Process and Outcome Evaluation of G.R.E.A.T.

I. To assess the middle-school curriculum, a multi-site panel study will be conducted consisting of six waves of data (pre- and post-tests in Year1 and four annual follow-ups) that will track students from 6th or 7th through 10th or 11th grade in six cities. Classrooms will be randomly assigned to G.R.E.A.T. and non-G.R.E.A.T. Based on prior experience and on information provided by the G.R.E.A.T. RAs, a sample is anticipated of approximately 3,750 students enrolled in 200 classrooms. Given the necessity of active consent procedures and the importance of high annual retention rates, specific strategies have been developed for enhancing participation rates and reducing panel attrition. Hierarchical modeling techniques will be used to assess effectiveness by controlling for city, school, and classroom effects. Additional analyses will control for 'risk' level and differential attrition rates.
II. The family component and the process evaluation will consist largely of qualitative observations of program delivery. Officer training (at least six sessions), classroom instruction (approximately 600 classroom observations are scheduled), and family components (all sessions in selected sites) will be systematically observed. Focus group interviews will be conducted with family component participants. These labor-intensive efforts are necessary to adequately address program fidelity. Alternative measures of program fidelity and outcome will be obtained through surveys of officers and school personnel.
III. Policy implications and plans for dissemination are integral aspects of our overall evaluation design. NIJ and the G.R.E.A.T. management will be informed via interim reports and presentations, including National Policy Board and National Training Committee meetings, the annual G.R.E.A.T. conference, and professional conferences.
CA/NCF