Results from a multi-site evaluation of the g.r.e.a.t. program

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Please enable Javascript on your browser to continue. Read Article. Download PDF. Share Full Text for Free. Web of Science. Let us know here. System error. The opinions, findings, and conclusions or recommendations expressed in this manuscript are those of the authors and do not necessarily reflect the views of the Department of Justice or of the seven participating school districts. We would like to express our appreciation to the students who made this project possible by completing the student questionnaires.

And, this project would have been impossible without our team of colleagues and research assistants; special thanks to Adrienne Freng, Brad Brick, and Dena Carson. N2 - Despite a long history of youth gang problems in the United States, there remains a paucity of evaluations identifying promising or effective gang prevention and intervention programs. AB - Despite a long history of youth gang problems in the United States, there remains a paucity of evaluations identifying promising or effective gang prevention and intervention programs.

Taylor, D. Wayne Osgood. Sociology and Criminology. Overview Fingerprint. Abstract Despite a long history of youth gang problems in the United States, there remains a paucity of evaluations identifying promising or effective gang prevention and intervention programs. Results of the latest study, which concluded in the spring of , have been published in peer-reviewed professional journals, and the investigators have released reports providing data and analysis of the full study.

Program is implemented as it is intended and has the intended program effects on youth gang membership and on a number of risk factors and social skills thought to be associated with gang membership.

A substantial body of research indicates that lack of program fidelity—rather than failure of the program design—is one of the primary explanations for the failure of prevention programs [3]. In addition to measuring outcomes, the national evaluation of the G. Program utilized multimodal process evaluations to measure Program fidelity, among other factors. Program was implemented with fidelity in the vast majority of classrooms. Program and also has positive implications for the capability to successfully replicate the Program in multiple settings.

The process evaluation also included comprehensive surveys of teachers and school administrators to measure their responses to the Program. Surveys of school personnel found that:.

The instructing officers also expressed strong support for the Program, stating that it improved their relationships with the children, the school, and the community as a whole. Raudenbush, and F.