Michael W Arthur1, Eric C Brown2, John S Briney3, J David Hawkins4, Robert D Abbott5, Richard F Catalano6, Linda Becker7, Michael Langer8, Martin T Mueller9. 1. Social Development Research Group, School of Social Work, University of Washington, 9725 3rd Avenue NE, Suite 401, Seattle, WA 98115. marthur@u.washington.edu. 2. Division of Prevention Science and Community Health, Department of Public Health Sciences, University of Miami, 1120 NW 14th Street, Suite 1014, Miami, FL 33136. ricbrown@miami.edu. 3. Social Development Research Group, School of Social Work, University of Washington, 9725 3rd Avenue NE, Suite 401, Seattle, WA 98115. jsbriney@u.washington.edu. 4. Social Development Research Group, School of Social Work, University of Washington, 9725 3rd Avenue NE, Suite 401, Seattle, WA 98115. jdh@u.washington.edu. 5. Educational Psychology, University of Washington, PO Box 353600, Seattle, WA 98195-353600. abbottr@u.washington.edu. 6. Social Development Research Group, School of Social Work, University of Washington, 9725 3rd Avenue NE, Suite 401, Seattle, WA 98115. catalano@u.washington.edu. 7. Division of Alcohol and Substance Abuse, Washington State Department of Social and Health Services, MS 45330, Olympia, WA 98504-5330. beckelg@dshs.wa.gov. 8. Office of Behavioral Health and Prevention, Division of Behavioral Health and Recovery, Washington State Department of Social and Health Services, MS 45330, Olympia, WA 98504-5330. langeme@dshs.wa.gov. 9. Health Systems Quality Assurance, Washington State Department of Health, Office of the Assistant Secretary, PO Box 47850, Olympia, WA 98504-7850. martin.mueller@doh.wa.gov.
Abstract
BACKGROUND: School administrators and teachers face difficult decisions about how best to use school resources to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement. Yet, some have hypothesized that prevention curricula can remove barriers to learning and, thus, promote achievement. We examined relationships among school levels of student substance use and risk and protective factors that predict adolescent problem behaviors and achievement test performance. METHODS: Hierarchical generalized linear models were used to predict associations involving school-averaged levels of substance use and risk and protective factors and students' likelihood of meeting achievement test standards on the Washington Assessment of Student Learning, statistically controlling for demographic and economic factors known to be associated with achievement. RESULTS: Levels of substance use and risk/protective factors predicted the academic test score performance of students. Many of these effects remained significant even after controlling for model covariates. CONCLUSIONS: Implementing prevention programs that target empirically identified risk and protective factors has the potential to have a favorable effect on students' academic achievement.
BACKGROUND: School administrators and teachers face difficult decisions about how best to use school resources to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement. Yet, some have hypothesized that prevention curricula can remove barriers to learning and, thus, promote achievement. We examined relationships among school levels of student substance use and risk and protective factors that predict adolescent problem behaviors and achievement test performance. METHODS: Hierarchical generalized linear models were used to predict associations involving school-averaged levels of substance use and risk and protective factors and students' likelihood of meeting achievement test standards on the Washington Assessment of Student Learning, statistically controlling for demographic and economic factors known to be associated with achievement. RESULTS: Levels of substance use and risk/protective factors predicted the academic test score performance of students. Many of these effects remained significant even after controlling for model covariates. CONCLUSIONS: Implementing prevention programs that target empirically identified risk and protective factors has the potential to have a favorable effect on students' academic achievement.
Authors: Richard F Catalano; Kevin P Haggerty; Sabrina Oesterle; Charles B Fleming; J David Hawkins Journal: J Sch Health Date: 2004-09 Impact factor: 2.118
Authors: Michael W Arthur; John S Briney; J David Hawkins; Robert D Abbott; Blair L Brooke-Weiss; Richard F Catalano Journal: Eval Program Plann Date: 2007-01-26
Authors: J David Hawkins; Richard F Catalano; Michael W Arthur; Elizabeth Egan; Eric C Brown; Robert D Abbott; David M Murray Journal: Prev Sci Date: 2008-05-31
Authors: Danica K Knight; George W Joe; David T Morse; Corey Smith; Hannah Knudsen; Ingrid Johnson; Gail A Wasserman; Nancy Arrigona; Larkin S McReynolds; Jennifer E Becan; Carl Leukefeld; Tisha R A Wiley Journal: J Behav Health Serv Res Date: 2019-04 Impact factor: 1.505
Authors: Joanna Mazur; Izabela Tabak; Anna Dzielska; Krzysztof Wąż; Anna Oblacińska Journal: Int J Environ Res Public Health Date: 2016-12-21 Impact factor: 3.390
Authors: Eric C Brown; Pablo Montero-Zamora; Francisco Cardozo-Macías; María Fernanda Reyes-Rodríguez; John S Briney; Juliana Mejía-Trujillo; Augusto Pérez-Gómez Journal: Int J Environ Res Public Health Date: 2021-01-08 Impact factor: 3.390