We employ a developmental perspective to understand the conditions under which state health education curriculum requirements regarding alcohol, tobacco, and other drugs (ATOD) have protective or harmful effects on youth substance use. Multiple youth surveys show that rates of participation in risky behaviors such as consumption of ATOD remain troublingly high in the US despite two decades of modest improvement, suggesting wide latitude for public policy interventions to reduce youth substance use and its related harms. We will create and maintain an ongoing, comprehensive database of state requirements pertaining to ATOD education as well as a variety of other policies pertaining to health education and academic content adopted over the 1990s and 2000s. Developmental theory will guide our empirical models. This theory suggests that the effects of policies will likely vary with the biological age and personal characteristics (e.g., gender, self-control) of students;characteristics of the student's school and peer groups (e.g., prevalence of substance use;peer use);and characteristics of the programs themselves (e.g. duration, approach). We will test these theories with the first comprehensive quasi-experimental analysis of state requirements for ATOD education in health curricula by exploiting substantial variation across states in the timing and implementation of these policies. Our outcome data will include teacher reports of actual health education instruction and youth self-reports of substance use from several representative datasets. This research will significantly advance our understanding of the appropriateness of statewide ATOD curriculum interventions in youth substance use.

Public Health Relevance

This project will provide new evidence on the effectiveness of statewide curriculum interventions pertaining to alcohol, tobacco, and other drug (ATOD) education in US schools. We will study the effects of these policies on the delivery of ATOD instruction as reported by teachers and on substance use behaviors by middle and high school youths. Our results will have important implications for designing appropriately targeted ATOD interventions to reduce youth substance use and its related harms.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Program Projects (P01)
Project #
5P01HD065704-04
Application #
8725523
Study Section
Special Emphasis Panel (ZHD1)
Project Start
Project End
Budget Start
2014-06-01
Budget End
2015-05-31
Support Year
4
Fiscal Year
2014
Total Cost
Indirect Cost
Name
University of California Irvine
Department
Type
DUNS #
City
Irvine
State
CA
Country
United States
Zip Code
92697
Watts, Tyler W; Duncan, Greg J; Clements, Douglas H et al. (2017) What Is the Long-Run Impact of Learning Mathematics During Preschool? Child Dev :
Hanselman, Paul; Rozek, Christopher S; Grigg, Jeffrey et al. (2017) New Evidence on Self-Affirmation Effects and Theorized Sources of Heterogeneity from Large-Scale Replications. J Educ Psychol 109:405-424
Duncan, Robert; Washburn, Isaac J; Lewis, Kendra M et al. (2017) Can Universal SEL Programs Benefit Universally? Effects of the Positive Action Program on Multiple Trajectories of Social-Emotional and Misconduct Behaviors. Prev Sci 18:214-224
Miller, Elizabeth B (2017) Spanish Instruction in Head Start and Dual Language Learners' Academic Achievement. J Appl Dev Psychol 52:159-169
Duncan, Greg J; Kalil, Ariel; Ziol-Guest, Kathleen M (2017) Increasing Inequality in Parent Incomes and Children's Schooling. Demography 54:1603-1626
Schenke, Katerina; Nguyen, Tutrang; Watts, Tyler W et al. (2017) Differential effects of the classroom on African American and non-African American's mathematics achievement. J Educ Psychol 109:794-811
Magnuson, Katherine; Duncan, Greg; Lee, Kenneth T H et al. (2016) Early School Adjustment and Educational Attainment. Am Educ Res J 53:1198-1228
Duncan, Greg J; Magnuson, Katherine; Murnane, Richard J (2016) Reforming Preschools and Schools. Acad Pediatr 16:S121-7
Bailey, Drew H; Littlefield, Andrew K (2016) Does Reading Cause Later Intelligence? Accounting for Stability in Models of Change. Child Dev :
Miller, Elizabeth B; Farkas, George; Duncan, Greg J (2016) Does Head Start differentially benefit children with risks targeted by the program's service model? Early Child Res Q 34:1-12

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