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Benefits and Evaluation of the Communities That Care System for Youth Development

The Communities That Care (CTC) system delivers substantial benefits in youth development by promoting collaboration, accountability, and community involvement. Key outcomes include enhanced cognitive and parenting skills, improved family and community relations, and significant reductions in school-related issues such as suspensions and academic failures. CTC employs integrated planning processes and coordinated data analysis to evaluate its effectiveness, demonstrating a decrease in youth delinquency rates and fostering a shared community vision. This approach ultimately leads to healthier, safer environments for children and families.

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Benefits and Evaluation of the Communities That Care System for Youth Development

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  1. 4-1 Key Leader Orientation

  2. 4-2 Key Leader Orientation

  3. Provide an overview of the benefits and results of the Communities That Care system. 4-3 Key Leader Orientation

  4. Discuss the methods used to evaluate the Communities That Care system. • Describe the benefits and results of the Communities That Care system. 4-4 Key Leader Orientation

  5. Office of Juvenile Justice and Delinquency Prevention (1996, 1997) • United States General Accounting Office (1996) • Jenson, Hartman & Smith (1997) • Harachi, Ayers, Hawkins, Catalano & Cushing (1996, 1998) • Arthur, Ayers, Graham & Hawkins (in press) 4-5 Key Leader Orientation

  6. Shared vision and community norms • Common language • Coordinated data collection and analysis • Integrated planning processes • Jenson et al., 1997; U.S. General Accounting Office, 1996;Office of Juvenile Justice and Delinquency Prevention, 1996, 1997 4-6 Key Leader Orientation

  7. Increased: • Funding • Collaboration among agencies • Accountability • Use of tested, effective programs • Long-range, strategic focus • Community involvement • Jenson et al., 1997; U.S. General Accounting Office, 1996;Office of Juvenile Justice and Delinquency Prevention, 1996, 1997 4-7 Key Leader Orientation

  8. Decreased: • “Turf” conflict • Duplication or fragmentation of resources • “Problem du jour” approach • Use of untested or proven ineffective programs • Community disorganization • Jenson et al., 1997; U.S. General Accounting Office, 1996;Office of Juvenile Justice and Delinquency Prevention, 1996, 1997 4-8 Key Leader Orientation

  9. Ames, IA Improved cognitive skills Improved parenting skills, family relations, community relations East Prairie, MO Montgomery County, MD 72% decrease in suspensions; 30% decrease in school problems Decrease in student detentions, academic failure, truancy Nekoosa, WI Decrease in fights, suspension; Increased feelings of safety at school Lansing, MI 65% decrease in weapons charges; 45% decrease in burglary; 29% decrease in drug offenses; 27% decrease in assault charges; 18% decrease in larceny Port Angeles, WA Office of Juvenile Justice and Delinquency Prevention, 1996, 1997 Key Leader Orientation 4-9

  10. 4-10 Key Leader Orientation

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