How effective is drug abuse resistance education? A meta-analysis of Project DARE outcome evaluations
Abstract
OBJECTIVES. Project DARE (Drug Abuse Resistance Education) is the most widely used school-based drug use prevention program in the United States, but the findings of rigorous evaluations of its effectiveness have not been considered collectively. METHODS. We used meta-analytic techniques to review eight methodologically rigorous DARE evaluations. Weighted effect size means for several short-term outcomes also were compared with means reported for other drug use prevention programs. RESULTS. The DARE effect size for drug use behavior ranged from .00 to .11 across the eight studies; the weighted mean for drug use across studies was .06. For all outcomes considered, the DARE effect size means were substantially smaller than those of programs emphasizing social and general competencies and using interactive teaching strategies. CONCLUSIONS. DARE's short-term effectiveness for reducing or preventing drug use behavior is small and is less than for interactive prevention programs.
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Program effects demonstrated under idealized or laboratory conditions often do not translate into sustainable programs in practice.
“Increasingly, researchers are learning that program effects demonstrated under idealized or laboratory conditions often do not translate into sustainable programs in practice [44, 45].”
From Social Network Analysis for Program Implementation (2015) · cites this paper as [44]
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- Authors
- Ennett, S. T., Tobler, N. S., Ringwalt, C. L., & Flewelling, R. L.
- Affiliations
- RTI International (US)
- Venue
- American Journal of Public Health
- Publisher
- American Public Health Association
- Published
- 1994-09
- Volume
- 84
- Issue
- 9
- Pages
- 1394-1401
- ISSN
- 0090-0036 (ISSN-L)
- 1541-0048
- OpenAlex
- W2146631127
- Cited by
- 655
- References
- 42
- Citations by year
- 2026: 6 · 2025: 10 · 2024: 8 · 2023: 8 · 2022: 11 · 2021: 10 · 2020: 56 · 2019: 8 · 2018: 15 · 2017: 12 · 2016: 22 · 2015: 24 · 2014: 18 · 2013: 22 · 2012: 15
- FWCI
- 4.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Journal of Public Health (publishedVersion)
- PubMed (publishedVersion)
- Funders
- U.S. Department of Health and Human Services
- U.S. Department of Justice
- National Institutes of Health (5r01da007037-05)
- Office of Justice Programs
- National Institute on Drug Abuse (5 R01 DA07037)
- National Institute of Justice
- Topics
- Health Sciences › Medicine › Epidemiology › Substance Abuse Treatment and Outcomes
- Social Sciences › Demography › Youth, Drugs, and Violence
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Keywords
- Drug Abuse Resistance Education, school-based drug prevention programs, substance use prevention, program effectiveness, interactive teaching methods
- MeSH terms
- Adolescent, Child, Curriculum, Health Education, Humans, Health Knowledge, Attitudes, Practice, Outcome and Process Assessment, Health Care, Self Concept, United States, Program Evaluation, Substance-Related Disorders
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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