Results

During CADEKids’ partnership with the School District of Philadelphia since 1987, measures have demonstrated: (1) improved participant attendance on CADEKids program days; and (2) that participants develop, and are more likely to use violence- and ATOD-refusal skills than non-CADEKids students. In 2002-06, CADEKids conducted a longitudinal study of knowledge retention and outcomes, and we continue to monitor the out-year results for 2002-06 participants through a separate grant. CADEKids’ successful track record is due to the fact that our Prevention Specialists deliver programs with fidelity, administer pre and post-instructional cycle questionnaires, and document attendance for CADEKids program participants. 

Independent research through Project HYPE (Helping Youth Pursue Excellence)—from 2002-06—demonstrated a positive correlation between participation in CADEKids programs and school attendance. Project HYPE, the five-year independent research initiative funded by the Substance Abuse and Mental Health Services Administration (SAMHSA), which studied more than 800 Philadelphia public school students from fourth through eighth grade. Upon completion, approximately 700 students remained in the study. CADEKids will continue to monitor these students for school attendance and overall academic performance, when data is available, through high school graduation. Independent research revealed the following Project HYPE Year V results:

  • CADEKids-only students improved both knowledge of and attitudes against drug use significantly more than other groups.
  • For CADEKids students, attending Project HYPE classes was positively correlated with school attendance. Students who attended more HYPE classes, on the whole, were absent less from school than those who attended fewer HYPE classes.
  • Most 8th graders had drug refusal plans; approximately one in five had put them to use.

CADEKids has continued to evaluate program impact and efficacy by working hand-in-hand with the School District of Philadelphia’s Office of Research and Evaluation (ORE).  Using the CADEKids 2002-06 HYPE data collection instruments as a basis, ORE worked with CADEKids to develop pre- and post-instructional session questionnaires, which were subsequently selected to serve as standardized reporting formats curricula.  In 2006-07 and 2007-08, ORE provided high-level reports on CADEKids school results. For 2008-09, CADEKids has retained an independent evaluator to compare questionnaires, and also compare participant outcomes with those for a demographically appropriate sample selected by the District.  Results are expected in March-June 2010.

In addition to results obtained from data analysis, our track record of achievement in the Philadelphia public schools is a tale told by the teachers and school officials who complete customer satisfaction evaluations each year.  Seventy-six percent of our 2008-09 evaluations from 155 respondents were excellent (20%, good).  This outstanding assessment derives from specific performance indicators for the 7,700 classroom students we taught: 82% of evaluators rated our classroom effectiveness as excellent (good, 16%), and 69% of evaluators collectively rated our quality of program as excellent (good, 27%).

With respect to improvements in specific student behaviors, 67% of respondents noted improvement in student behavior for angry outbursts; 48% reported improvement in bullying behavior; 34% noted improvement in violent incidents; and 17% saw improvement in student attendance.  Overall, for impact on school climate and safety, CADEKids had a 68% positive impact on the school environment (42% excellent, 26% good)―an excellent outcome for the challenging school environments in which we serve.