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                            Funding & Awards
 Evaluation of Teens, Crime, and Community Program and Community Works Training
Award Information
Awardee
              Curators of The University of Missouri On Behalf of The University of Missouri  St. Louis
Award #
              2003-JN-FX-0003
Funding Category
              Competitive
Location
                    St. Louis, MO
Awardee County
              St. Louis
Congressional District
              1
Status
              Closed
Funding First Awarded
              2003
Total funding (to date)
              $1,625,274
Original Solicitation
              NIJ Solicitation For Evaluations of OJJDP Discretionary Programs
Description of original award (Fiscal Year 2003, $1,625,274)
The Teens, Crime, and Community Program and Community Works Training (TCC/CW) was created in 1985 and is a partnership between the National Crime Prevention Council and Street Law, Inc.  The program, based on a 'risk-factor' approach, consists of three components, although not all programs implement all three components: (1) a 31-lesson interactive curriculum dealing with such topics as guns, violence, hate crimes, substance abuse, and victimization; (2) use of community resource people as role models to deliver the curriculum; and (3) 'action projects' that allow teens to apply what they have learned.
	While TCC/CW relies primarily on an 'individual-change' strategy, the program also includes a school-level component which seeks to affect the educational environment.  We therefore propose a five-year evaluation design comprised of both a process and outcome assessment of the TCC/CW program, the latter including a strategy that assesses program impact on both individuals and schools.  We have assembled a diverse and highly skilled team that has a proven track record of conducting longitudinal evaluations, of collaborating with program providers to implement research findings, and of producing products of interest and value to both researchers and practitioners.  
	Assessment of program implementation is essential.  Without knowledge about the degree to which a program has been implemented, discussion of effectiveness may be premature.  Evaluations of several school-based interventions have found that low levels of program effect were more likely attributable to poor or incomplete program implementation than to poorly conceived programs (e.g., DuBois et al. 2002; Nunnery et al 1997).  The process evaluation will assess the program fidelity and address the extent to which the program is transferrable to other locations.  It will also identify the extent to which the various components of the TCC/CW program are implemented and seek to identify the key components necessary for successful transfer of the program to other sites.  
	The outcome evaluation will consist of four separate strategies.  First, individual-level program effects will be assessed through a longitudinal, quasi-experimental design in which a panel of students will be followed through their school years.  Annual surveys will assess program effect on known risk factors associated with adolescent problem behaviors.  Second, school-level program effects will be assessed through two cross-sectional surveys administered to students at schools prior to and following implementation of the TCC/CW program.  Third, school personnel and program staff will be surveyed to assess satisfaction with the program and levels of perceived effectiveness.  Fourth, school and justice system records will be analyzed to assess program effects on school disorder and academic performance.  Another important component of this evaluation is the determination of the cost-effectiveness of the program, utilizing the procedures detailed by Aos et al. (2001).

CA/NCF



  
Grant-Funded Publications
        
                      Do Different Factors Explain Low- versus High-Rate Adolescent Weapon Carrying?
                  Fear, Social Interactions, and Violence Mitigation
                  School Climate and Violence: Does Immigrant Status Matter?
                  Gang Membership and Substance Use: Guilt as a Gendered Causal Pathway
                  Gang Membership as a Turning Point in the Life Course
                  Neighborhood Structural Characteristics, Individual-Level Attitudes, and Youths' Crime Reporting Intentions
                  Correlates and Consequences of Peer Victimization: Gender Differences in Direct and Indirect Forms of Bullying
                  Consequences of Being Bullied: Results From a Longitudinal Assessment of Bullying Victimization in a Multisite Sample of American Students
                  Juvenile Attitudes Towards the Police: The Importance of Subcultural Involvement and Community Ties
                  Victim-Offender Overlap and Fear of In-School Victimization: A Longitudinal Examination of Risk Assessment Models
                  Lifestyle, Rational Choice, and Adolescent Fear: A Test of a Risk-Assessment Framework
                  Evaluation of the Teens, Crime and the Community and Community Works Program
                  May Piece Be with You: A Typological Examination of the Fear and Victimization Hypothesis of Adolescent Weapon Carrying
                  I Got Your Back: An Examination of the Protective Function of Gang Membership in Adolescence
                  Role of Race and Ethnicity in Gang Membership (From Street Gangs, Migration and Ethnicity, P 117-139, 2008, Frank van Gemert, Dana Peterson, and Inger-Lise Lien, eds. -- See NCJ-225264)
                  Addressing Program Fidelity Using Onsite Observations and Program Provider Descriptions of Program Delivery
                  Process Evaluation Report: Evaluation of the Teens, Crime and the Community and Community Works Program




  
Grant-Funded Datasets
        
                      http://dx.doi.org/10.3886/ICPSR25865

  
Date Created: September 29, 2003
    
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