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The Influence of ‘‘No Child Left Behind’’ Legislation on Drug Prevention in U.S. Schools
Hyunsan Cho
Pacific Institute for Research and Evaluation, cho{at}pire.org
Denise Dion Hallfors
rPacific Institute for Research and Evaluation
Bonita J. Iritani
Pacific Institute for Research and Evaluation
Shane Hartman
Pacific Institute for Research and Evaluation
This study examines prevention practices and perceptions in U.S. schools since passage of federal No Child Left Behind (NCLB) legislation, using survey data from state education agencies (SEA) and a population-based sample of school districts. Only one third of U.S. public school districts rely on evidence-based prevention curriculum in middle schools. Funding from other sources and large size were positively associated with using evidence-based curricula. States and districts differed on their perceptions of high-priority activities, and neither supported the federal priority on student drug testing. The findings suggest that there is a disconnect between what NCLB says and what is funded.
Key Words: evidence-based curricula • policy evaluation • safe and drug-free school funding • substance abuse and violence prevention
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This version was published on October
1, 2009
Evaluation Review, Vol. 33, No. 5,
446-463 (2009)
DOI: 10.1177/0193841X09335050
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