The following is a summary of various research, studies and evaluations that were conducted on the program:

Independent Evaluations

November 2006 Duncan & Associates, Western Kentucky University David F. Duncan, President, Clinical Associate Professor of Medical Science, Brown University Thomas Nicholson, Co-Investigator Professor, Western Kentucky University

Executive Summary:

Results suggest that the GBS curriculum has a significant positive impact on students exposed to the material. For both the 1995 and 1998 data sets, students exposed to the GBS curricula had higher scores which indicate healthier behaviors. Significant differences were observed on some outcome measures in the 1995 data while in the 1998 data set all outcome scores differed significantly. Further, results from the 1998 data set suggest that exposure over time increases the level of impact students experienced from instruction using these curricula. The twenty out of twenty-four behaviors which demonstrated a positive impact fell into the following scaled categories: self-esteem, family caring, other caring, emotional distress, antisocial behavior, school risk/protective factors, violence and conduct.

November 2004 Southern Illinois University Carbondale Bart J. Hammig Ph.D., MPH, Co-Investigator Assistant Professor of Health Education David A. Birch, Ph.D., CHES, FAAHE, FASHA, Co-Investigator Professor and Chair Department of Health Education and Recreation

The primary purpose of this project was to evaluate the third and fifth grade components of The Great Body Shop (GBS) school health education curriculum. Specifically, the evaluation assessed students’ acquisition of health knowledge, values, learning skills, thinking skills and behaviors that are addressed in the curriculum.

Primary Findings from the Executive Summary

Third grade students exposed to the GBS curriculum showed significant improvement in an overall curriculum posttest score based on health knowledge, values, learning skills, thinking skills and behaviors when compared to students in the control group. Third grade students exposed to the GBS curriculum showed significant improvement in a posttest score based on items related to the CDC risk areas (unintentional and intentional injuries, tobacco use, alcohol and other drug use, unhealthy dietary behaviors, and physical inactivity) when compared to students in the control group. Fifth grade students exposed to the GBS curriculum showed significant improvement in an overall curriculum posttest score based on health knowledge, values, learning skills, thinking skills and behaviors when compared to students in the control group. Fifth grade students exposed to the GBS curriculum showed significant improvement in a posttest score based on items related to the CDC risk areas (unintentional and intentional injuries, tobacco use, alcohol and other drug use, unhealthy dietary behaviors, and physical inactivity) when compared to students in the control group.

November 2003 Evaluation of the Chicago Comprehensive School Health Education Curriculum Report of Year 2 Findings reported by Child Health Data Lab of Children’s Memorial Hospital, Chicago, IL

The major findings include:

Students who receive the program for at least one school year score higher on health knowledge, health attitude and health self-efficacy than students without the curriculum. Students in low income schools showed the largest and most consistent gains, compared to students in mixed income schools. Students in low income schools improve especially in knowledge of nutrition and safety and in the reduction of attitudinal barriers to making healthy choices. Parents read the materials that were sent home with the curriculum. Parents use these materials to begin discussions with their children (especially on sensitive issues). Parents changed something at home as a result of THE GREAT BODY SHOP

1999 - The Impact of THE GREAT BODY SHOP on Student Health Risk Behaviors and Other Risk and Protective Factors Using the Minnesota Student Survey

David S. Robinson, Ed.D., Director, CERCA (The Center for Evaluation and Research with Children and Adolescents of the Massachusetts Society for the Prevention of Cruelty to Children)

Using data collected from the Minnesota Student Survey, the study compared 6th graders who received THE GREAT BODY SHOP curriculum to those 6th graders who had no exposure to THE GREAT BODY SHOP IN TWO DIFFERENT YEARS, 1995 AND 1998.

Primary research questions were: Do students exposed to GBS participate less in health risk behaviors than students who are not exposed to GBS? Do students exposed to GBS experience fewer health risks and more protective factors than students not exposed to GBS? Do students exposed to GBS make greater gains in healthy behaviors and risk/protective factors than comparison students?

RESULTS: Students with greater exposure to GBS resources report significantly lower use of alcohol, cigarettes, marijuana, and other substances than comparison students not exposed to the GBS program. They also report fewer violent acts and conduct problems than comparison students. Students exposed to more GBS programming report significantly more family caring, higher self-esteem, lower emotional distress, and less antisocial behavior compared to a comparison group of Minnesota students who have no exposure to GBS and who live in similar communities. GBS students also report significantly less school, family, and peer risk factors than the comparison students. GBS students have higher difference scores in the Others Caring scale, Antisocial Behavior scale, School Risk scale, and Violent Behavior scale. Positive Results significantly increased in proportion to length of GBS exposure.

National and State-wide Recognition

November 2005 Office of Juvenal Justice And Delinquency Prevention Model Programs Guide

THE GREAT BODY SHOP was recognized by the OJJDP Model Programs as a Promising Program in 2005. Our newest research is currently being reviewed by OJJDP committee for consideration as a Model Program. For more information on THE GREAT BODY SHOP as a Best Practice, visit the OJJDP web site: www.dsgonline.com

January 2004 - California State Department of Education

The State Board of Education has approved THE GREAT BODY SHOP as a promising program. Districts may use DATE, TUPE, Safe and Drug Free Schools funding to purchase our program. If you would like a copy of the waiver to submit to the state, just contact us and we will fax or e-mail you a completed waiver. All you have to do is enter your district information and mail the form.

November 2003 - SAMHSA Model Programs

THE GREAT BODY SHOP was recognized by the National Registry of Effective Programs as a Promising Program in 2003. SAMHSA describes Promising Programs as those that have been implemented and evaluated sufficiently and are considered to be scientifically defensible.

October, 2002 – What’s Working Best Practice

Action for Healthy Kids

THE GREAT BODY SHOP was chosen at the Healthy Schools Summit to be included on the list containing “selected profiles of successful programs and initiatives already in practice that support children’s fitness and nutrition in and around the school environment”. (More about Action for Healthy Kids on the web at www.actionforhealthykids.org)

August, 2002-Safe and Sound Best Practice

An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning Programs Collaborative for Academic, Social and Emotional Learning (CASEL)

THE GREAT BODY SHOP was one of 87 different programs rated. It achieved the highest level score for promoting self-management and responsible decision-making, providing professional development, providing student assessment measures, and fostering family partnerships. The program was also rated as promising in the areas of self-awareness, social awareness, relationship skills, classroom implementation tools, school-wide coordination, and community partnerships.

June 2000 – Safe, Disciplined, and Drug-Free Schools Expert Panel

School districts may apply for a waiver from their state to use THE GREAT BODY SHOP with the Safe and Drug Free monies. According to PL 107-110 Title IV Part A Subpart 1 Section 4115 Authorized Activities (a)(3) WAIVER- A local educational agency may apply to the State for a waiver of the requirement of subsection (a)(1)(C) to allow innovative activities or programs that demonstrate substantial likelihood of success. http://www.ed.gov/legislation/ESEA02/index.html

1999 - Making the Grade – A Guide to School Drug Prevention Programs

Drug Stategies

Making the Grade was based on a review of national drug prevention curriculum materials using detailed assessment systems for collecting information about family components and about measures used by all the 50 curricula in the study to promote fidelity of implementation.

THE GREAT BODY SHOP was rated in the top 10 programs nationally in overall quality, in the top 3 in awareness and resistance skills, and the top 2 in decision making and skill building.

School Studies

1999-2000 Pre-test/Post-test Results Curriculum and Assessment Department Everett Public Schools, Everett, Washington

While pre-test scores varied greatly, the average gains made by each grade level were significant and remarkably similar.

1993-94 Comprehensive Review of the Hopkins K-12 Health Curriculum

Minnesota Department of Education

Data complied from the Minnesota Assessment Test in Health at Grades 4,8,11:

Fourth graders scored (only group tested that used THE GREAT BODY SHOP) 15 out of 23 total outcomes significantly above the state average performance 16 out of 23 total outcomes significantly above average performance of similar sized districts    Eight graders scored 6 out of 23 outcomes significantly above the state average performance 7 out of 23 outcomes significantly above the state average performance of similar sized districts    Eleventh graders scored 2 out of 31 outcomes significantly above the state average performance 1 out of 31 outcomes significantly above the state average performance of similar sized districts

Evaluators’ summary stated: The strong grade four performance scores suggest a successful implementation of the newly adopted K-6 THE GREAT BODY SHOP health curriculum.

1994 - 1997 Measured Performance Gain in Comprehensive Health Education Andover School District, Andover, MA

Analysis of 2,500-student pre/post test results for Kindergarten through sixth grade '94-'95 results showed an overall gain of 22.0% points, resulting in a 34% gain in overall knowledge, values and skills. '95-96 results showed additional statistically significant gains in performance after teaching THE GREAT BODY SHOP, in each performance category, grade and school '96-97 comparative results showed steady increases in pre-test performance for grade levels that used THE GREAT BODY SHOP for four years.

Evaluators’ summary stated: over all pre-test performance levels were higher in '96-'97 than in '96-'95; while 95-'96 results were better than '94-'95, reflecting the previous year’s use of the program. Program continued to show statistically significant gains in health knowledge, values and behaviors.

1996 PRIDE Questionnaire Report for Clarkstown Central School District, NY

Data collected on fifth, eighth and tenth grade students in the state of New York reflecting prevalence and patterns of local drug an alcohol use. Fifth graders in Clarkstown showed 1.5% tobacco use compared to 4.5% in similar school districts Fifth graders in Clarkstown, NY showed 7.2% tried beer compared to 11.9% in similar school districts

Evaluators noted that Clarkstown Central Schools showed a significantly lower use of tobacco, alcohol and drug use at the fifth grade level, than comparable school districts. Clarkstown Central Schools Health Coordinator attributes the findings to the district's implementation of THE GREAT BODY SHOP.

1994 - 1996 Texas A&M University Study Texas A&M University, College of Education

Curriculum was provided to both intervention and control schools in the three year project Parents reported greater involvement with their children's health educational activities Both intervention and control schools improved their scores over the course of each year

Evaluators’ summary stated: Although THEGREAT BODY SHOP was not the focus of the evaluation, project managers did notice that the curriculum had unexpected positive effects in both of the participating project districts. These effects included improved student learning and increased parental involvement.

1997 - 1998 Idaho Parent Report The Health Council Boise, Idaho

Curriculum was provided to second grade classrooms in six school districts 130 Parents were randomly surveyed regarding family discussions of selected health topics, in addition to observable behavior changes in both students and parents. 61% of the parents indicated an increase in family discussion regarding substance abuse, violence, tobacco, alcohol, and other related health topics. 82% of the parents reported positive observable behavior changes in their children. 71% of the parents indicated that they had been positively influenced by the program.

Evaluators' summary stated: THE GREAT BODY SHOP was given favorable reviews by parents who indicated that the program was responsible for increased family discussions on health topics, positive changes in family behaviors.

In-house Research

1997-98 Annual Teacher’s Survey The Children’s Health Market, Inc.

Over 10,000 surveys are distributed annually to randomly selected educators using THE GREAT BODY SHOP. Urban, suburban and rural areas are surveyed. Teachers use Pre/Post test results, Performance Assessment Sheets, and Teacher Observations to document responses to the survey. Of the teachers who responded to the survey...

94.8% reported good to excellent increase in student knowledge of health, and substance abuse/violence prevention information. 94.1% reported good to excellent increase in student health values 90.1% reported good to excellent gains in critical thinking and life skills 79.8% reported good to excellent improvements in student health related behavior

Independent Evaluations  |  National and State-wide Studies School Studies  |  In-House Research