Bureau of Justice Assistance - Center for Program Evaluation and Performance Measurement

Bibliography

Examples of Alternative Community Programs

Blueprints for Violence Prevention, Book Two: Big Brothers Big Sisters of America, 1997. (Colorado)
In this evaluation study, youth who applied for program participation were randomly assigned to either treatment or control groups. Self-reported behaviors (e.g., alcohol use, peer relationships) were compared at follow-up.

Blueprints for Violence Prevention, Book One: The Midwestern Prevention Project, 1997. (Colorado)
In this evaluation design, schools and communities were assigned to treatment groups or non-treatment comparison groups based on scheduling flexibility and demographic matching. Students were sampled from each school. Self-report questionnaires were used to track cigarette, alcohol, and drug use at baseline and periodically for three years following program implementation. Changes in use of such substances over time were compared for the treatment and control groups.

Office of Research and Statistics, Colorado Department of Public Safety, Evaluation of the Reasoning and Rehabilitation Cognitive Skills Development Program as Implemented in Juvenile ISP in Colorado, 1996. (Colorado)
In this evaluation, random assignment of 20 clients each was made to experimental and control groups. Follow-up was completed on client recidivism and compared between groups.

University of Pennsylvania, Center for Studies of Addiction, School-Based Probation in Pennsylvania: Final Report, 1997. (Pennsylvania)
This evaluation design involved random ex-post-facto selection of program participants for comparison with a matched group of non-school-based probationers. Follow-up comparisons were made on re-arrests, probation violations, subsequent placements, and time in the community.

Latessa, Edward and Lawrence Travis, Prepared for the Office of Criminal Justice Services, Evaluation of Ohio's Pilot Day Reporting Program: Final Report, 1998. (Ohio)
This evaluation design involved a comparison of Day Reporting program participants with a sample of offenders from three alternative correctional populations - probation, community corrections, and prison. Comparisons were provided for offender characteristics and risks, sanctions, re-arrests, probation violations, and subsequent incarcerations.

Iowa Department of Human Rights, Division of Criminal and Juvenile Justice Planning and Statistical Analysis Center, Evaluation of the Batterer's Education System and Process, 1996. (Iowa)
This process and impact evaluation utilized multiple methodologies, including interviews, surveys, legal review, and analysis of existing data to address the types of legal models adhered to by various programs, the responses of criminal justice officials, and program completion (process issues), as well as subsequent recidivism (impact).

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