School Predictors of the Implementation Quality of School-Based Prevention Programs

Denise C. Gottfredson, University of Maryland at College Park
Allison Ann Payne, The College of New Jersey
Gary D. Gottfredson, Gottfredson Associates, Inc.

Recent research has highlighted the importance of the implementation quality of school-based programs designed to reduce delinquency and other problem behaviors. Simply put, interventions that are better implemented exhibit greater effectiveness in reducing these behaviors. This research has also identified many factors that correlate with successful implementation, including organizational capacity and support, leadership, program structure, and level of disorder (G. Gottfredson et al., 2000). This paper uses a nationally representative data set of schools to examine these correlates ingreater detail. It is hypothesized that school characteristics such as greater organizational capacity, positive leadership, greater organizational support, greater program standardization, greater program integration into normal school activities, and less school disorder are predictive of higher levels of implementation quality. A structural equation model will be developed illustrating these hypotheses; this model will be estimated using the EQS structural equation program (Bentler, 1995).

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Updated 05/20/2006