condition) 

and surveying 243 students at each school provided sufficient power for testing the null hypothesis 

regarding treatment effectiveness on schools (table D-1).16

 

16 Estimations of statistical precision are based on assumptions appropriate for a normally distributed variable and are considered 

approximate for nonnormally distributed variables. 
Appendix D. Statistical Precision 

D-2 Impacts of a Violence Prevention Program for Middle Schools 

Table D-1. Eighty percent statistical power as a function of minimal detectable difference (Number 

of students per school = 243) 

Effect size estimate Number of schools required for each study condition

0.24 13

0.22 16

0.20 20

0.18 24

0.16 30

NOTE: Calculations assume  = 0.05 and a two-tailed test. Calculations are based on intraclass correlation coefficient 

(ICC) = 0.045.

SOURCE: RTI calculations. 

These estimates are based on the assumptions described above as implemented through the 

mixed-effects model, as is appropriate for an analysis that includes random effects at the individual 

and school levels. The realized level of statistical power for tests of program effects may vary where 

the above assumptions are not met. For example, if the observed ICC is higher than the value used 

here, power will be reduced. Similarly, higher than anticipated levels of attrition could adversely 

affect power. On the other hand, statistical power could be improved even further due to the 

inclusion of covariates in the models or if the reduction in variation associated with the matching 

factor exceeds minimum expectations. 

Table D-2 provides a power table for the nested cohort analysis that will be used to assess 

the subsample of high-risk youth.17 Using assumptions noted in section 2.6 regarding attrition rates 

across the 3 years of the program, the study team anticipates that approximately 36 students from 

each school will provide data for this analysis. Although fewer students provide data for the cohort 

analysis than the cross-sectional analysis, this potential limitation is offset by the anticipated gain in 

precision associated with taking replicate measures on individuals. In this case, a sample size of 40 

schools will allow us to detect effects of 0.21 or larger. This ES is slightly larger than the 0.20 ES for 

the primary outcome but is not unreasonable, given the potential for the greater impact that a 

violence prevention program may have on high-risk youth. 

Table D-2. Eighty percent statistical power as a function of minimal detectable difference (Number 

of high-risk students per school = 36) 

Effect size estimate Number of schools required for each study condition

0.22 15

0.21 17

0.21 20

0.19 21

0.17 26

0.15 33

NOTE: Calculations assume  = 0.05 and a two-tailed test. Calculations are based on intraclass correlation coefficient (ICC) = 

0.019.

SOURCE: RTI calculations. 

 

17 Estimations of statistical precision are based on assumptions appropriate for a normally distributed variable and are considered 

approximate for nonnormally distributed variables. 
Appendix D. Statistical Precision 

Impacts of a Violence Prevention Program for Middle Schools D-3 

In table D-2, statistical power could be improved even further by including covariates (such 

as baseline data) in the models. In summary, tables D-1 and D-2 demonstrate that a total of 40 

schools are required to detect the target minimal detectable effects. 

Impacts of a Violence Prevention Program for Middle Schools E-1 

Appendix E: 

Baseline Measures for Gender Subgroups 

We conducted analyses to assess whether or not there were any differences between 

treatment and control groups on the student measures at baseline, for each of the two gender 

subgroups. Tables E-1 and E-2 present the outcome measures at baseline for boys and girls, 

respectively. In both cases, there were no significant differences between intervention and control 

groups on any of the baseline measures. 

Table E-1. Baseline measures for the student sample: Boys 

Measure

Baseline event rates or scale 

means (SE)

Difference t-statistic p-value1

Intervention

group

Control

group

Main outcomes2

Violence (All items) 2.12 (0.14) 2.12 (0.14) −0.01 −0.04 0.96

Violence: Weapons-related 0.10 (0.01) 0.11 (0.01) −0.01 −0.42 0.67

Violence: Not weapons-related 2.01 (0.13) 2.01 (0.13) 0.00 0.02 0.98

Victimization (All items) 4.12 (0.14) 4.49 (0.16) −0.37 −1.73 0.09

Victimization: Overt 2.47 (0.10) 2.69 (0.10) −0.22 −1.56 0.13

Victimization: Relational 1.65 (0.06) 1.80 (0.06) −0.15 −1.74 0.09

Other outcomes3

Self-reported coping strategies: 

Positive 2.77 (0.02) 2.82 (0.02) −0.05 −1.57 0.12

Self-reported coping strategies: 

Negative20.66 (0.04) 0.71 (0.04) −0.05 −0.94 0.35

Attitudes toward violence 2.89 (0.03) 2.89 (0.03) −0.00 −0.07 0.94

Prosocial behaviors: Extended to 

others 2.83 (0.03) 2.84 (0.03) −0.01 −0.19 0.85

Prosocial behaviors: Received from 

others 2.68 (0.03) 2.68 (0.03) 0.00 0.02 0.98

Behavioral expectations 3.12 (0.02) 3.12 (0.02) −0.00 −0.00 1.00

Safety concerns 1.81 (0.03) 1.87 (0.03) −0.06 −1.68 0.10

Sample size (Schools) 20 20

Sample size4(Students) 1,821 1,905

1

 Statistical significance is indicated by * if the p-value is less than or equal to 0.05. 

2

 Based on count data. Generalized linear mixed model used to estimate group-specific baseline event rates (ERs) and standard 

errors (SEs), difference in ERs, t-statistic for testing the null hypothesis of no difference, and significance level. 

3

 Based on continuous scale measures (unless otherwise indicated). Generalized linear mixed model used to estimate groupspecific baseline scale means and SEs, difference in means, t-statistic for testing the null hypothesis of no difference, and 

significance level. 

4

 Missing data ranged from 0.2 percent to 4.6 percent. 

SOURCE: Student survey, fall 2006 (baseline). 
Appendix E. Baseline Measures for Gender Subgroups 

F-2 Impacts of a Violence Prevention Program for Middle Schools 

Table E-2. Baseline measures for the student sample: Girls 

Measure

Baseline event rates or scale 

means (SE)

Difference t-statistic p-value1

Intervention 

group

Control 

group

Main outcomes2

Violence (All items) 1.82 (0.15) 1.65 (0.14) 0.18 0.88 0.38

Violence: Weapons-related 0.06 (0.01) 0.05 (0.01) 0.01 0.96 0.34

Violence: Not weapons-related 1.77 (0.14) 1.60 (0.13) 0.17 0.87 0.39

Victimization (All items) 3.62 (0.17) 3.68 (0.17) −0.06 −0.27 0.79

Victimization: Overt 1.90 (0.10) 1.92 (0.10) −0.02 −0.14 0.89

Victimization: Relational 1.72 (0.07) 1.77 (0.07) −0.05 −0.53 0.60

Other outcomes3

Self-reported coping strategies: 

Positive 2.97 (0.02) 2.99 (0.02) −0.02 −0.61 0.55

Self-reported coping strategies: 

Negative2

0.53 (0.04) 0.47 (0.04) 0.06 1.05 0.30

Attitudes toward violence 3.08 (0.04) 3.13 (0.04) −0.05 −0.84 0.41

Prosocial behaviors: Extended to 

others 3.02 (0.03) 3.06 (0.03) −0.05 −1.09 0.28

Prosocial behaviors: Received from 

others 2.85 (0.03) 2.87 (0.03) −0.03 −0.63 0.53

Behavioral expectations 3.20 (0.02) 3.19 (0.02) 0.01 0.30 0.76

Safety concerns 1.94 (0.04) 2.04 (0.04) −0.10 −1.92 0.06

Sample size (Schools) 20 20

Sample size4(Students) 1,869 1,979

1

 Statistical significance is indicated by * if the p-value is less than or equal to 0.05. 

2

 Based on count data. Generalized linear mixed model used to estimate group-specific baseline event rates (ERs) and standard 

errors (SEs), difference in ERs, t-statistic for testing the null hypothesis of no difference, and significance level. 

3

 Based on continuous scale measures (unless otherwise indicated). Generalized linear mixed model used to estimate groupspecific baseline scale means and SEs, difference in means, t-statistic for testing the null hypothesis of no difference, and 

significance level. 

4

 Missing data ranged from 0.1 percent to 2.5 percent. 

SOURCE: Student survey, fall 2006 (baseline). 
Impacts of a Violence Prevention Program for Middle Schools F-1 

Appendix F: 

Unadjusted Means and Standard 

Deviations for Impact Variables 

Table F-1. Unadjusted means and standard deviations for student outcomes—Baseline 

Measure

Event rates or scale means (standard deviations)

Intervention group Control group

Main outcomes1

Violence (All items) 2.03 (2.88) 1.95 (2.72)

Violence: Weapons-related 0.09 (0.40) 0.08 (0.40)

Violence: Not weapons-related 1.94 (2.68) 1.86 (2.52)

Victimization (All items) 3.88 (3.41) 4.11 (3.42)

Victimization: Overt 2.20 (2.24) 2.31 (2.26)

Victimization: Relational 1.68 (1.48) 1.80 (1.49)

Other outcomes2

Safety concerns31.89 (0.92) 1.96 (0.94)

Prosocial behaviors extended42.92 (0.69) 2.95 (0.68)

Prosocial behaviors received42.76 (0.66) 2.78 (0.65)

Perceived behavioral expectations43.16 (0.44) 3.16 (0.42)

Attitudes toward violence42.99 (0.68) 3.01 (0.66)

Self-reported coping strategies (Positive)

1,3 2.87 (0.65) 2.90 (0.63)

Self-reported coping strategies (Negative)

4

1.84 (0.75) 1.82 (0.75)

Sample size (Schools) 20 20

Sample size (Students) 3,705 3,896

1

 Based on count data. 

2 Scales based on continuous measures of the identified construct, unless otherwise indicated. 

3

 Lower scores indicate better outcomes. 

4

 Higher scores indicate better outcomes. 

NOTE: Student sample sizes used in the analysis vary due to item nonresponse. Missing data ranged from 

0.2 percent to 3.5 percent. 

SOURCE: Student survey, fall 2006 (baseline).
Appendix F. Unadjusted Means and Standard Deviations for Impact Variables 

F-2 Impacts of a Violence Prevention Program for Middle Schools 

Table F-2. Unadjusted means and standard deviations for high-risk student outcomes—Baseline 

Measure

Event rates or scale means (standard deviations)

Intervention group Control group

Main outcomes1

Violence (All items) 5.08 (3.26) 4.40 (2.81)

Violence: Weapons-related 0.29 (0.68) 0.27 (0.68)

Violence: Not weapons-related 4.79 (2.95) 4.40 (2.81)

Victimization (All items) 5.81 (3.38) 6.00 (3.31)

Victimization: Overt 3.53 (2.32) 3.65 (2.30)

Victimization: Relational 2.29 (1.41) 2.36 (1.38)

Other outcomes2

Safety concerns31.94 (0.92) 2.06 (0.96)

Prosocial behaviors extended42.70 (0.69) 2.74 (0.67)

Prosocial behaviors received42.68 (0.65) 2.67 (0.65)

Perceived behavioral expectations43.00 (0.47) 3.02 (0.43)

Attitudes toward violence42.53 (0.65) 2.59 (0.65)

Self-reported coping strategies (Positive)

1,3 2.54 (0.68) 2.63 (0.67)

Self-reported coping strategies (Negative)

4

2.36 (0.79) 2.30 (0.78)

20 20

Sample size: Students within 40 schools 1,005 1,148

1

 Based on count data. 

2 Scales based on continuous measures of the identified construct, unless otherwise indicated. 

3

 Lower scores indicate better outcomes. 

4

 Higher scores indicate better outcomes. 

NOTE: Student sample sizes used in the analysis vary due to item nonresponse. Missing data ranged from 

0.1 percent to 3.1 percent. 

SOURCE: Student survey, fall 2006 (baseline).
Appendix F. Unadjusted Means and Standard Deviations for Impact Variables 

Impacts of a Violence Prevention Program for Middle Schools F-3 

Table F-3. Unadjusted means and standard deviations for student outcomes, by gender 

subgroup—Baseline 

Measure

Event rates or scale means (standard deviations)

Boys Girls

Intervention 

group

Control 

group

Intervention 

group

Control 

group

Main outcomes1

Violence (All items) 2.18 ( 2.99) 2.16 (2.89) 1.88 (2.77) 1.73 (2.52)

Violence: Weapons-related 0.12 (0.47) 0.12 (0.47) 0.06 (0.33) 0.05 (0.30)

Violence: Not weapons-related 2.07 (2.74) 2.16 (2.89) 1.81 (2.62) 1.68 (2.40)

Victimization (All items) 4.14 (3.56) 4.48 (3.60) 3.62 (3.23) 3.74 (3.20)

Victimization: Overt 2.48 (2.37) 2.68 (2.40) 1.92 (2.06) 1.95 (2.05)

Victimization: Relational 1.65 (1.48) 1.80 (1.50) 1.71 (1.48) 1.79 (1.48)

Other outcomes2

Safety concerns31.82 (0.90) 1.87 (0.92) 1.95 (0.94) 2.04 (0.95)

Prosocial behaviors extended42.81 (0.71) 2.84 (0.70) 3.02 (0.66) 3.06 (0.64)

Prosocial behaviors received42.67 (0.67) 2.68 (0.65) 2.85 (0.65) 2.87 (0.63)

Perceived behavioral 

expectations4

3.12 (0.44) 3.13 (0.43) 3.20 (0.43) 3.19 (0.41)

Attitudes toward violence42.89 (0.68) 2.90 (0.68) 3.08 (0.67) 3.13 (0.63)

Self-reported coping strategies 

(Positive)

1,3 2.76 (0.67) 2.81 (0.69) 2.98 (0.61) 2.99 (0.58)

Self-reported coping strategies 

(Negative)

4

1.93 (0.76) 1.94 (0.77) 1.75 (0.72) 1.71 (0.70)

Sample size (Schools) 20 20 20 20

Sample size (Students nested within 

schools) 1,821 1,905 1,869 1,979

1

 Based on count data. 

2 Scales based on continuous measures of the identified construct, unless otherwise indicated. 

3 Lower scores indicate better outcomes. 

4 Higher scores indicate better outcomes. 

NOTE: Student sample sizes used in the analysis vary due to item nonresponse. Missing data ranged from 

0.2 percent to 3.5 percent. 

SOURCE: Student survey, fall 2006 (baseline).
Appendix F. Unadjusted Means and Standard Deviations for Impact Variables 

F-4 Impacts of a Violence Prevention Program for Middle Schools 

Table F-4. Unadjusted means and standard deviations for student outcomes—Year one follow-up

Measure

Event rates or scale means (standard deviations)

Intervention group Control group

Main outcomes1

Violence (All items) 3.02 (3.38) 2.91 (3.23)

Violence: Weapons-related 0.13 (0.49) 0.12 (0.47)

Violence: Not weapons-related 2.89 (3.15) 2.78 (3.01)

Victimization (All items) 4.90 (3.64) 5.07 (3.62)

Victimization: Overt 2.86 (2.46) 2.94 (2.45)

Victimization: Relational 2.04 (1.50) 2.13 (1.50)

Other outcomes2

Safety concerns31.92 (0.94) 1.98 (0.96)

Prosocial behaviors extended42.90 (0.71) 2.94 (0.70)

Prosocial behaviors received42.79 (0.70) 2.79 (0.69)

Perceived behavioral expectations43.02 (0.52) 2.98 (0.53)

Attitudes toward violence42.83 (0.72) 2.87 (0.72)

Self-reported coping strategies (Positive)

1,3 2.80 (0.71) 2.80 (0.66)

Self-reported coping strategies (Negative)

4

2.06 (0.81) 2.01 (0.79)

Sample size (Schools) 20 20

Sample size (Students) 3,619 3,732

1

 Based on count data. 

2 Scales based on continuous measures of the identified construct, unless otherwise indicated. 

3 Lower scores indicate better outcomes. 

4 Higher scores indicate better outcomes. 

NOTE: Student sample sizes used in the analysis vary due to item nonresponse. Missing data ranged from 1 percent 

to 5 percent. 

SOURCE: Student survey, first follow-up (spring 2007).
Appendix F. Unadjusted Means and Standard Deviations for Impact Variables 

Impacts of a Violence Prevention Program for Middle Schools F-5 

Table F-5. Unadjusted means and standard deviations for high-risk student outcomes—Year one 

follow-up

Measure

Event rates or scale means (standard deviations)

Intervention group Control group

Main outcomes1

Violence (All items) 5.17 (3.82) 4.75 (3.57)

Violence: Weapons-related 0.27 (0.69) 0.26 (0.68)

Violence: Not weapons-related 4.90 (3.50) 4.49 (3.27)

Victimization (All items) 6.21 (3.64) 6.26 (3.61)

Victimization: Overt 3.82 (2.52) 3.84 (2.51)

Victimization: Relational 2.39 (1.43) 2.43 (1.42)

Other outcomes2

Safety concerns31.95 (0.97) 2.02 (0.98)

Prosocial behaviors extended42.71 (0.71) 2.75 (0.70)

Prosocial behaviors received42.74 (0.69) 2.69 (0.69)

Perceived behavioral expectations42.85 (0.53) 2.82 (0.54)

Attitudes toward violence42.45 (0.70) 2.54 (0.70)

Self-reported coping strategies (Positive)

1,3 2.53 (0.73) 2.59 (0.68)

Self-reported coping strategies (Negative)

4

2.43 (0.81) 2.36 (0.80)

20 20

Sample size: Students within 40 schools 897 1,016

1

 Based on count data. 

2 Scales based on continuous measures of the identified construct, unless otherwise indicated. 

3 Lower scores indicate better outcomes. 

4 Higher scores indicate better outcomes. 

NOTE: Student sample sizes used in the analysis vary due to item nonresponse. Missing data ranged from 4 percent 

to 5 percent. 

SOURCE: Student survey, spring 2007 (first follow-up). 
Appendix F. Unadjusted Means and Standard Deviations for Impact Variables 

F-6 Impacts of a Violence Prevention Program for Middle Schools 

Table F-6. Unadjusted means and standard deviations for student outcomes, by gender 

subgroup—Year one follow-up

Measure

Event rates or scale means (standard deviations)

Boys Girls

Intervention 

group

Control 

group

Intervention 

group Control group

Main outcomes1

Violence (All items) 3.09 (3.51) 3.07 (3.40) 2.94 (3.25) 2.75 (3.05)

Violence: Weapons-related 0.17 (0.57) 0.17 (0.56) 0.09 (0.40) 0.08 (0.37)

Violence: Not weapons-related 2.92 (3.21) 2.90 (3.11) 2.85 (3.09) 2.68 (2.92)

Victimization (All items) 5.11 (3.80) 5.39 (3.78) 4.68 (3.46) 4.77 (3.43)

Victimization: Overt 3.14 (2.57) 3.30 (2.58) 2.59 (2.31) 2.59 (2.27)

Victimization: Relational 1.97 (1.51) 2.08 (1.51) 2.10 (1.49) 2.18 (1.49)

Other outcomes2

Safety concerns31.87 (0.93) 1.96 (0.98) 1.97 (0.95) 2.00 (0.93)

Prosocial behaviors extended42.80 (0.72) 2.81 (0.73) 3.01 (0.68) 3.07 (0.65)

Prosocial behaviors received42.68 (0.68) 2.66 (0.69) 2.90 (0.69) 2.92 (0.67)

Perceived behavioral 

expectations42.98 (0.54) 2.92 (0.53) 3.06 (0.51) 3.04 (0.51)

Attitudes toward violence42.72 (0.72) 2.74 (0.72) 2.93 (0.71) 2.99 (0.71)

Self-reported coping strategies 

(Positive)

1,3 2.67 (0.74) 2.68 (0.68) 2.93 (0.65) 2.91 (0.62)

Self-reported coping strategies 

(Negative)

4

2.11 (0.81) 2.11 (0.79) 1.99 (0.80) 1.91 (0.78)

Sample size (Schools) 20 20 20 20

Sample size (Students nested 

within schools) 1,772 1,818 1,829 1,902

1

 Based on count data. 

2 Scales based on continuous measures of the identified construct, unless otherwise indicated. 

3 Lower scores indicate better outcomes. 

4 Higher scores indicate better outcomes. 

NOTE: Student sample sizes used in the analysis vary due to item nonresponse. Missing data ranged from 3 percent 

to 4 percent. 

SOURCE: Student survey, spring 2007 (first follow-up). 
Appendix F. Unadjusted Means and Standard Deviations for Impact Variables 

Impacts of a Violence Prevention Program for Middle Schools F-7 

Table F-7. Unadjusted means and standard deviations for teacher outcomes—Year one follow-up

Measure1

Event rates or scale means (standard deviations)

Intervention group Control group

Teacher self-reported victimization2,3 0.67 (0.47) 0.63 (0.48)

Teacher safety concerns31.43 (0.58) 1.45 (0.62)

School consistency of enforcing behavioral rules42.12 (0.58) 2.18 (0.57)

Interactions with victims43.34 (0.55) 3.32 (0.54)

Interactions with aggressors43.54 (0.44) 3.57 (0.44)

Classroom management techniques43.64 (0.41) 3.65 (0.44)

Sample size (Schools) 20 20

Sample size5(917 teachers nested within schools) 465 452

1

 Reported as scale scores based on continuous measures of the identified construct, unless otherwise indicated. 

2 Teacher victimization is based on a dichotomous indicator. Results presented indicate the proportion of teachers 

who reported victimization by a student. 

3 Lower scores indicate better outcomes. 

4 Higher scores indicate better outcomes. 

5 Teacher sample sizes vary due to item nonresponse. Missing data ranged from 0 percent to 1 percent. 

SOURCE: Teacher survey, spring 2007.