CADE has a strong commitment to evaluating its effectiveness. The CADE research, known as Project HYPE (Helping Youth Pursue Excellence), was completed in June 2006, and tested a prevention model that focused on students in 4th through 8th grades. Project HYPE schools are located in neighborhoods characterized by poverty, family instability, and high levels of violence. Stundents served by Project HYPE are at-risk for future substance use.

Using "Here's Looking at You" (HLAY) curriculum, CADE prevention specialists assigned to Project HYPE made weekly classroom presentations as import teachers for the entire school year. The specialists were also available to meet regularly---individually and in small groups---with students considered by school personnel to be at greatest risk.

Project HYPE incorporated important principles and best practices identified by SAMHSA's Center for Substance Abuse Prevention. For example, it combined universal (addressing all students) and targeted (focusing on students at greater risk) interventions. Results for Project HYPE are measured using both quantitative and qualitative data. Quantitative data: (1) school grades and attendance; (2) an HLAY survey measuring student knowledge, attitudes, and use of substances; (3) attendance at the HLAY classroom presentations. Qualitative assessments: are derived from expert classroom observation, teacher evaluations, and focus groups with prevention specialists.

STATISTICAL RESULTS:
Final Project HYPE results after five years of implementation demonstrated three major positive results during each of its five years:

• CADE-only students increased their knowledge of drugs significantly more than other groups.

• CADE-only students improved their attitudes against drug use significantly more than other groups.

• For CADE students, attending Project HYPE classes was positively correlated with school attendance. In other words, students who attend more HYPE classes, on the whole, are absent less from school than those who attended fewer HYPE classes.

OTHER FINDINGS: Seventy percent (70%) of CADE-only students strengthened their resolve against drug use behaviors between 4th and 7th grade.

• Students in both CADE groups improved their reading grades significantly more than other groups, while No-treatment students outperformed other groups in math grades. These differences in school achievement appeared for the first time in 7th grade. The CADE-only students' improved reading grades may be due in part to the fact that the HLAY curriculum is designed to help bolster students' reading abilities.


Qualitative Findings-
• Classroom teachers gave the specialists and the HLAY curriculum high marks. CADE specialists received excellent ratings on attendance, classroom effectiveness, and program quality. CADE's careful selection of experienced, well-qualified and dedicated specialists undoubtedly contributed to teachers' consistently positive ratings.
• The number of students participating in small groups or individual meetings with prevention specialists has remained low over the course of the project. Both specialists and school personnel have observed positive behavioral changes in some students taking part in these interactions.

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In addition to these factors, Project HYPE also praised CADE’s prevention specialists, saying that the specialists “continue to deliver a quality drug and alcohol learning experience....CADE prevention specialists are talented, committed, and well trained.” Project HYPE evaluators were particularly impressed with the specialists’ ability to “capitalize on their knowledge and understanding of the communities in which they work and adapt a standardized curriculum to the real life experiences of their unique audiences.”

Project HYPE tracks and assesses results of students from fourth through eighth grade in K-8 elementary schools. Funding for the study was obtained with the assistance of Senator Arlen Specter, and is provided by the federal Center for Substance Abuse Prevention (CSAP).

But the best evaluations of CADE Prevention Specialists come from school principals, counselors, teachers, and even the students:

"The children really responded well and looked forward to his classes. He was very attentive and sensitive to the individual child." --Director, After School Program

"It has been a delight to have her in our school. Her delivery for students and parents has been very good. Teachers' response to the program has been positive." --Principal, Mitchell School

"My children really seemed to love her presentations. I feel they got a lot from the program." --Teacher, Mayfair School

"She brings expertise, grace and professionalism to our students, staff and parents." --Principal, Walton School

"The students love her. Her lessons are interesting, creative and fun. My class looks forward to seeing her every Tuesday." --Teacher, Third and Fourth Grade, A.B. Day School

"He is a good presenter. Children are interested in his material and show no problem in participation." --Social Worker, Smith School

"The program is wonderful" --Howe Elementary School

"Extremely helpful and informative!" --Teacher, Cassidy School

"Dear Miss Robinson,
Thank you so much for spending your time coming to our class and teaching us about good drugs and bad drugs. Now I know not to smoke." -- A CADE student