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The study frames D.A.R.E. as a case of contested evidence, exploring why communities kept implementing it and how the research–practice relationship was resolved.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/lessons-from-da-r-e-the-complicated-relationship-between-research-and-practice/350628/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/lessons-from-da-r-e-the-complicated-relationship-between-research-and-practice/350628.png","ImageObject",442,249,{"name":42,"@type":43},"Mary Man","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-23","2026-09-22",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main focus of the paper?","Question",{"text":62,"@type":63},"The paper examines the complicated relationship between research and practice through the D.A.R.E. story, including how conflicts between practitioners and researchers arose and were resolved.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What did early national research indicate about D.A.R.E.’s effects?",{"text":67,"@type":63},"Preliminary results released in 1993 did not show a reduction in drug abuse among participants, and D.A.R.E. publicly criticized the report.",{"name":69,"@type":60,"acceptedAnswer":70},"How has the program’s public reach and persistence been described?",{"text":71,"@type":63},"Despite evaluations documenting negligible long-term impacts and some adverse findings, D.A.R.E. remained widely taught across many school districts, with many police officers serving as instructors.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},350628,1791749125,{"code":4,"msg":81,"data":82},"success",[83,87,92,97,102,107,112,117,122],{"id":84,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":85,"slug":86},11,90,"presentations",{"id":88,"doc_module":22,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},12,"Resumes",80,"resumes",{"id":93,"doc_module":22,"doc_module_name":25,"category_name":94,"show_sort_weight":95,"slug":96},14,"Invoices",70,"invoices",{"id":98,"doc_module":22,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},15,"Posters",60,"posters",{"id":103,"doc_module":22,"doc_module_name":25,"category_name":104,"show_sort_weight":105,"slug":106},16,"Social Media",50,"social-media",{"id":108,"doc_module":22,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},17,"Forms",40,"forms",{"id":113,"doc_module":22,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},18,"Letters",30,"letters",{"id":118,"doc_module":22,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},21,"Paper Templates",5,"papers-templates",{"id":123,"doc_module":22,"doc_module_name":25,"category_name":124,"show_sort_weight":4,"slug":125},158,"General","general-158",{"code":4,"msg":81,"data":127},{"doc_id":78,"user_id":128,"nickname":42,"user_avatar":129,"doc_module":22,"category_id":84,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":103,"language":135,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":12,"update_tm":139,"read_time":140},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","C E N T E R  \nF O R  \nC O U R T  \nI N N O V A T I O N  \nResearch  \nThe Complicated Relationship between Research and Practice  \n| authors | year | acknowledgements |\n| --- | --- | --- |\n\nGreg Berman  \nDirector, Center for Court Innovation  \nAubrey Fox  \nDirector of Special Projects, Center for Court Innovation  \n2009 This report was supported by Grant No. 2007-  \nDD-BX-K080 awarded by the Bureau of Justice Assistance. The Bureau of Justice Assistance is a component of the Office of Justice Programs, U.S. Department of Justice, which also includes the Bureau of Justice Statistics, the National Institute of Justice, the Office of Juvenile Justice and Delinquency Prevention, and the Office for Victims of Crime. Points of view or opinions in this document are those of the authors and do not represent the official position or policies of the U.S. Department of Justice.  \nLESSONS FROM THE BATTLE OVER D.A. R. E.  \n1  \nLESSONS FROM D.A. R. E.: THE COMPLICATED  \nRELATIONSHIP BETWEEN RESEARCH AND PRACTICE  \nThis paper is part of a multi-year effort undertaken by the Bureau of Justice Assistance and the Center for Court Innovation to stimulate new thinking about criminal justice innovation. By examining the trials of past reform efforts, this investigation seeks to encourage a more open and honest dialogue about the criminal justice system and what it can realistically be expected to achieve—and to help tomorrow’s innovators avoid the mistakes of yesterday’s. To learn more, visit [http://www.courtinnovation.org/failure](http://www.courtinnovation.org/failure).  \nINTRODUCTION  \nSince its inception in Los Angeles in 1983, Drug Abuse Resistance Education (D.A.R.E.) has become one of the most well-known and widespread crime prevention programs in the country. D.A.R.E.’s model is relatively straightforward. Police officers are trained to lead educational sessions in local schools that are designed to help students resist peer pressure and live drug-free lives. The program’s reach is nothing short of remarkable:  \nD.A.R.E. has been responsible for training hundreds of thousands of police officers and educating millions of children.1 The program has spread to 43 different countries. In recognition of this, every year for the last 18 years, four consecutive presidents have set aside a day in April as “National D.A.R.E. Day.”  \nAlongside this impressive track record, however, there exists a counter-narrative. This story is written not by the administrators of D.A.R.E. but by scholars who have studied the program. To date, there have been more than 30 evaluations ofthe program that have documented negligible long-term impacts on teen drug use.2 One intensive, six-year study even found that the program increased drug use among suburban teens by a small amount.3 These less-than-inspiring results have received widespread press coverage, including numerous newspaper articles and a February 21, 1997 segment on the NBC newsmagazine show Dateline.  \nDespite these setbacks, [D.A.R.E. is](D.A.R.E. is) alive and well, taught in about 75 percent of school districts across the country.4 Over 15,000 police officers participate as D.A.R.E instructors, providing educational sessions about drugs and drug abuse largely targeted at 5th and 6th graders.5  \n2  \nCENTER FOR COURT INNOVATION  \nTo its critics, D.A.R.E. is a cautionary tale of how criminal justice programs can live on despite evidence of failure. To its defenders, D.A.R.E. is a case study of resilience in the face of adversity. This paper is an effort to examine the D.A.R.E. story. In particular, this essay seeks to unpack the complicated relationship between research and practice by examining a case where practitioners and researchers clashed and how it was resolved.  \nAs this paper details, the D.A.R.E. story is more complicated than it appears at first glance. In fact, a strong case can be made that many of the local communities that have chosen to retain D.A.R.E. in the face of scholarly criticism had","cbCaip6qP40lYSp4","https://ap.wps.com/l/cbCaip6qP40lYSp4","pdf",1108036,"English","# INTRODUCTION\n## A brief history of D.A. R. E.\n## Lessons from the battle over D.A. R. E.","[{\"question\":\"What is the main focus of the paper?\",\"answer\":\"The paper examines the complicated relationship between research and practice through the D.A.R.E. story, including how conflicts between practitioners and researchers arose and were resolved.\"},{\"question\":\"What did early national research indicate about D.A.R.E.’s effects?\",\"answer\":\"Preliminary results released in 1993 did not show a reduction in drug abuse among participants, and D.A.R.E. publicly criticized the report.\"},{\"question\":\"How has the program’s public reach and persistence been described?\",\"answer\":\"Despite evaluations documenting negligible long-term impacts and some adverse findings, D.A.R.E. remained widely taught across many school districts, with many police officers serving as instructors.\"}]","LESSONS FROM D.A. R. E. - THE COMPLICATED RELATIONSHIP BETWEEN RESEARCH AND PRACTICE | PDF",1790090018,6]