Showing 1 – 3 of 3 results.
Curated
Evaluation of the Gang Resistance Education and Training (GREAT) Program in the United States, 1995-1999 (ICPSR 3337)
Released/updated on: 2015-08-21
Geographic coverage: United States
Time period: 1995-01-01--1999-01-01
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.
Curated
Evaluation of the Reasoning and Rehabilitation Cognitive Skills Development Program Implemented in Juvenile Intensive Supervision Probation in Colorado, 1994-1995 (ICPSR 2028)
Released/updated on: 2006-03-30
Geographic coverage: United States, Colorado
Time period: 1994-01-01--1995-01-01
This study was a program evaluation of the Reasoning and Rehabilitation Cognitive Skills Development Program, an educational program that taught cognitive skills to offenders, as implemented in juvenile intensive supervision probation in Colorado. Using an experimental design, researchers sought to measure the extent of change in attitudes and behaviors due to the cognitive skills program by administering pre- and post-test interviews. Researchers also measured recidivism by conducting interviews with probation officers who supervised the offenders in the sample six months after termination from intensive supervision. These interviews were supplemented with administrative records data that provided background information about the sample. In addition, administrative data were collected on all juveniles sentenced to intensive supervision during fiscal years 1994 and 1995 to compare juveniles in the sample with all juveniles in the intensive program. Variables in this collection include cognitive measures, such as impulsivity, problem-solving ability, egocentricity, and cognitive style. Other variables measure emotional responses to various situations, attitudes toward the law, values, drug abuse, program participation, and recidivism. Administrative data include age, gender, ethnicity, offense of conviction, and basic assessment data.
Curated
Law-Related Education Evaluation Project [United States], 1979-1984 (ICPSR 8406)
Released/updated on: 2006-01-18
Geographic coverage: United States
Time period: 1979-01-01--1984-01-01
This data collection contains information gathered to evaluate certain activities of a number of organizations dedicated to the advancement of law-related education (LRE) in elementary, junior high, and senior high schools. The organizations whose activities were evaluated were (1) the Constitution Rights Foundation, (2) Law in a Free Society, (3) the National Street Law Institute, (4) the American Bar Association's Special Committee on Youth Education for Citizenship, (5) the Children's Legal Rights Information and Training Program, and (6) the Phi Alpha Delta Committee for Juvenile Justice. The evaluation research dealt primarily with two types of issues: (1) the degree of increase in awareness of and receptivity toward LRE among the nation's educators, juvenile justice, and other related professionals, as well as the degree of institutionalization of LRE in certain targeted states (i.e., California, Michigan, and North Carolina), and (2) the degree to which LRE could produce changes in students' knowledge of and attitudes about the law, and reduce juvenile delinquency (measured both by self-reported delinquency rates and by attitudes previously shown to be correlated with delinquent behavior). In 1981 (Part 1) and again in 1982 (Part 2), questionnaires were mailed to a sample of professionals in state educational organizations as well as to elementary and secondary school principals, juvenile justice specialists, juvenile and family court judges, police chiefs, and law school deans. Respondents were asked whether they had heard of the various projects, what they thought of LRE in terms of its impact on students and usefulness in the curriculum, whether LRE should be required, what type of publicity had contributed to their awareness of LRE, and the degree of involvement they would be willing to have in promoting or developing LRE programs. In a second component of the study, primary and secondary school students were selected for an impact evaluation of the LRE activities run by the six organizations under evaluation. Questionnaires were administered to students during academic years 1982-1983 (Part 3) and 1983-1984 (Part 4), before and after participating in LRE courses offered by the programs under evaluation. Control students (not taking LRE courses) were also used for the comparisons. The questionnaires tested the knowledge, attitudes (measuring such factors as isolation from school, delinquent peer influence, negative labeling, and attitudes toward violence), and self-reported delinquency of school children. Demographic information collected about the student respondents includes sex, age, race, grade in school, and grade-point average.