The following summaries report on a number of programs in use in public schools throughout the United States that have demonstrated success in preventing problem behavior and/or in improving academic performance.

• Long-term follow-up of inner-cty children who had participated in a comprehensive, K-5 prevention program showed positive findings in the areas of behavior and school performance. Students receiving the full intervention reported less heavy drinking, fewer violent delinquent acts, less frequent sexual intercourse, fewer sexual partners, and less pregnancy at age 18. They also had higher school-reported grade point averages and self-reported achievement, and were less likely to repeat a grade (Hawkins et. al., 1999).
• Project Support, a three-year drug and gang prevention program for elementary school students, produced positive outcomes in both behavior and school performance. These students produced positive outcomes in both behavior and school performance. These included less crime against people and property, better attendance, less tardiness, higher academic achievement scores in reading, math, and language, and increased pro-school attitudes (Simun et.al., 1996).
• A study examining a "caring classroom" program developed for elementary school children with disruptive behavior shoed an overall decrease in disruptive behavior and an increase in academic achievement. Most students receiving the program had improved report card grades, and some students had better rates of assignment completion (Lindmark et.al., 1996).
• When compared with a control group, students participating in the Behavioral Monitoring and Reinforcement Program had better grades and attendance immediately following the intervention. The year after the intervention ended these students also displayed fewer problem behaviors at school and reported less substance abuse and criminal behavior. Five years after the program ended, these students were less likely to have a juvenile record (Bry, 1982; Bry and George, 1979; Bry and George, 1980).
• Evaluation results from STATUS (a school within a school program involving youth at high risk in junior and senior high schools) demonstrated that intervention students reported reduced delinquent behavior, had reduced levels of negative peer influences, earned higher grade point averages, perceived school to be significantly less punishing and more rewarding, were significantly more attached to school, had more positive self concepts, and persisted in school longer (Gottfredson, 1990; Gottfredson, 1997).
• Compared to the control group, students in the Social Skills Training ( a social skills program for upper elementary students that uses drama simulation games to help students improve interpersonal problem-solving abilities) group demonstrated the following directly after program participation: more assertive responses, fewer passive and aggressive problem-solving responses, and increased popularity. One year later, they also had increased grade-point averages (Rotheram, 1982).
• Children involved in the Seattle Social Development Program (a school-based program for grades 1-6 that seeks to reduce childhood risks for delinquency and drug abuse by improving parent-child communication and changing teachers' classroom management practices) study were followed through the sixth grade. Fifth grade students in the intervention group showed the following changes: reduced antisocial behavior, particularly aggressiveness (for males); reduced self-destructive behavior (for females); improved academic skills; greater commitment to school; reduced levels of alienation; better social bonding to others; less misbehavior in school; and, fewer incidents of drug use in school (Hawkins et. al., 1992b; Hawkins et. al., 1991).