TABLE 1—

Primary Articles Included in the Meta-Analysis

Study (Year)	Sample	r	d	95% Confidence Interval
Ringwalt et al. (1991)18	5th & 6th graders (n = 1270; 52% female/48% male; 50% African American/40% Anglo/10% other), posttested immediately	0.025	0.056	−0.06, 0.16
Becker et al. (1992)19	5th graders (n = 2878), posttested immediately	−0.058	−0.117	−0.19, −0.04
Harmon (1993)20	5th graders (n = 708), posttested immediately	0.015	0.030	−0.12, 0.18
Ennett et al. (1994)21	7th & 8th graders (n = 1334; 54% Anglo/22% African American/9% Hispanic/15% other), 2 years post-D.A.R.E.	0.000	0.000a	−0.11, 0.11
Rosenbaum et al. (1994)22	6th & 7th graders (n = 1584; 49.7% female/50.3% male; 49.9% Anglo/24.7% AfricanAmerican/8.9% Hispanic/16.5% other) 1 year post-D.A.R.E.	0.000	0.000a	−0.10, 0.10
Wysong et al. (1994)23	12th graders (n = 619), 5 years post-D.A.R.E.	0.000	0.000a	−0.16, 0.16
Dukes et al. (1996)24	9th graders (n = 849), 3 years post-D.A.R.E.	0.035	0.072	−0.06, 0.21
Zagumny & Thompson (1997)25	6th graders (n = 395; 48% female/52% male), 4–5 years post-D.A.R.E.	0.184	0.376	0.07, 0.68
Lynam et al. (1999)6	6th graders (n = 1002; 57% female/43% male; 75.1% Anglo/20.4% African American/0.5% other), 10 years post-D.A.R.E.	0.000	0.000a	−0.15, 0.15
Thombs (2000)26	5th through 10th graders (n = 630; 90.4% Anglo, 5.5% African American, 4.1% other), posttested at least 1 to 6 years post-D.A.R.E.	0.025	0.038	−0.15, 0.23
Ahmed et al. (2002)14	5th and 6th graders (n = 236; 50% female/50% male; 69% Anglo, 24% African American,7% other), posttested immediately	0.198	0.405	0.01, 0.80

Note. r = correlation coefficient; d = difference in the means of the treatment and control conditions divided by the pooled standard deviation. Negative signs for r and d indicate greater effectiveness of control/comparison group.

^aAssumed effect size.