Continued Steps towards Drug-Free Schools in AISD: 1989-90.

Autor/inn/en	Smyer, Roxane; Wilkinson, David
Institution	Austin Independent School District, TX. Office of Research and Evaluation.
Titel	Continued Steps towards Drug-Free Schools in AISD: 1989-90.
Quelle	(1990), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Alcohol Education; Drug Education; Educational Trends; Elementary School Students; Elementary Secondary Education; Federal Programs; Graphs; Prevention; Program Evaluation; School Districts; School Surveys; Secondary School Students; Statistical Data; Tables (Data) + Suchen Sie Ihr Suchwort? Drogenarbeit; Bildungsentwicklung; Grafische Darstellung; Prävention; Vorbeugung; Programme evaluation; Programmevaluation; School district; Schulbezirk; Sekundarschüler; Tabelle
Abstract	The Austin (Texas) Independent School District (AISD) has received federal funds through the Drug-Free Schools and Communities Act of 1986. The AISD has established a four-fold approach to educate students in kindergarten through grade 12 about the dangers of drugs and alcohol. The four components of the program include: (1) a core committee called Prevention and Remediation in Drug Education (PRIDE), which provides drug/alcohol education programs at the schools, makes materials and curriculum available, and also provides staff training; (2) Drug Abuse Resistance Education (DARE) for grades 5 and 7; (3) Peer Assistance and Leadership (PAL) for students in grades 8 and 12 who are trained to assist younger students; and (4) support groups and crisis intervention through the Office of Student Support Services. A survey of high school students in 1989-90--the third year in which the AISD received federal funding for drug-free school programs--revealed that many students were aware of drug and alcohol use, and most believed the district was doing an effective job combating them. Although the decline could not be attributed directly to any one component, the drop in drug- and alcohol-related offenses in the schools in 1989-90 may have resulted from the program interventions. Use of the PRIDE units and curriculum increased in 1989-90. Most DARE students reported that DARE taught them about the effects of drugs and alcohol. The PAL program assisted 911 students at the elementary school and secondary school levels in the school year. Twenty-one graphs and 11 tables illustrate the report and provide information about program components. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC