Project Directors: Sumru Erkut, Ph.D., Jennifer Grossman, Ph.D.

Researchers at the Wellesley Centers for Women (WCW) have been contracted by Planned Parenthood League of Massachusetts (PPLM), the developers of Get Real, to assess the impact of this comprehensive sex education curriculum for middle school students. Our evaluation uses a randomized experimental design — the gold standard in impact evaluation research — to assess the effectiveness of Get Real, and includes 22 middle schools in the Greater Boston area.

The Curriculum

Get Real is a three-year comprehensive sex education program delivered with nine lessons per year for grades 6, 7, and 8, which are consistent with National Education Association recommendations for comprehensive sex education. The program delivers factually accurate, age-appropriate information on sexual health and relationships and includes built-in opportunities for parents to talk with their children. Through opportunities to learn and practice social and emotional skills, students can make responsible decisions about sex and sexuality and initiate and maintain healthy relationships in all aspects of their lives.

Design of the Evaluation

6^th grade baseline: Completed
7^th grade pre-test: Completed
8^th grade post-test: Spring 2012
9^th grade on-line follow-up: 2012-2013

Surveys collect information on students’ knowledge, attitudes and beliefs about sex and sexuality-related topics, communication skills, reports of their sexual activity (if any), and their intentions about when they think they will become sexually active.

To better understand the impact of the curriculum, we conducted small qualitative studies which included parent/guardian interviews and a project where 6th grade students took photographs that represented their understanding of relationships.

Preliminary findings

We analyzed the survey data after students received one year of the curriculum, using logistic regression. Students in intervention schools who were exposed to nine lessons of Get Real in 6th grade were about 30% less likely to have had sex for the first time by 7th grade than students in the control schools who did not receive Get Real. For this analysis, which was statistically significant, we accounted for differences in whether students had sex in 6^th grade, the social desirability of their responses, their age and gender, whether they came from intact families, and students’ racial background. When we also accounted for differences in Latino ethnicity, students in the intervention condition were 25% less likely to have had sex for the first time by 7^th grade than students in the control schools and the effect of the intervention lost its statistical significance, becoming the level of a trend.

These early findings suggest that Get Real can make a difference in middle school students’ delay of having sex. As we continue the evaluation, we will learn whether these findings continue in 8^th and 9^th grade. We will also explore the effectiveness of this intervention for different groups, such as boys and girls, and Black and Latino youth.

Two papers have been published so far about results from this study. The first, by Linda Charmaraman and Corinne McKamey (2011), highlights the relationship and sexuality themes that emerged during the 6th grade photography project: family communication about sex, internet usage, peer knowledge, and school as a learning context. The second paper (Charmaraman, Lee, & Erkut, in press) analyzed the anonymous questions submitted by students in Get Real classes in 6th grade and found that different types of questions were submitted depending on whether students were part of high- or low-risk schools or single- or mixed-gender classrooms.

Evaluation team members

Sumru Erkut leads the evaluation team, overseeing and supervising research staff. Jennifer Grossman co-leads the evaluation team. Linda Charmaraman leads the qualitative components of the evaluation. Allison Tracy is the project methodologist, responsible for analyzing project data. Ineke Ceder is the project manager, and is assisted by Erica Plunkett in all aspects of data collection and management.

References:

Charmaraman, L., Lee, A., & Erkut, S. (in press). “What if you already know everything about sex?" Content analysis of questions from early adolescents in a middle school sex education program. Journal of Adolescent Health.

Charmaraman, L., & McKamey, C. (2011). Urban early adolescent narratives on sexuality: Accidental and intentional influences of family, peers, and the media. Sexuality Research and Social Policy, 8(4), 253-266.