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Contrary to common perception, most of the programs offer more than a single message of abstinence until marriage, the report finds. Programs address "a broad range of issues, from building self-esteem, to understanding and aspiring to healthy marriages and parenthood, to teaching skills that will help youth make and follow through on good decisions," the report said.

The report released today was prepared by Mathematica Policy Research under contract to the Department of Health and Human Services. Mathematica began its review in 1999 to conduct a five-year longitudinal study. This report presents early implementation findings. Future reports will assess the impact of the programs on reducing early sexual activity, with a short-term impact report expected next year when sufficient data have become available, Mathematica says in the report.

"These abstinence programs are helping to create strong, well-rounded individuals," HHS Secretary Tommy G. Thompson said. "These programs offer a more comprehensive message than just saying no to early sexual activity. They are helping young people with larger issues such as healthy relationships, self-esteem, life planning, good decision-making and effective communications. These are some of the real skills that underlie successful development and growth in every area of a young person's life."

These abstinence education programs were authorized as part of welfare reform enacted in 1996 under Title V, Section 510, of the Social Security Act. They have been funded by the federal government and states since 1998, with up to $50 million per year available from the federal government and up to another $37.5 million available from states. The programs teach that abstinence from sexual activity as an unmarried person is "the only certain way to avoid out-of-wedlock pregnancy, sexually transmitted diseases and other associated health problems," and they teach that abstinence outside marriage is "the expected standard for all school age children."

Findings of today's report include:

• "Section 510 abstinence funds are changing the local landscape of approaches to preventing teen pregnancy." The funding supports more than 700 programs nationwide and has "resulted in a tremendous range of new programmatic approaches." All states ultimately applied for these funds, and all but a few states and territories have reapplied in each of the successive funding years. "In many communities, abstinence education programs have become an important component of the network of programs serving teens and their families." The report says these programs have "gained support because they are more than a single message of abstinence." In addition, many of the programs focus on middle school students, "where there is general agreement about the appropriateness of a strong abstinence approach."

• "Abstinence education programs offer more than a single message of abstinence." In addition to promoting abstinence until marriage, programs also included components on building self esteem, developing values, formulating goals, making decisions, avoiding risky behavior, maximizing communication, strengthening relationships, understanding development and anatomy, understanding sexually transmitted diseases, withstanding social and peer pressure, addressing consequences/self-control, resolving sexual conflicts, learning etiquette and manners, aspiring to marriage and understanding parenthood. The report cites several innovative examples.

• "Most participants report favorable feelings about their program experience." Youth respond "especially positively to staff who show strong and unambiguous commitment to the program message. They also like programs that deliver an intensive set of youth development services to enhance and support the abstinence message."

• "Abstinence programs face real challenges addressing peer pressure and the communications gulf between parents and children." Many programs attempt to address peer pressure through parents, yet engaging parents has proven to be extremely challenging.

• "Local schools are valuable program partners, but establishing these partnerships is sometimes difficult." Sometimes schools resist collaboration because of competing priorities; at other times resistance stems from debate about health and sex education policies.

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