Impacts of a Violence Prevention Program for Middle Schools: Findings after 3 Years of Implementation. NCEE 2011-4017

Autor/inn/en	Silvia, Suyapa; Blitstein, Jonathan; Williams, Jason; Ringwalt, Chris; Dusenbury, Linda; Hansen, William
Institution	National Center for Education Evaluation and Regional Assistance (ED)
Titel	Impacts of a Violence Prevention Program for Middle Schools: Findings after 3 Years of Implementation. NCEE 2011-4017
Quelle	(2011), (217 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Middle Schools; Violence; School Safety; Prevention; Intervention; Program Evaluation; Program Effectiveness; Program Implementation; Validity; Curriculum; Problem Solving; Self Control; Student Behavior; Expectation + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Gewalt; Prävention; Vorbeugung; Programme evaluation; Programmevaluation; Gültigkeit; Curricula; Lehrplan; Rahmenplan; Problemlösen; Selbstbeherrschung; Student behaviour; Schülerverhalten; Expectancy; Erwartung
Abstract	This is the second and final report summarizing findings from an impact evaluation of a violence prevention intervention for middle schools. This report provides findings from the second and third years of the 3-year intervention. The U.S. Department of Education (ED) contracted with RTI International 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 assessed the intervention's effects on both the full sample of students as well as on students at high risk for committing violence. After 3 years 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 during these 3 years. This has the potential to limit the ability to find statistically significant differences between intervention and control schools. Appendices include: (1) Survey Instruments; (2) Defining the High-Risk Student Subgroup; (3) Construction of Outcome Measures; (4) Structured Protocols for Collecting Implementation Data; (5) Statistical Precision; (6) Sample Characteristics and Baseline Measures for Year Two Participants; (7) Unadjusted Means and Standard Deviations for Impact Variables--Years Two and Three; and (8) Impact Findings From Year Two. (Contains 88 tables, 6 figures and 25 footnotes.) [For "Impacts of a Violence Prevention Program for Middle Schools: Findings after 3 Years of Implementation. Executive Summary. NCEE 2011-4018," see ED519881. For related report, "Impacts of a Violence Prevention Program for Middle Schools: Findings from the First Year of Implementation. NCEE 2010-4007," see ED509196.] (ERIC).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10