A School Based Gang Prevention Program Evaluation of G R E A T

Evaluation of G.R.E.A.T.: A School-Based Gang Prevention Program

Background

Gang Resistance Education and Training (G.R.E.A.T.) is different from typical gang-reduction approaches. Typical programs are aimed at active gang members, with the majority focusing on youths in danger of entering gangs. In contrast, the G.R.E.A.T. curriculum is taught to entire classes without forecasting which pupils are most likely to join a gang (Esbensen, 2004). The GREAT program is designed for middle school kids and aims to;

· reduce gang involvement and delinquent conduct

· teach them the consequences of gang membership

· assist them in forming constructive relationships with law enforcement.

These three goals are addressed in a 9-hour curriculum presented by school uniformed law enforcement officials. Students are taught how to set constructive goals, resist negative pressures, solve problems, and comprehend how gangs affect their lives.

Reasons for the evaluation

According to experts and program administrators, the program has achieved modest positive results (Peterson & Esbensen, 2004). Given the nature and approach of this program, it is considered to bear great potential in fighting gangs through gang membership. In particular, this program targets middle school kids, and at this age, it is possible to educate the kids to avoid joining gangs once out of school. Because of the potential this program bears in the war against gang membership and gang-related crime in general, it was considered a suitable research program to establish existing challenges and possible recommendations on improving the program and realizing better positive results.

Evaluation questions

The primary objective of this evaluation will be to determine the effect of the GREAT program in preventing membership in gangs. To achieve this objective, several questions have been identified for determination;

i. what is the effect of information/perception change about gangs among middle school kids participating in the program?

ii. How does the continued education on gangs change the children’s perception of gang membership for four years in middle school?

iii. What is the effect of the GREAT program on gang membership?

iv. What is the comparison between gang membership for children at a high risk of joining gangs and those at a low risk, when they are all participating in the GREAT program, and how does this data compare to those not involved in the GREAT program?

Problem-solving model

The S.A.R.A. Model is proposed as the most suited problem-solving model for this evaluation. The problem-oriented police experiment in Newport News gave birth to this prominent conceptual approach to problem-solving (Goldstein, 1990). Scanning, analysis, response, and assessment (S.A.R.A.) is an acronym that stands for scanning, analysis, reaction, and assessment. Many police departments’ training curricula and problem-solving initiatives are based on this paradigm.

Evaluation methods

The evaluation methods best suited for effectively determining the outlined questions are survey and document review. It is critical to pick a sample that is indicative of the diversity of contexts in which the overall program operates while conducting an outcome evaluation of a school-based program delivered in locations across the United States. To this effect, a case study methodology will be utilized. To ensure the representativeness of the evaluation results, the evaluation will be done in two different cities, and from each city, at least three schools will be selected. A sample of at least ten students participating in the GREAT program will be used for each school. Data on the program’s effectiveness will be collected through a survey questionnaire from the sample. Second, the data available on the program for each school will also be reviewed for a while, preferably four years. In addition, data on gang crime will also be collected from the local precinct or the available and accessible local police department.

Implementation

On all sites, active parental permission procedures will be adopted. The evaluation team will work closely with the principals and classroom instructors during the consent process. Consent form packages will be distributed and collected by teachers. Each packet will include a cover letter explaining the purpose of the evaluation and an informed consent form for parents/guardians to read, sign, and return to the teacher (explaining the risks and benefits of the students’ participation). Students will complete a pre-test and post-test surveys (before the G.R.E.A.T. program’s deployment) (shortly after completion of the G.R.E.A.T. program). In each of the following four years, students will complete annual follow-up surveys.

The Principal Investigator will then analyze the collected data through the cross-tabulation data analysis method. Cross tabulation is a method for analyzing the relationship between many variables quantitatively (Gorman & Johnson, 2013). To understand the association between distinct variables, cross-tabulation groups variables. It also demonstrates how correlations change as you move from one variable grouping to the next.

Data analysis to answer evaluation questions

The data collected from learners before and after participation in the GREAT Program will be cross-tabulated to help determine the change in the perception of gangs and gang activities

To determine the continued effect of participation in the GREAT program, the data collected yearly for four years will be analyzed to determine whether there is a positive or negative effect on gangs and gang activity.

To determine the effect of the GREAT Program on gang membership in the school’s neighborhood, data collected from the police department will be analyzed and compared before and after the GREAT program was introduced in the school.

To determine the variance of the effect of the GREAT program between children at a high risk of joining a gang and those who do not, data will be compared between schools from different neighborhoods, in particular, an affluent neighborhood versus a poor neighborhood.

Expected findings

The evaluation is predicted to discover more pro-social changes in the attitudes of G.R.E.A.T. students than non-G.R.E.A.T. students on average. For five of the outcome measures, it is also projected that the program effect will be statistically significant. G.RE.A.T. pupils are predicted to report fewer levels of victimization, higher negative views of gangs, higher levels of favorable attitudes toward the police, additional peers engaging in pro-social activities, and lower risk-seeking behaviors.

It is expected that the results will show that as the students continue to participate in the GREAT Program, their negative perceptions about gangs will continue to grow. It is expected that with the negative perception of gangs, gang membership in the school’s neighborhood will decrease incrementally. It is also expected that the evaluation results will show a slight variation between children at a high risk of joining gangs compared to those at a lower risk, with financial status as the variable factor.

Suggested revisions for the GREAT Program

It is recommended that the course content include cognitive-behavioral training, social skills development, refusal skills training, and conflict resolution and educate students on the dangers of gang involvement. As a result, the goal of the curriculum should be to lower risk factors while increasing protective variables.

It has also been established that most of the program’s instructors are uniformed law enforcement officers. This objective is to relieve classroom teachers of some of their responsibilities while also facilitating one of the program’s key objectives: developing positive relationships between teenagers and law enforcement officials. However, it is suggested that this could have an unanticipated counter effect, especially for children from the intercity who have a different experience and perception about the police. Therefore, it is suggested that the program should also incorporate reformed former gang members to provide experience-based information about gangs and their disadvantages.