• Is D.A.R.E. concerned about recent evaluations?
• What responsibility does D.A.R.E. take for the overall increase in drug use among junior high students?
• Does D.A.R.E. work?
• Is D.A.R.E. effective in reducing drug use and anti-social behavior?
• From its name, D.A.R.E. would seem to be primarily a substance abuse prevention program. Why is it also described as a violence prevention and safety promotion curriculum.
• What is unique about D.A.R.E. that makes it such a widely used program?
• Can D.A.R.E. ensure a drug-free or violence-free community?
• Does scientific theory support the ability of D.A.R.E. to reduce drug use and other problems?
• D.A.R.E. Research 

• Yes, we are concerned. Because of the recent increase in teenage drug use, everyone involved in the fight against drugs should take a hard look at what they are doing and try to improve their methods.
• We are and have been modifying the D.A.R.E. curricula to continually incorporate the most recent research to make it more effective. Examples of curricula modifications include: normative beliefs, cooperative learning, violence prevention/conflict resolution, and tobacco education.
• Studies on D.A.R.E. indicate positive short-term effects. Based on this effectiveness at the elementary level and the research consensus for reinforcement, we are promoting the expansion into middle and high schools.
• Most analysis of D.A.R.E. shows that there is a need for a long-term study to determine D.A.R.E.'s effectiveness over time. The D.A.R.E. Scientific Advisory Board is assisting D.A.R.E. America in designing a national longitudinal study to be submitted to the National Institute on Drug Abuse. 

What responsibility does D.A.R.E. take for the overall increase in drug use among junior high students?

• D.A.R.E. along with elected leaders, celebrities, sports figures, parents, employers, religious and social institutions and the media, all should take some responsibility and work together to fight this increase because the lives of our youth are at stake.
• D.A.R.E. is not a silver bullet. One year of D.A.R.E. or any other prevention program does not provide a lifetime inoculation against drug use; effective drug abuse eradication must include a number of different elements including interdiction, treatment and school-based drug prevention.
• The U.S. Department of Health and Human Services latest National Survey reports that students at the 5^th/6^th grade level not only show no increase in drug use, but their use of any illicit drugs has actually decreased. The 5^th/6^th grade is where most D.A.R.E. resources are now focused--to address this dramatic increase in middle/junior high--D.A.R.E. wants the newly revised middle/junior high curriculum implemented in every school in the nation by the year 2000.
• Implementation of D.A.R.E.'s K-12 curriculum, as part of an overall comprehensive effort, is consistent with latest research on the best approach to reduce drugs and violence among America's youth. Research has shown that substance abuse usually begins after elementary school, thus D.A.R.E. is implemented among children with whom abuse is not a major problem in the hope that it will not become a problem.

Does D.A.R.E. work?

• All components of current D.A.R.E. curricula are consistent with sound prevention principles. Even critical studies have found that D.A.R.E. resulted in improved student knowledge of drug dangers and consequences; increased student social skills; better student attitudes toward police; and, stronger attitudes against drug use.
• D.A.R.E. has the largest and most consistent delivery system of any drug prevention program. D.A.R.E. officers are continually graded highly for their fidelity in delivering D.A.R.E. Based on the research, the delivery of drug prevention curricula must be uniform and delivered as written to be effective. The training received by D.A.R.E. officers conforms to the latest research on program delivery, such approaches as: role playing, small-group discussion, and other interactive methods.
• The D.A.R.E. Scientific Advisory Board recently responded to concerns about the D.A.R.E program by releasing a document which states in part, "D.A.R.E. has been clearly shown to make a difference. The D.A.R.E. curriculum…improves skills that help students resist risk-taking behaviors and peer influences that might lead to drug use."

• Independent studies show that D.A.R.E. promotes positive behaviors, with positive effects retained for at least one year after the most recent exposure to D.A.R.E. material. Even the most critical evaluations indicate that D.A.R.E. has a measurable impact on adolescent alcohol use and abuse. While there has been debate in some quarters about D.A.R.E.'s effectiveness, D.A.R.E. has been clearly shown to make a difference. Evaluations show significant differences between students receiving D.A.R.E. and those who do not, in terms of their drug use and gang involvement. The D.A.R.E. curriculum consistently has been shown to improve skills that help students resist risk-taking behaviors and peer influences that might lead to drug use.

Drug abuse is not the only behavior addressed by the D.A.R.E. curriculum because D.A.R.E. recognized how intertwined violence prevention and safety promotion are with drug abuse. Therefore, to ensure an appropriate comprehensive approach, D.A.R.E. promotes healthy self-assertion, positive choices about risk-taking, health-related behaviors, and positive social skills. D.A.R.E.'s curriculum also teaches resistance to gang membership, violence, and destructive peer pressure, as well as substance abuse.

Virtually all substance abuse and violence prevention programs agree that a key to success is enlisting the involvement of community leaders to reinforce a consistent message. D.A.R.E. provides unique involvement for a wide range of these figures, including law enforcement officers, classroom teachers, peer leaders, and parents. Law enforcement professionals especially favor D.A.R.E. because it provides an excellent opportunity for positive interaction with children in a familiar, comfortable classroom setting.

No single curriculum or prevention effort can ensure a drug- or violence-free community. Implementation of D.A.R.E.'s K-12 curriculum, as part of an overall comprehensive effort, is consistent with what works best to reduce drugs and violence among America's youth. Appropriate community law enforcement methods, strong parental commitment to prevention, recreational child welfare programs, and additional public health and education efforts are all needed to address the numerous factors which affect drug use among youth.

Does scientific theory support the ability of D.A.R.E. to reduce drug use and their problems?

D.A.R.E. is based on the "social influence theory." Utilizing this scientific theory, D.A.R.E. as described in an independent analysis by Baker, Petty, Gleicher (1991) (pp.198-199) "…incorporates the notion that there are many more attitudes relevant to the prevention of drug use that merely one's knowledge and attitude about the illicit drug itself. Attention is given to the bolstering of self-esteem and assertiveness, the role of peers in the influence of drug use, and so on…another variable that influences the stability of newly formed drug attitudes is the amount of practice the person has thinking about and defending this new position from attack…one's attitudes, especially concerning the rejection of drug use, will likely be subject to counter persuasion by peers or others… Again, Project D.A.R.E. includes a variety of inoculation type sessions in which students practice rejecting persuasive attempts by peers".

Assessment of the D.A.R.E. Program in Pennsylvania Schools
Harrisburg, Pennsylvania
March 1999

Author: Pennsylvania Commission on Crime and Delinquency

Methodology: Over 2,500 students in 14 schools (half with D.A.R.E. programs and half without) were surveyed about their use of alcohol, tobacco and drugs and about related behaviors.

Findings: Students who participated in D.A.R.E. reported significantly less use of certain substances, less intent to use substances in the future, and less involvement in several risky behaviors associated with drug use than students who never participated in a prevention program. Students who had D.A.R.E. showed a higher level of respect for D.A.R.E. officers, than students who never had D.A.R.E. The results suggest that school-based prevention programs produce modest positive effects for a relatively small investment (about $12 per student, per year in the case of D.A.R.E.).

D.A.R.E. Program in Wisconsin Schools: Thematic Summarization
Madison, Wisconsin
September 1998

Author: Maritza Dowling

Methodology: 318 telephone interviews were done during the late spring and summer. The interviews were in groups: group 1 incorporated districts that obtained state funding and group 2 contained districts with the D.A.R.E. program.

Findings: The majority of the interviews, including non-D.A.R.E. participants agreed that schools valued the interaction between officers and the students. The majority of respondents perceived the graduation ceremony as a positive reflection of both the students' commitment to a drug-free lifestyle and parental support.

D.A.R.E. Survey – Santa Ana Unified School District
/b>Santa Ana, California
April 1998

Author: Safe and Drug-Free Schools Office

Methodology: A total of 648 students from nine District schools were surveyed. The participants by grade level were 201 fifth grade students, 251 sixth grade students, and 196 twelfth grade students. The survey instrument was a nine-item questionnaire and was used for all three grade levels. The survey was administered in both English and Spanish.

Findings: Students at all three grade levels overwhelming (89% to 99%) found D.A.R.E. helpful for staying out of trouble and saying no to illegal drugs. D.A.R.E. graduates at both the sixth and twelfth grade perceived alcohol, tobacco, marijuana and illegal drugs more harmful than did those students who did not have D.A.R.E.

Assessment of D.A.R.E. in Rural Oregon
North Marion, Oregon
Fall 1997

Author: Patricia Antoine

Methodology: Used longitudinal study, 9^th graders who did not receive D.A.R.E. vs. 10^th grade students who received D.A.R.E.

Findings: Rates of tobacco use were 28% higher in the non-D.A.R.E. group. They also had a 215% higher frequent use rate of hard liquor, a 114% higher frequent use rate of marijuana, and use of inhalants was 300% higher. Commonly recognized risk factors and demographic variables were examined in both groups. Findings revealed the only identifiable difference was the fact that one group did not have the D.A.R.E. program.

D.A.R.E. Student's Survey
Schenectady, NY
Fall 1997

Author: Dr. Michele Paludi

Findings: A student and parent survey disclosed that D.A.R.E. had a positive impact on attitudes and behaviors on drug use among both boys and girls. Seventy-percent of girls and 73% of boys stated D.A.R.E. increased their thinking about the consequences of their actions. Seventy percent of the parents reported that their children would be less likely to use drugs as a result of D.A.R.E.

Attitudes and Beliefs about D.A.R.E.
A Survey-Interview with Full Program Graduates
Cedar City, Utah
July 1997

Authors: Katherine Van Giffen, Ph.D., Ricardo Lois

Published: July 1997

Methodology: This survey questioned 10^th grade students who had completed the full D.A.R.E. program.

Findings: Nine out of 12 students that received other drug resistant programs rated the D.A.R.E. program as the best. Ninety-three percent of students listed positive comments about the program and cited the best parts of the program to be role-playing, group interaction, and the police officer. The survey revealed that Cedar City's 10^th graders are well below the national average for drug use. It also emphasized the importance of multiple D.A.R.E. interventions and the positive effect the program has.

How D.A.R.E. Compares: A Comparative Analysis D.A.R.E. and the National Institute on Drug Abuse Prevention Principals for Children and Adolescents
June 1997

Authors: M.J. Stoil, G.A. Hill

Published: June 1997

Methodology: Comparisons of other school-based by NIDA standards.

Findings: D.A.R.E. met all standards defined by NIDA, including prosocial bonding to school and community, appropriate years of intervention and targets "most critical" age groups.

South Dakota D.A.R.E. Program Evaluation – 1996-1997 School Year
South Dakota
1997

Author: Monte Farnsworth

Methodology: Appraisals survey of students, teachers, administrators and parents on the value of the D.A.R.E. program.

Finding: The survey results indicated that the vast majority of those involved in the program believe the program works. Ninety-eight percent of the students said that because of D.A.R.E., they would be able to say "No" to drugs.

Evaluation of D.A.R.E.
Blaine Country, Idaho
1997

Methodology: This evaluation included focus groups with sixth grade teachers, principals and telephone interviews with sixth grade teachers.

Findings: Most teachers and principals stated that D.A.R.E. was "effective." The counselors felt that the officers really made a difference with the younger kids by being at the schools and interacting with them. Many counselors felt that D.A.R.E. helped the "fence-sitters," those students who were thinking about using drugs. The majority of teachers, counselors, and principals believe the D.A.R.E. program met the goals of providing students with tools to confront peer pressure, education on drugs and alcohol. They also stated that the program helped the children develop positive self-esteem, and manage anger responses without resorting to violence.

Evaluation of D.A.R.E.
Minnesota Institute of Public Health
1997

Findings: Ninety-eight percent of those surveyed said D.A.R.E. had fostered a better relationship with law enforcement. Ninety-six percent said D.A.R.E. was an important part of the school's overall drug program. Eighty-eight percent favored extending the program to junior and senior high school levels.

Nebraska D.A.R.E. – An Evaluation of Parents and Students at the Nebraska State Fair
Lincoln, Nebraska
1997

Methodology: A sample of 245 Nebraska students in grades six through college freshmen who had participated in the D.A.R.E. program and 201 parents of students who had been in D.A.R.E.

Findings: Of the students: Twenty-five percent cited the "8 ways to say no" as the most important thing they remembered from the program, 87% felt D.A.R.E. was an effective program and 99% would recommend D.A.R.E. to other students. Of the parents: Ninety-four percent felt D.A.R.E. was worth the money spent on the program and 86% remembered their children talking to them about D.A.R.E.