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      <oai_dc:dc xmlns:dc="http://purl.org/dc/elements/1.1/"
xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/">
      <dc:title>Evaluation of the Gang Resistance Education and Training (GREAT) Program in the United States, 1995-1999</dc:title>
		
      		<dc:creator>Esbensen, Finn-Aage</dc:creator>
      	
		
      		<dc:subject>crime prevention</dc:subject>
      	
      		<dc:subject>educational programs</dc:subject>
      	
      		<dc:subject>educators</dc:subject>
      	
      		<dc:subject>gang violence</dc:subject>
      	
      		<dc:subject>gangs</dc:subject>
      	
      		<dc:subject>police officers</dc:subject>
      	
      		<dc:subject>police training</dc:subject>
      	
      		<dc:subject>program evaluation</dc:subject>
      	
      		<dc:subject>students</dc:subject>
      	
		
      		<dc:subject>ICPSR.XVII.E</dc:subject>
      	
      		<dc:subject>NACJD.VII</dc:subject>
      	
      	<dc:description>This study sought to evaluate the effectiveness of the Gang
 Resistance Education And Training (GREAT) program by surveying five
 different groups: students in a cross-sectional design (Part 1), law
 enforcement officers (Part 2), educators (Part 3), parents (Part 4),
 and students in a longitudinal design (Part 5). Middle school students
 in the cross-sectional design were surveyed to examine GREAT's short-
 and long-term effects, and to assess the quality and effectiveness of
 officer training. Law enforcement officers were surveyed to determine
 whether their perceptions and expectations of the GREAT program varied
 depending on sex, race, rank, age, level of education, and length of
 time working in policing. Data were collected from middle school
 personnel (administrators, counselors, and teachers) in order to
 assess educators' attitudes toward and perceptions of the
 effectiveness of the GREAT program, including the curriculum's
 appropriateness for middle school students and its effectiveness in
 delinquency and gang prevention both in the school and in the
 community. Parents were surveyed to assess their attitudes toward
 crime and gangs in their community, school prevention programs, the
 role of police in the school, and their satisfaction with and
 perceptions of the effectiveness of the GREAT program. The middle
 school students participating in the longitudinal aspect of this study
 were surveyed to examine the change in attitudes and behavior, germane
 to gang activity, over time. Variables for all parts were geared
 toward assessing perception and attitudes about the police and the
 GREAT program and their overall effectiveness, community involvement,
neighborhood crime, and gang-related activities.</dc:description>
		
      	<dc:date>2006-03-30</dc:date>
	    
      		<dc:type>survey data</dc:type>
      	
      	<dc:identifier>3337</dc:identifier>
      	<dc:identifier>10.3886/ICPSR03337.v2</dc:identifier>
    	
      		<dc:source>Part 1: Data were collected from self-enumerated
 survey questionnaires administered to 8th-grade students in selected 
 schools in 11 sites. Part 2: Data were collected from mail-in surveys 
 administered nationally to law enforcement officers who had completed 
 GREAT Officer Training (GOT) before July 1999. Part 3: Data were 
 collected from mail-in surveys administered to selected middle school 
 personnel in six cities. Part 4: Data were collected from mail-in surveys
 distributed to parents of all students participating in the longitudinal
 component of the study. Part 5: Data were collected from self-enumerated
survey questionnaires.</dc:source>
      	
    	
      		<dc:coverage>United States</dc:coverage>
      	
		
      		<dc:coverage>1995--1999</dc:coverage>
      	
      	<dc:rights> ICPSR metadata records are licensed under a Creative Commons Attribution-Noncommercial 
        3.0 United States License (http://creativecommons.org/licenses/by-nc/3.0/us/).</dc:rights>
      </oai_dc:dc>