All interventions reviewed for the National Registry of Evidence-based Programs and Practices (NREPP), regardless of the ratings, are included in NREPP. To be considered Evidence-based by the California Department of Education (CDE), programs registered on NREPP must report at least one behavioral outcome related to tobacco, alcohol, or other drug use; disruptive behavior; or violence from experimental or quasi-experimental research that meets the CDE’s minimum ratings listed below on all criteria.
0 = Absence of evidence of reliability or evidence that some relevant types of reliability did not reach acceptable levels.
2 = All relevant types of reliability have been documented to be at acceptable levels in studies by the applicant.
4 = All relevant types of reliability have been documented to be at acceptable levels in studies by independent investigators.
0 = Absence of evidence of measure validity, or some evidence that the measure is not valid.
2 = Measure has face validity; absence of evidence that measure is not valid.
4 = Measure has one or more acceptable forms of criterion-related validity OR, for objective measures of response, there are procedural checks to confirm data validity; absence of evidence that measure is not valid.
0 = Absence of evidence or only narrative evidence that the applicant or provider believes the intervention was implemented with acceptable fidelity.
2 = Evidence of acceptable fidelity, i.e., judgment(s) by experts, systematic data collection or fidelity measure with unspecified/unknown psychometric properties.
4 = There is evidence of acceptable fidelity from a tested fidelity instrument shown to have reliability and validity.
0 = Missing data and attrition were taken into account inadequately, OR there was too much to control for bias.
2 = Missing data and attrition were taken into account by simple estimates of data and observations, or by demonstrations of similarity between remaining participants and those lost to attrition.
4 = Missing data and attrition were taken into account by more sophisticated methods that model missing data, observations, or participants, OR there were no attrition or missing data needing adjustment.
0 = Confounding variables or factors were as likely to account for the outcome(s) reported as were the hypothesized causes.
2 = One or more potential confounding variables or factors were not completely addressed, but the intervention appears more likely than these confounding factors to account for the outcome(s) reported.
4 = All known potential confounding variables appear to have been completely addressed to allow causal inference between intervention and outcome(s) reported.
0 = Analyses were not appropriate for inferring relationships between intervention and outcome, OR sample size was inadequate.
2 = Some analyses may not have been appropriate for inferring relationships between intervention and outcome, OR sample size may have been inadequate.
4 = Analyses were appropriate for inferring relationships between intervention and outcome. Sample size and power were adequate.
All programs rated by NREPP will be assessed as Evidence-based based on two sets of criteria:
1) program requirements and
2) research ratings for behavioral outcomes.
To meet the minimum program requirements to be considered Evidence-based, programs must
a) be a prevention program,
b) target one or more alcohol, tobacco, other drug, disruptive behavior, and/or violence outcomes, and
c) target students in one or more grades K-12.
Minimum research ratings for behavioral outcomes related to alcohol, tobacco, other drug, disruptive behavior and/or violence from experimental or quasi-experimental research are outlined above.
The following NREPP rated programs have been reviewed for inclusion on the Science-Based Programs List. Summaries (PDF) of the analysis for inclusion on the Science-Based Programs List can be downloaded from the chart below.
|NREPP Rated Program Name||Meets
|Across Ages (PDF)|
|Aggressors, Victims, and Bystanders:Thinking and Acting to Prevent Violence (PDF)|
|All Stars (PDF)|
|Al’s Pals: Kids Making Healthy Choices (PDF)|
|American Indian Life Skills Development
/Zuni Life Skills Development (PDF)
|ATHENA (Athletes Targeting Healthy Exercise and Nutrition Alternatives) (PDF)|
|ATLAS (Athletes Training and Learning to Avoid Steroids) (PDF)|
|Botvin’s LifeSkills Training (PDF)|
|Brief Strategic Family Therapy (PDF)|
|Building Assets—Reducing Risks (BARR) (PDF)|
|Caring School Community (PDF)|
|Class Action (PDF)|
|Creating Lasting Family Connections (CLFC)/Creating Lasting Connections (CLC) (PDF)|
|Dare to be You (PDF)|
|Early Risers ‘Skills for Success’ (PDF)|
|Families and Schools Together (FAST) (PDF)|
|Family Matters (PDF)|
|Guiding Good Choices (PDF)|
|HighScope Curriculum (PDF)|
|Incredible Years (PDF)|
|Keep A Clear Mind (PDF)|
|keepin’ it REAL (PDF)|
|Lions Quest Skills for Adolescence (PDF)|
|Multisystemic Therapy (MST) for Juvenile Offenders (PDF)|
|New Beginnings Program (PDF)|
|Not on Tobacco (N-O-T) (PDF)|
|Parenting Through Change (PDF)|
|Parenting Wisely (PDF)|
|Positive Action (PDF)|
|Primary Project (PDF)|
|Project ACHIEVE (PDF)|
|Project ALERT (PDF)|
|Project EX (PDF)|
|Project Northland (PDF)|
|Project Success (PDF)|
|Project Towards No Drug Abuse (Project TND) (PDF)|
|Project Towards No Tobacco Abuse (Project TNT) (PDF)|
|Project Venture (PDF)|
|Promoting Alternative THinking Strategies (PATHS) (PDF)|
|Protecting You/Protecting Me (PDF)|
|Reconnecting Youth (RY) (PDF)|
|Residential Student Assistance Program (RSAP) (PDF)|
|Responding in Peaceful and Positive Ways (PDF)|
|Reward & Reminder (PDF)|
|Right Decisions, Right Now: Be Tobbacco Free (PDF)|
|SAFEChildren: Schools and Families Educating Children (PDF)|
|Safe Dates (PDF)|
|Second Step (PDF)|
|Seven Challenges, The (PDF)|
|Signs of Suicide (PDF)|
|Start Taking Alcohol Risks Seriously (STARS) for Families (PDF)|
|Storytelling for Empowerment (PDF)|
|Strengthening Families Program (PDF)|
|Strengthening Families Program for Parents and Youth 10–14 (PDF)|
|Success in Stages: Build Respect, Stop Bullying (PDF)|
|Teaching Students to be Peacemakers (PDF)|
|Too Good For Drugs (PDF)|
|Too Good For Violence (PDF)|