Evaluating G.R.E.A.T.: A School-Based Gang Prevention Program
This paper evaluates the Gang Resistance Education and Training (G.R.E.A.T.) program, a school-based initiative that teaches entire middle school classes—rather than targeting at-risk individuals—about the dangers of gang membership and how to build positive relationships with law enforcement. Using the S.A.R.A. problem-solving model and a case-study methodology combining surveys and document review, the evaluation aims to assess changes in student attitudes toward gangs, the long-term effects of program participation, and variations in outcomes based on neighborhood risk level. The paper also proposes curriculum revisions, including cognitive-behavioral training and the inclusion of reformed former gang members as instructors alongside uniformed officers.
- Background and Program Overview: G.R.E.A.T. goals, structure, and target audience
- Reasons for the Evaluation: Rationale for studying G.R.E.A.T.'s effectiveness
- Evaluation Questions and Problem-Solving Model: Four key questions and the S.A.R.A. framework
- Evaluation Methods and Implementation: Case study design, sampling, and consent procedures
- Data Analysis and Expected Findings: Cross-tabulation analysis and projected outcomes
- Suggested Revisions and Implementation: Curriculum changes and reformed gang member instructors
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What makes this paper effective
- The paper clearly articulates specific, numbered evaluation questions before describing the methodology, giving the study a logical and transparent structure.
- The use of the S.A.R.A. model grounds the evaluation in a recognized, evidence-based policing framework, adding academic credibility to the program assessment.
- The recommended revisions are practical and directly tied to identified program weaknesses — for example, countering the potential counterproductive effect of uniformed officers on inner-city youth by incorporating reformed gang members.
Key academic technique demonstrated
The paper demonstrates program evaluation methodology, combining pre/post survey design with longitudinal follow-up data collection and cross-tabulation analysis. This mixed approach — comparing program participants to non-participants across diverse neighborhood contexts — models how rigorous outcome evaluations account for confounding variables such as socioeconomic status.
Structure breakdown
The paper follows a classic program evaluation structure: it opens with a program description and rationale, states specific evaluation questions, names the theoretical framework (S.A.R.A.), describes data collection and analysis methods, outlines expected findings, and closes with actionable revision recommendations and an implementation plan. Each section builds logically on the one before it, moving from problem identification to proposed solutions.
Background and Program Overview
Gang Resistance Education and Training (G.R.E.A.T.) differs from typical gang-reduction approaches. Typical programs are aimed at active gang members, with the majority focusing on youths already 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 program is designed for middle school students and aims to:
These three goals are addressed through a nine-hour curriculum presented by uniformed law enforcement officers in school settings. Students are taught how to set constructive goals, resist negative peer pressures, solve problems, and understand 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 significant potential in combating gang membership. In particular, this program targets middle school students, and at this age it is possible to educate young people to avoid joining gangs. Because of the potential this program holds in the broader effort against gang membership and gang-related crime, it was identified as a suitable subject for evaluation — to establish existing challenges and develop possible recommendations for improving the program and achieving stronger positive outcomes.
Evaluation Questions and Problem-Solving Model
The primary objective of this evaluation is to determine the effect of the G.R.E.A.T. program in preventing gang membership. To achieve this objective, several questions have been identified:
The S.A.R.A. Model is proposed as the most suitable problem-solving framework for this evaluation. This prominent conceptual approach to problem-solving originated from the problem-oriented policing experiment in Newport News (Goldstein, 1990). S.A.R.A. is an acronym standing for Scanning, Analysis, Response, and Assessment. Many police departments' training curricula and problem-solving initiatives are built on this model.
References
Esbensen, F. A. (2004). Evaluating GREAT: A school-based gang prevention program. U.S. Department of Justice, Office of Justice Programs, National Institute of Justice.
Goldstein, H. (1990). Excellence in problem-oriented policing. Police Executive Research Forum.
Gorman, K., & Johnson, D. E. (2013). Quantitative analysis. The Oxford handbook of sociolinguistics, 214–240.
Peterson, D., & Esbensen, F. A. (2004). The outlook is GREAT: What educators say about school-based prevention and the Gang Resistance Education and Training (GREAT) program. Evaluation Review, 28(3), 218–245.
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