C H A P T E R 1�

Introduction�

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C H A P T E R 1�

Introduction�

Purpose

CDC developed this publication to help state and territorial health departments 

plan and evaluate state tobacco control programs. This publication is a companion 

to Best Practices for Comprehensive Tobacco Control Programs, Introduction to Program 

Evaluation for Comprehensive Tobacco Control Programs, and Surveillance and Evaluation 

Data Sources for Comprehensive Tobacco Control Programs 1–3.

Audience

The primary audiences for this publication are (1) planners, managers, and evaluators 

of state programs to prevent or control tobacco use and (2) CDC’s national partners 

in the fight against tobacco use. 

The National Tobacco Control Program

As part of its mission to reduce the incidence of tobacco-related disease and 

preventable death, CDC created the National Tobacco Control Program (NTCP) 

to encourage coordinated, nationwide activities. The goal of the NTCP is to reduce 

tobacco-related disease, disability, and death. This overarching goal is subdivided 

into four goal areas: 

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Preventing initiation of tobacco use among young people.

Eliminating nonsmokers’ exposure to secondhand smoke.

Promoting quitting among adults and young people.

Identifying and eliminating tobacco-related disparities.

For more information on the NTCP, see Appendix A.�

Logic Models

As explained in Introduction to Program 

Evaluation for Comprehensive Tobacco 

Control Programs, logic models depict the 

presumed causal pathways that connect 

program inputs, activities, and outputs 

with short-term, intermediate, and 

long-term outcomes.2 An example 

of a basic logic model is provided in 

Figure 1.

To help tobacco control programs with 

planning and evaluation, we updated 

logic models previously published in the 

Introduction to Program Evaluation for 

Comprehensive Tobacco Control Programs. 

Generic Logic Model 

Activities

Short-term Intermediate Long-term

Inputs Outcomes

4

6

4

5

6

7

8 12

11

10

9

Figure 1: Example of Logic Model

Outputs

C H A P T E R 1 ▲Introduction

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We numbered the outputs (direct results of program activities) and outcomes in each 

logic model to allow for easy reference in discussing the links between logic model 

components. 

The logic models for the NTCP’s goal areas can be used in several ways:

To see the links between program activities; outputs; and short-term, intermediate, �

and long-term outcomes.�

To identify relevant short-term, intermediate, and long-term outcomes.�

To assist in selecting indicators to measure outcomes.�

Outcome Components

The outcome components in the logic models are categorized as short-term, 

intermediate, or long-term to indicate a presumed causal sequence. 

For each outcome component, we provide an outcome overview in which we

summarize the scientific evidence in support of the assumption that implementing

the program activities shown in the NTCP logic model for a particular goal area will

lead to the short-term or intermediate outcomes shown in the same NTCP logic model.

In turn, achieving the short-term and intermediate outcomes will affect the long-term

outcomes in the logic model. For example, if a program is working with the example

logic model shown in Figure 1 and the program selects outcome component 7 as its

intermediate outcome, program activities designed to achieve changes in short-term

outcomes 4, 5, and 6 (linked vertically on the logic model) should lead to changes in

outcome 7 (linked horizontally with outcomes 4, 5, and 6 on the logic model). Indeed,

not only will changes to outcomes 4, 5, and 6 affect outcome 7, but they will also affect

intermediate outcome 8 as well as long-term outcomes 9 and 10 and distal outcomes

11 and 12. Distal outcomes are the last two outcomes in each logic model. They are

the longest-term outcomes and are the same for the first three NTCP goal areas.

Indicators

Outcome indicators are specific, observable, and measurable characteristics or changes 

that represent achievement of an outcome.4

For example, if your program is trying to increase restrictions on young people’s 

access to tobacco and you measured the proportion of jurisdictions with policies that 

control the location, number, and density of retail outlets that sell cigarettes, the result 

would indicate the extent of your progress toward creating restricted access policies in 

all jurisdictions. 

Most indicators we discuss in this publication are useful for measuring progress toward

reducing cigarette use. However, we encourage programs to broaden their surveillance

and evaluation activities to include measuring all forms of tobacco use, including spit

tobacco (smokeless), bidis, small cigars, and loose tobacco (roll your own).

In this publication, indicators are organized by outcome component in the logic 

models for goal areas 1, 2, and 3 of the NTCP. We list indicators for only the first 

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three NTCP goal areas because the logic models for these goal areas focus on evaluating and measuring the effects of a state tobacco prevention and control program. The 

focus of the logic model for goal area 4 (page 271) is on developing and increasing 

organizational capacity to plan and implement activities to identify and eliminate 

tobacco-related disparities. Currently, few well-established, evidence-based indicators 

are available for measuring a program’s success in increasing organizational capacity 

in this area. See Chapter 5 for more details.

Indicators to measure distal outcomes in each goal area (i.e., reduced tobaccorelated morbidity, mortality, and disparities) are not included in this book for two 

reasons. First, the research base establishing linkage between behavioral outcomes 

(e.g., reductions in tobacco consumption and tobacco use prevalence) and the distal 

outcomes is well established. Therefore, tobacco control programs need to demonstrate only an effect on behavioral outcomes and they can assume that these will lead 

to favorable health effects. Second, we determined that the greatest expressed needs 

of the states for evaluation assistance would be addressed by identifying short-term 

and intermediate outcome indicators. 

This does not mean that programs should not monitor their effect on the distal 

outcomes in the NTCP logic models. Although some tobacco-related diseases 

(e.g., lung cancer) are slow to be affected by tobacco prevention and control programs, many positive health effects are realized relatively quickly (e.g., reductions 

in the risk of cardiovascular disease and low birthweight in babies).5

 Some longstanding programs (e.g., California Tobacco Control Program) have been able to 

show an effect on long-term outcomes, but most states have not had comprehensive 

programs in place long enough to show such effects.6–8

We also do not intend to imply that measuring outcomes is sufficient for evaluating a 

tobacco control program. It is not. Equally important is process evaluation, which focuses on measuring program implementation. (See Introduction to Program Evaluation 

for Comprehensive Tobacco Control Programs for information on process evaluation.)2

CDC has begun researching indicators for use in process evaluation. See Chapter 5 

for a brief discussion of this topic.

Program managers and evaluators who want to evaluate their progress toward NTCP

goal area 4 (identifying and eliminating tobacco-related disparities) can do so by 

using the indicators for the other three goal areas and analyzing the data gathered 

by race, ethnicity, or tobacco-related disparity. For example, by measuring the level 

of confirmed awareness of media messages on the dangers of secondhand smoke 

(indicator 2.3.1) across various racial populations, evaluators can learn whether the 

messages’ reach varied among racial groups. 

Indicator Selection and Rating

CDC proposed a set of outcome indicators and engaged a panel of 16 experts in 

tobacco control practice, evaluation, and research to assess each indicator on the 

basis of the following criteria: strength of evaluation evidence, utility, face validity 

to policy makers, conformity with accepted practice, uniqueness, overall quality, 

and how essential the indicator is for evaluating state tobacco control programs. 

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C H A P T E R 1 Introduction

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The experts also indicated the level of resources needed to collect and analyze data 

on the indicator. In addition to rating the indicators that CDC proposed, the experts 

suggested other indicators and sources of data for those indicators. 

CDC reviewed the experts’ responses, comments, and suggestions and compiled the 

results into an individual rating across criteria for each indicator. A few indicators, 

however, have no ratings because they were added at the suggestion of the experts 

after the rating process was complete. These indicators have the symbol NR after 

their numbers.

In addition, the experts’ ratings showed that the criterion “essential for evaluation” 

was highly correlated with “overall quality” and is therefore omitted from the indicator rating tables described below. Likewise, the “uniqueness” criterion was used only 

to narrow the indicator lists (see Appendix B). 

For a list of expert panel members, see Appendix C.

Because some reviewers said they were not familiar with all the research on all goal 

areas, we do not report their ratings on the “strength of evaluation evidence” criterion. Instead, under contract with CDC, the Battelle Centers for Public Health Research 

and Evaluation rated the strength of scientific evidence that supports using each 

indicator to measure a downstream outcome of a tobacco control program. This 

information can be found in the indicator rating tables (described below) for 

each outcome in the related logic model.

For detailed information on how CDC selected indicators, how the expert panelists 

and Battelle Centers for Public Health Research and Evaluation went about their 

tasks, and how the ratings were calculated, see Appendix B. Also in Appendix B is 

a full explanation of how CDC compiled the indicator ratings.

Outcome 7

Increase in Anti-tobacco Policies 

and Programs in Schools

Number Indicator Overall quality

1.7.4 Proportion of schools or school districts that provide 

program-specific training for teachers | | | | | | | | | | | | $$ 

Indicator number

better 

Indicator Rating 

Resources

needed 

Strength of evaluation evidence 

Utility

Face validity

Accepted

practice

low high

1.7.4 

Goal area Outcome Indicator

component within 

the goal area

Figure 2: Example of Rating Table

Indicator Rating Tables

For each outcome component 

of the logic models, we provide 

an indicator rating table. In each 

table is a list of all the indicators associated with the outcome 

component and the ratings for 

each indicator by criterion. 

Using this table makes it easy 

to compare all the indicators for 

one outcome. The number and 

name of each relevant indicator 

is provided in each table, as are 

graphic displays of the criteria 

scores for each indicator. 

An example of an indicator rating and an explanation of how to 

read it is provided in Figure 2.

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The following are definitions of the criteria on which the ratings are based:�

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Overall quality. The general worth of the indicator as it relates to evaluating 

state tobacco control programs.

Resources needed. Dollar signs show the amount of resources (funds, time, 

and effort) needed to collect and analyze data on the indicator using the most 

commonly available data source: the more dollar signs (maximum four), the 

more resources needed. The dollar signs do not represent specific amounts 

because the actual cost of measuring and analyzing an indicator varies according 

to the existing capacity of a state health department or organization to evaluate 

its programs.

Strength of evaluation evidence. The degree to which scientific evidence supports 

the assumption that implementing interventions to effect change in a given indicator (e.g., proportion of schools or school districts that provide program-specific 

training for teachers) will lead to measurable downstream outcome (e.g., reduced 

susceptibility to experimentation with tobacco products).

Utility. The extent to which the indicator is useful for answering evaluation 

questions for comprehensive state tobacco control programs.

Face validity. The degree to which data on the indicator would appear valid 

to tobacco program stakeholders, such as policy makers.

Accepted practice. The degree to which using the indicator to measure a 

tobacco control program’s progress is consistent with accepted practice.

In addition, certain symbols are associated with some of the ratings: �

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An asterisk (*) indicates low reviewer response: if less than 75% of experts rated 

the indicator or if more than 75% of experts gave a certain criterion an invalid 

rating (e.g., “don’t know”), we considered the indicator to have low reviewer 

response. A low response suggests a high degree of uncertainty among raters. 

An example of such an indicator is 2.3.2: Level of receptivity to media messages 

about secondhand smoke.

A dagger (†) indicates a low level of agreement among reviewers: if less than 75% 

of the valid ratings were within one point of each other, we considered the rating 

to have a low level of agreement. An example of an indicator with a low level of 

agreement is 1.6.3: Proportion of students who would ever wear or use something 

with a tobacco company name or picture. This low level of agreement represents a 

relatively high degree of variability in the raters’ responses for the criterion.

A diamond (◊) indicates that the “resources needed” rating for this indicator was 

modified by CDC after the experts provided their ratings for this criterion. An 

example of such an indicator is 1.9.1: Extent and type of retail tobacco advertising 

and promotions.

C H A P T E R 1 ▲Introduction

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Indicator Profiles 

Each indicator listed in this publication is associated with one short-term, intermediate, or long-term outcome component in a specific logic model for each of the 

NTCP’s first three goal areas. Several indicators, however, are associated with more 

than one NTCP goal area. These indicators may have different indicator ratings, 

depending on the NTCP goal area and logic model component. In addition, the 

number of indicators for each logic model component varies considerably; some 

have only one indicator, while others have many. 

For each indicator, we provide an indicator profile. These profiles provide detailed 

information about each indicator, as follows:

Indicator number and name. Each indicator is uniquely identified by three 

numbers. The first number represents the goal area, the second number represents 

the outcome component within the goal area logic model, and the third number 

represents the indicator. For example, indicator 1.6.3 is number 3 on the list of 

indicators associated with outcome component 6 in the logic model for NTCP

goal area 1.

Outcome component. The title of the outcome component (i.e., logic model box) 

is provided in the logic model.

What to measure. A description is included of what to measure in order to gather 

data on the indicator.

Why this indicator is useful. The rationale is provided for using the indicator 

as a measure of a specific outcome in the logic model.

Example data source(s). Listed are some example surveys and sources of data 

to measure the indicator as well as the population from which the data could be 

collected (if not apparent from the title). Most sources we list are well known and 

widely used state or national surveys or surveillance systems.3

 We also list nonstandardized topic-specific data sources (e.g., media tracking, policy tracking, 

worksite surveys, environmental scans, and other tobacco-related state surveys) 

that may not be widely used by state tobacco programs but can be useful for 

evaluation. If similar survey questions are in multiple data sources, we list the data 

source most commonly available to state tobacco control programs. In addition to 

measuring the suggested indicator, evaluators may want to collect demographic 

data such as survey respondents’ age, sex, race, ethnicity, and city or county of 

residence.

Population group(s). The population group(s) include(s) the individuals from 

which data about this indicator are most commonly collected, if applicable.

Example survey question(s). These are usually survey questions from state or 

national surveys or surveillance systems. When appropriate, the range of possible 

responses to the survey questions is also given. If no state or national survey has 

an appropriate question, we created an example question.

Comments. Here we provide any additional information we have on this indicator. 

For example, we may suggest other uses for the indicator, the indicator’s limitations (if any) as a measure of a program’s progress, or sources of information on 

data collection methods.

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Reviewers’ ratings. The rating tables include the criterion ratings given to the 

indicator by the panel of experts and Battelle Centers for Public Health Research 

and Evaluation (“strength of evaluation evidence” criterion only).

Using This Book to Plan a State Tobacco Control Program Evaluation

State tobacco control program managers need to evaluate their programs to demonstrate their effects, account for their funding, and improve their programs. Effective 

tobacco control programs require careful planning, implementation, and evaluation. 

To develop a successful program and a useful evaluation, program staff and program 

evaluators must work collaboratively on program planning and evaluation planning. 

A strong evaluation will not salvage a weak program, and a strong program cannot 

be proven effective without a defensible evaluation.

Managers and evaluators can use this publication to help them select the program’s 

outcomes and the key indicators for evaluating the program’s success in achieving 

the selected outcomes. Programs need to avoid two common pitfalls: (1) choosing 

interventions without sufficient plans or funds for evaluation; and (2) only selecting 

indicators primarily for research purposes rather than for program evaluation.1

Seven major steps are involved in planning an effective program and program 

evaluation. The order in which each step is taken can vary depending on the program’s circumstances. For example, the first step of a program with limited funds 

for evaluation might be to examine the indicator rating tables to see which indicators require the fewest resources for data collection and analysis. Alternatively, the 

first step might be to review Appendix D (Data Source Indicator Table) to determine 

which indicators are being measured by surveillance and evaluation methods already in place in the state. Another program might be given funds specifically to 

reduce nonsmokers’ exposure to secondhand smoke. Since the funders selected this 

program’s long-term outcome, the planners’ first step could be to examine the logic 

model of goal area 2 (eliminating nonsmokers’ exposure to secondhand smoke) to 

select the short-term and intermediate outcomes they will work toward achieving.

Below are the seven major steps involved in planning and evaluating a state tobacco 

control program. This book provides assistance for steps 1–4 and step 7.

States are not restricted to addressing one goal area. In fact, we encourage programs 

to work across several goal areas. However, it is best to go through the steps separately for each selected goal area and then consider program strategies and indicators 

across goal areas. This approach can help produce efficiencies of scale in both operating programs and in evaluating them. 

Step 1. Select the NTCP goal area that suits your program best. 

Look at the logic models for each NTCP goal area carefully, keeping in mind that 

we do not list outcome indicators for goal area 4 in this publication (see page 5 in 

this chapter and page 269 in Chapter 5 for an explanation). For program planning, 

it is often helpful to read logic models backward; that is, begin with the long-term 

outcomes and trace a causal pathway back through intermediate outcomes, to shortC H A P T E R 1 ▲

Introduction

9
term outcomes, to program outputs and program activities. After reviewing 

the logic models and your state’s circumstances (e.g., political situation, resources, 

and tobacco-related statistics), select the goal area(s) that best fit your state’s needs.

Step 2. Select long-term outcomes for your program. 

Read the outcome overviews for the long-term outcome components in the selected 

goal area’s logic model. This information will help you understand the rationale 

and empirical support for the logic model pathway that links specific program 

activities with specific outcomes. If you need more information, read some of the 

related articles listed after the references for each outcome overview in the section 

titled “For Further Reading.” Then, on the basis of this information, select one 

or more long-term outcomes, again keeping in mind your state’s circumstances, 

resources, and needs. 

Step 3. Select short-term and intermediate outcomes for your program.

Read the outcome overviews for each short-term and intermediate outcome 

component that is linked to your selected long-term outcomes. If you need more 

information, read some of the related articles listed after the references for each outcome overview in the section titled “For Further Reading.” Based on what you have 

read and your program’s circumstances, select short-term and intermediate outcomes 

that will lead to your selected long-term outcomes. 

Step 4. Select indicators of progress toward your selected short-term, 

intermediate, and long-term outcomes.

Examine the indicator rating tables relevant to the long-term, intermediate, and 

short-term outcomes you have selected. Compare ratings pertaining to the indicators’ 

overall quality, resources needed, strength of evaluation evidence, utility, face validity, and accepted practice. Select candidate indicators and learn more about them 

by reading each indicator profile. On the basis of your reading and your program’s 

circumstances, select indicators to show progress toward your selected short-term, 

intermediate, and long-term outcomes.

Step 5. Select or design activities to achieve your selected outcomes. 

Program activities should be designed to achieve intended outcomes. To learn 

more about designing, planning, and implementing evidence-based tobacco control 

activities, managers and evaluators should refer to several evidence-based publications, such as: 

Best Practices for Comprehensive Tobacco Control Programs1�

Reducing Tobacco Use: A Report of the Surgeon General5�

The Guide to Community Preventive Services: Tobacco Use Prevention �

and Control6 �

Treating Tobacco Use and Dependence: Clinical Practice Guideline7�

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The Health Consequences of Smoking: A Report of the Surgeon General8

Preventing Tobacco Use Among Young People: A Report of the Surgeon General9

Women and Smoking: A Report of the Surgeon General10

Tobacco Use Among U.S. Racial/Ethnic Minority Groups—African Americans, 

American Indians and Alaska Natives, Asian Americans and Pacific Islanders, 

and Hispanics: A Report of the Surgeon General12

We also encourage managers and evaluators to contact their state’s program 

consultant at CDC.

Step 6. Implement your selected intervention activities. 

Program staff should implement intervention activities and monitor them to 

determine the degree to which activities have been implemented as intended.11

Step 7. Evaluate your progress toward achieving your selected outcomes. 

Monitor indicators selected in step 4 to assess your program’s progress over time 

and to compare your data with those of other states. Focus your evaluation design 

on answering your evaluation questions within your state context by creating 

program objectives. Good program objectives are SMART (i.e., they are specific, 

measurable, achievable, relevant, and time-bound). An example of a SMART 

objective is increasing the percentage of young people in a given state who have 

confirmed awareness of anti-tobacco messages on the dangers of secondhand smoke 

from 25% in January 2005 to 50% in January 2006. For more information on creating 

SMART objectives, see Introduction to Program Evaluation for Comprehensive Tobacco 2 Control Programs.

The Importance of Merging Program and Evaluation 

Planning Early in the Program Planning Process Steps for Planning and Evaluating a 

State Tobacco Control Program

When a program is organized and planned on �

the basis of the goal area’s logic model, managers 1. Select the NTCP goal area that suits your �

and evaluators essentially have an outline of their program best. �

outcome evaluation plan early in the program 2. Select long-term outcomes for your program. �

planning process. As the program evolves, manag-�

ers and staff can make adjustments to program 

activities and, at the same time, the evaluation

3. Select short-term and intermediate outcomes 

for your program.

4. Select indicators of progress toward your plan. Evaluation data can be used to show the selected short-term, intermediate, and long-term program’s effect and to inform planning and outcomes.

implementation of program activities. 5. Select or design activities to achieve your 

selected outcomes.

For information on program planning, see the 

publications listed in step 5 (page 10). 6. Implement your selected intervention activities. 

7. Evaluate your progress toward achieving your 

selected outcomes.

C H A P T E R 1 ▲Introduction

11
Planning an Evaluation of a State Tobacco Control Program:

A Hypothetical Example

In this example, assume that recent data from a state’s adult tobacco survey show 

an increase in nonsmokers’ exposure to secondhand smoke among adults, and state 

legislators are concerned about this increase. The legislators let it be known that new 

funds may become available if the state tobacco program can show that it is effective 

in reducing nonsmokers’ exposure to secondhand smoke. 

On the basis of these factors, the state tobacco control program follows the steps 

described above:

Step 1. Select the NTCP goal area that suits your program best.

The legislature is providing funds specifically to eliminate nonsmokers’ exposure to 

secondhand smoke. Therefore, the state tobacco control program chooses NTCP goal 

area 2: Eliminating nonsmokers’ exposure to secondhand smoke.

Step 2. Select long-term outcomes for your program.

Program staff and evaluators review the logic model for NTCP goal area 2 (page 123) 

and select two long-term outcomes that they aim to achieve: 

Outcome 7. �Reduced exposure to secondhand smoke

Outcome 8. �Reduced tobacco consumption

To learn about these long-term outcomes, they study the relevant outcome component overviews (pages 174 and 184) and read several articles listed after the references for each overview in the section titled “For Further Reading.”

Step 3. Select short-term and intermediate outcomes for your program.

Following our recommendations, the program planners and evaluators read the 

logic model for NTCP goal area 2 backward (starting at long-term outcomes) to select 

intermediate and short-term outcomes. They select one intermediate outcome:

Outcome 6. �Compliance with tobacco-free policies

This outcome serves as a funnel between the long-term outcomes (selected in step 2) 

and three short-term outcomes in the logic model of NTCP goal area 2: 

Outcome 3. �Increased knowledge of, improved attitudes toward, and increased 

support for the creation and active enforcement of tobacco-free 

policies

Outcome 4. �Creation of tobacco-free policies

Outcome 5. �Enforcement of tobacco-free public policies

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The program planners and evaluators understand that achieving one or more of 

these short-term and intermediate outcomes will lead to achieving the selected longterm outcomes and then to the distal outcomes of reducing tobacco-related morbidity 

and mortality and decreasing tobacco-related disparities. The planners and evaluators select the suggested short-term and intermediate outcomes with the intention 

of learning more about them before making a final decision about which outcomes 

are most relevant to their program.

The planners and evaluators read the outcome component overviews on the candidate short-term outcomes (pages 127, 147, 159) and intermediate outcome (page 165). 

They also read several of the articles listed after the references for each outcome component overview in the section titled “For Further Reading” to determine the degree 

to which selected outcomes are relevant to their program. 

Step 4. Select indicators of progress toward your selected short-term, 

intermediate, and long-term outcomes.

Next, the planners and evaluators look at the list of indicators associated with 

each selected outcome component (3–8), and they begin with outcome 3. 

First the planners and evaluators examine the indicator rating table for outcome 3

(page 131). By doing so, they can assess which indicators meet the criteria (e.g., 

overall quality, resources needed, strength of evaluation evidence, utility, face 

validity, and accepted practice) that are most important to the program. Because 

the available funds are not sufficient for an expensive evaluation, the planners pay 

special attention to the “resources needed” criterion in the indicator rating table to 

avoid selecting indicators that are too costly to measure. In addition, since the state 

legislature expressed an interest in this effort, program managers want to select 

indicators that have a high rating for face validity to policy makers.

Before making a decision about which indicators to select, however, the planners 

and evaluators read the information in the indicator profiles associated with outcome 

component 3 (pages 132–146).

The planners and evaluators realize that data collection for all the indicators would 

be equally expensive if they were to design and implement a new survey. But, 

because they have studied the indicator information carefully, they realize that 

three indicators associated with outcome component 3 can be measured using 

CDC Recommended Questions in the State’s Adult Tobacco Survey:

2.3.5 Proportion of the population that thinks secondhand smoke 

is harmful 

2.3.6 Proportion of the population that thinks secondhand smoke 

is harmful to children and pregnant women 

2.3.7 Level of support for creating tobacco-free policies in public places 

and workplaces 

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C H A P T E R 1 Introduction

13
Another indicator can be measured using CDC’s Recommended Questions in 

Supplemental Section D: Environmental Tobacco Smoke in the State’s Adult 

Tobacco Survey:

2.3.4 � Proportion of the population willing to ask someone not to smoke in �

their presence �

In addition, another indicator can be measured using the CDC’s Recommended 

Questions in Supplemental Section F: Policy Issues in the State’s Adult Tobacco 

Survey:

2.3.10NR� Level of support for creating policies in schools 

The planners and evaluators also understand that short-term changes in the knowledge and attitudes of young people are important contributors to successful enforcement of, and compliance with, tobacco-free policies. They therefore decide to monitor 

indicator 2.3.5, which can be measured using CDC’s Recommended Core Questions 

in the State’s Youth Tobacco Survey:

2.3.5. Proportion of the population that thinks secondhand smoke is harmful 

The planners and evaluators use the same process to select indicators for each of the 

other selected outcome components (4, 5, 6, 7, and 8). 

Step 5. Select or design activities to achieve your selected outcomes.

The program planners select and design evidence-based interventions, such as countermarketing campaigns focused on the dangers of secondhand smoke; activities to 

create tobacco-free school, home, and workplace policies; and activities to mobilize 

decision makers to promote bans on secondhand smoke. See Appendix A for more 

information on program strategies. 

Step 6. Implement your selected intervention activities.

The program staff implements the intervention activities and continuously monitors 

(1) whether the activities are being implemented as intended and (2) the extent to 

which the program is reaching its target audiences. 

Step 7. Evaluate your progress toward achieving your selected outcomes.

The planners and evaluators translate indicators into SMART program objectives. 

For example, for indicator 2.3.7 (level of support for creating tobacco-free policies in 

public places and workplaces), they create the following objective: Increase the percentage of adults in the state who believe that smoking should not be allowed at all in 

indoor workplaces from 20% in January 2005 to at least 50% in June 2006. In addition, 

the planners and evaluators measure the selected indicators, track changes over time, 

and compare their data to data from similar states. 

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References

1. �Centers for Disease Control and Prevention. Best practices for comprehensive tobacco 

control programs. Atlanta, GA: Centers for Disease Control and Prevention; 1999. 

2. �MacDonald G, Starr G, Schooley M, Yee SL, Klimowski K, Turner K. Introduction 

to program evaluation for comprehensive tobacco control programs. Atlanta, GA: 

Centers for Disease Control and Prevention; 2001.

3. �Yee SL, Schooley M. Surveillance and evaluation data resources for comprehensive 

tobacco control programs. Atlanta, GA: Centers for Disease Control and Prevention; 

2001. 

4. �United Way of America. Measuring program outcomes: a practical approach.

Alexandria, VA: United Way of America; 1996.

5. �U.S. Department of Health and Human Services. Reducing tobacco use: 

a report of the Surgeon General. Atlanta, GA: Centers for Disease Control 

and Prevention; 2000.

6. �Task Force on Community Preventive Services. The guide to community preventive services: tobacco use prevention and control. American Journal of Preventive 

Medicine. 2001;20(Suppl 2):1–88.

7. �Fiore M, Bailey W, Cohen S, Dorfman S, Goldstein M, Gritz E, Heyman RB, Jaén 

CR, Kottke TE, Lando HA, Micklenburg RE, Mullen PD, Nett LM, Robinson L, 

Stitzer ML, Tommasello AC, Villejo L, Wewers ME. Treating tobacco use and dependence: clinical practice guideline. Rockville, MD: U.S. Department of Health and 

Human Services; 2000.

8. �U.S. Department of Health and Human Services. The health consequences of 

smoking: a report of the Surgeon General. Atlanta, GA: Centers for Disease 

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C H A P T E R 1 Introduction

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