The long-term effectiveness of D.A.R.E. was assessed by contrasting 9th-grade students who
received the program in the 6th grade with others who did not receive the program. Of 38
elementary schools eligible for D.A.R.E. programs, 21 received the program and 17 did not. A
follow-up survey assessed central D.A.R.E. concepts such as self-esteem, resistance to peer
pressure, delay of experimentation with drugs, and drug use. Employing latent variables to
represent the concepts, no significant differences were found between D.A. R.E. participants and
controls. The authors discuss attenuation of effects and the generally antidrug context of schools.
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