Evaluation of G.R.E.A.T.: A School-Based Gang Prevention Program
Background
Gang Resistance Education and Training (G.R.E.A.T.) is different from typical gang-reduction approaches. Typical programs are aimed at active gang members, with the majority focusing on youths in danger of entering gangs. In contrast, the G.R.E.A.T. curriculum is taught to entire classes without forecasting which pupils are most likely to join a gang (Esbensen, 2004). The GREAT program is designed for middle school kids and aims to;
reduce gang involvement and delinquent conduct
teach them the consequences of gang membership
assist them in forming constructive relationships with law enforcement.
These three goals are addressed in a 9-hour curriculum presented by school uniformed law enforcement officials. Students are taught how to set constructive goals, resist negative pressures, solve problems, and comprehend how gangs affect their lives.
Reasons for the evaluation
According to experts and program administrators, the program has achieved modest positive results (Peterson & Esbensen, 2004). Given the nature and approach of this program, it is considered to bear great potential in fighting gangs through gang membership. In particular, this program targets middle school kids, and at this age, it is possible to educate the kids to avoid joining gangs once out of school. Because of the potential this program bears in the war against gang membership and gang-related crime in general, it was considered a suitable research program to establish existing challenges and possible recommendations on improving the program and realizing better positive results.
Evaluation questions
The primary objective of this evaluation will be to determine the effect of the GREAT program in preventing membership in gangs. To achieve this objective, several questions have been identified for determination;
i. what is the effect of information/perception change about gangs among middle school kids participating in the program?
ii. How does the continued education on gangs change the childrens perception of gang membership for four years in middle school?
iii. What is the effect of the GREAT program on gang membership?
iv. What is the comparison between gang membership for children at a high risk of joining gangs and those at a low risk, when they are all participating in the GREAT program, and how does this data compare to those not involved in the GREAT program?
Problem-solving model
The S.A.R.A. Model is proposed as the most suited problem-solving model for this evaluation. The problem-oriented police experiment in Newport News gave birth to this prominent conceptual approach to problem-solving (Goldstein, 1990). Scanning, analysis, response, and assessment (S.A.R.A.) is an acronym that stands for scanning, analysis, reaction, and assessment. Many police departments training curricula and problem-solving initiatives are based on this paradigm.
Evaluation methods
The evaluation methods best suited for effectively determining the outlined questions are survey and document review. It is critical to pick a sample that is indicative of the diversity of contexts in which the overall program operates while conducting an outcome evaluation of a school-based program delivered in locations across the United States. To this effect, a case study methodology will...
…has also been established that most of the programs instructors are uniformed law enforcement officers. This objective is to relieve classroom teachers of some of their responsibilities while also facilitating one of the programs key objectives: developing positive relationships between teenagers and law enforcement officials. However, it is suggested that this could have an unanticipated counter effect, especially for children from the intercity who have a different experience and perception about the police. Therefore, it is suggested that the program should also incorporate reformed former gang members to provide experience-based information about gangs and their disadvantages.Implementation of suggested revisions
1. For successful curriculum modification procedures to occur, practicing educators, including administrators and classroom teachers, must be intimately involved.
2. Training and revision procedures should be completed in a reasonable amount of time. The one-shot strategy is ineffective. Single-day, two-day, or even three-day training sessions are ineffective.
3. Throughout a long period of revision, the review process must be consistent.
4. Participants should have access to ongoing help, regular discussion opportunities, and periodic evaluation throughout the revision process. This will help increase the crucial buy-in that is often mentioned as necessary for successful curriculum reform.
5. To better accommodate the demands and expectations of the curricular revision procedures, uniformed police officers must be merged with reformed former gang members.
To make a long-term difference in GREAT program education, a significant shift in the curriculum is required first. The program leader must work much more to collaborate with their staff and constituents. One person cant…
References
Esbensen, F. A. (2004). Evaluating GREAT: A school-based gang prevention program. U.S. Department of Justice, Office of Justice Programs, National Institute of Justice.
Goldstein, H. (1990). Excellence in problem-oriented policing. In Police Executive Research Forum.
Gorman, K., & Johnson, D. E. (2013). Quantitative analysis. The Oxford handbook of sociolinguistics, 214-240.
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