A r c h i v e d I n f o r m a t i o n
Biennial Evaluation Report - FY 93-94
Chapter 119
Drug-Free Schools and Communities School Personnel Training Grants Program
(CFDA No. 84.207)
I. Program Profile
Legislation: Part C (Sections 5128 and 5130) of the Drug-Free Schools and Communities Act of 1986, as amended (20 U.S.C. 3201, 3203) (expires September 30, 1999).
Purpose: To provide assistance to State education agencies (SEAs), local education agencies (LEAs), and institutions of higher education (IHEs) to support training programs for elementary and secondary teachers, administrators, and other school personnel in drug and alcohol abuse education and prevention.
Funding History
| Fiscal Year |
Appropriation |
| 1987 | $7,780,000 |
| 1988 | 8,169,000 |
| 1989 | 20,900,000 |
| 1990 | 16,739,000 1
|
| 1991 | 20,000,000 1
|
| 1992 | 20,040,000 1
|
| 1993 | 10,060,000 1
|
| 1994 | 13,614,000 1
|
1/ The competition in Fiscal Year 1990 included an invitational priority for projects to train counselors, social workers, psychologists, or nurses. Since 1991, the Department has conducted a separate competition for projects to train these personnel. (See Chapter 122.)
II. Program Information and Analysis
Population Targeting
Teachers, administrators, and other school personnel are the intended recipients of training.
Services
Services include programs designed for school personnel other than teachers and administrators, as well as training teachers in how to involve the family and community in drug and alcohol abuse education and prevention. In FY 1993, the Department of Education funded 31 new awards and 36 continuation awards for a total of 67 grants at an average of $150,000.
Outcomes
An assessment of in-service and pre-service school personnel training programs was recently completed (III.2). Participants in in-service training programs reported that the training provided them with specific skills to teach about substance abuse prevention. However, site visitors to various training projects reported that training sessions were more likely to focus on providing information about the use of various drugs than on teaching resistance- and decision-making skills. Furthermore, few grantees provided follow-up or support, such as feedback on teachers' use of prevention training in the classroom, to trainees after the completion of the training session.
The study also identified key elements of promising training programs. These include:
- assessing the needs of trainees prior to planning the training;
- ensuring that there is administrative support for training in drug prevention at both the building and district levels;
- conducting intensive, comprehensive training rather than piece-meal or occasional training;
- ensuring that training content addresses the needs of high-risk students and makes teachers aware of community resources, such as mental health and drug treatment programs for youth; and
- incorporating evaluation into the design and implementation of a training project.
Program Administration
The projects for school personnel are administered by SEAs, LEAs, and IHEs, and are funded for up to 24 months. Awards were made to 29 States and Puerto Rico.
III. Sources of Information
- Project files.
- Evaluation of Teacher Training for Substance Abuse Prevention. (STRA: Washington, D.C., unpublished report)
IV. Planned Studies
None.
V. Contacts for Further Information
- Program Operations:
- Ethel Jackson, (202) 260-3748
- Program Studies:
- Barbara Vespucci, (202) 401-3630
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