1. Teen Pregnancy Prevention Evidence Review
  2. Programs
  3. Heritage Keepers Abstinence Education I

Heritage Keepers Abstinence Education I

Developers
Anne M. Badgley, M.Ed., Carrie Musselman, Tracey Casale, and Sally Badgley-Raymond
Program Summary
Heritage Keepers Abstinence Education I is a classroom-based curriculum that teaches students the benefits of practicing sexual abstinence and the risks that can be associated with sexual activity outside of marriage. Students learn resistance skills and tactics to help them practice abstinence and build relationships without having sex. The program also provides information about male and female reproductive systems, as well as sexually transmitted diseases.
Intended Population
The program was designed for middle and high school students. It was tested with youth in grades 7 to 9.
Program Setting

The program was designed for and evaluated in a classroom-based, school setting.

Contact and Availability Information
Anne Badgley, M.Ed., CEO
Heritage Community Services
2265 Clements Ferry Road, Suite 202
Charleston, SC 29492
Ph: 843-654-7740 x 120
E-mail: heritage@heritageservices.org
Website: http://www.heritageservices.org
Sample of Curriculum Available for Review Prior to Purchase
Yes
Languages Available
English, Spanish
Monitoring and Evaluation Tools
Monitoring and evaluation tools available
Yes
Monitoring and evaluation tool usage required
No
Information about available monitoring and evaluation tools (if applicable)

Heritage Keepers Community Services provides a pre- and post-test survey and a checklist in the Teacher Kit for educators to track content delivery.

Program Components and Core Components

Last updated in 2024

The data presented on this page reflect responses from the program’s developer or distributor to a program component checklist that asked them to report on the individual components within their TPP program. The same program component checklist was sent to the developer or distributor of every active TPP program with evidence of effectiveness. The program component table provides information on seven types of program components including content, delivery mechanism, dosage, staffing, format, context, and intended population characteristics; whether the component was present or optional in the program; whether the component is considered to be core to the program; and the lesson number or activity where the component can be found in the program.

In the drop-down menu below, under “Has component,” there are four options that indicate a component as present in the program: (1) “Yes” indicates that the component is present in at least one version of the program (whether that be the program version that was evaluated, the current version, or both versions); (2) “Yes (both versions)” indicates that the component is present in both the evaluated version of the program and the current version of the program; (3) “Yes (current version)” indicates that the component is present in the current, but not the evaluated, version of the program; and (4) “Yes (evaluated version)” indicates that the component is present in the evaluated version of the program, only. Note that for dosage components, the dosage itself is described in the Notes when available.

Some of the components identified are noted as core components of the evidence-based program, but this does not necessarily mean that these components have been rigorously tested and show evidence of effectiveness. Most often developers denoted components as core based on theory or experience in the field. Click here for the list of evidence-based components.

For more details about program components, refer to the FAQ page.

Category Component Core Component Component present Lesson number(s) / activities where present
Context Setting: Other
Context Other
Intended population characteristics Age or grade in school Yes
Intended population characteristics Sex Yes
Intended population characteristics Ethnicity Yes
Intended population characteristics Sex Yes
Intended population characteristics Yes
Intended population characteristics Race Yes
Intended population characteristics Urbanicity Yes
Intended population characteristics Homeless or runaway youth Yes
Intended population characteristics Youth with developmental disabilities No
Intended population characteristics Sexually active youth Yes
Intended population characteristics Pregnant/expectant or parenting Yes
Intended population characteristics Child welfare Yes
Intended population characteristics Juvenile justice Yes
Intended population characteristics Population-specific needs/challenges
Intended population characteristics Population-specific strengths
Intended population characteristics Other
Program Objectives
The program seeks to enable students to understand and value the benefits of abstaining from sexual activity outside of marriage. It teaches students the related resistance skills and tactics that help them practice abstinence and build healthy relationships without having sex.
Program Content
Heritage Keepers Abstinence Education I draws on 14 theoretical models (described on their website: http://www.heritageservices.org/curriculum/theory-and-methodology-training). The program consists of a five-session curriculum focused on sexual abstinence. The core components of the program are:
  1. Sexual Abstinence: The New Revolution. This section defines abstinence and explains the benefits of abstaining from sex until marriage.
  2. Section 2: Family Formation. This section covers anatomical information about the male and female reproductive systems, pregnancy, and births. It also discusses family goals and marriage.
  3. STD Facts: This section provides information about sexually transmitted diseases and it discusses how to refuse sex in different settings.
  4. Love, Lust, Infatuation: This section asks students to distinguish between love and infatuation and to identify the traits they desire in a committed partner. It discusses how to cultivate a relationship without sex.
  5. The SAFE Plan: This section reviews a four-step plan for resisting sexual activity and includes role-playing exercises to help students practice it.
Program Methods
Heritage Keepers Abstinence Education I is delivered by educators trained and certified by Heritage Community Services. Students participate through discussion, writing exercises and activities.
Program Structure and Timeline

The program can be implemented in five 90-minute sessions or ten 45-minute sessions, depending on the school or agency schedule. The program is delivered during required sessions that are on consecutive days.

Ideal group size is up to 25 students, but larger groups are permitted.

Staffing
The program can be facilitated by a trained and certified regular classroom educator or by a trained and certified guest educator provided by a service agency. It is recommended that educators have:
  • At least an undergraduate degree.
  • Genuine belief in the value of sexual abstinence outside of marriage for teens and young adults.
  • Acceptance that there are varying levels of sexual experience in most audiences of teens and that abstinence outside of marriage is an option for all – regardless of sexual experience.
  • Ability to engage teens and young adults.

Facilitators should have successfully completed training, and be willing to improve with feedback.

Staff Training
Heritage Keepers offers two types of training:
  1. Professional Certification Training is required when teaching Heritage Keepers® Abstinence Education with government or foundation support (for example, CAE, PREP and Title V, Section 510 funding), when the program is being taught in public schools, and for any government or public school district using the program. Professional Certification Training is also required whenever the program is evaluated. Each person participating in Professional Certification Training is required to purchase a Heritage keepers® Abstinence Education Teacher Kit and must complete a multi-day professional training.
  2. Community Authorization Training is available for any person/agency providing Heritage Keepers® Abstinence Education without government or foundation support (for example, non-profits using private donations). Each person requesting Community Authorization to teach Heritage Keepers® Abstinence Education is required to study Sex, Lies and Hook Ups: A Parent’s Guide for Fighting Back and then pass an authorization test before teaching the curriculum to adolescents.
Evaluation of Heritage Keepers® Abstinence Education is not allowed with the second training option. This option may not be used for agencies/individuals teaching in public schools nor may it be used for agencies using government or foundation support to provide Heritage Keepers® Abstinence Education. Trained persons that receive Community Authorization are not certified Heritage Keepers® Abstinence Education educators.
 
Costs related to training and staff support may be found at http://www.heritageservice.org. The readiness exam must be purchased and successfully completed prior to purchasing curriculum materials.
Program Materials and Resources

The core materials that are included with the program are a Core Required Curriculum teacher kit, which includes: a teacher and student manual; Sex, Lies, & Hook Ups: A Parent's Guide for Fighting Back; 3 STD CDs (male only, female only, and both); 30 Benefits of Marriage; Activities materials and Videos: human development, teaching demo, and 7 parent/educator videos.

Providers can request a sample of the curriculum by calling Anne Badgley, MEd, CEO at 843-654-7740 x120 or emailing her at abadgley@heritageservices.org.

The following support materials are also available:

  • A second level of Heritage Keepers® Abstinence Education and a series of five abstinence-based character workbooks.
  • Books expounding upon the theoretical and methodological foundation for Heritage Keepers® Abstinence Education: Sex, Lies and Hook-Ups: A Parent’s Guide for Fighting Back and Sex, Lies and Hook-Ups: A Teen’s Guide for Fighting Back.
  • Copies of Dr. Stan Weed's pre- and post-surveys
Additional Needs for Implementation
None specified
Fidelity
Fidelity to the curriculum content, in the order in which it is presented, is required.
  • Educators track content using a check list provided by Heritage Community Services in the Teacher Kit.
  • Consultation and on-going support related to fidelity to theory and methodology is available.
  • Feedback on pre and post survey progress related to mediators of teen initiation of sex can be provided to educators and program managers with improvement strategies and appropriate advanced training.
Agencies conducting an evaluation of the program must use the Heritage Keepers monitoring, evaluation and reporting services or there must be a formal agreement between Heritage and your selected evaluator.
Technical Assistance and Ongoing Support
Consultation and on-going support related to fidelity to theory and methodology is available. Contact Anne Badgley, MEd, CEO at abadgley@heritageservices.org or 843-654-7740 x 120 to discuss technical assistance and consultation services
Allowable Adaptations
The developer has noted the following guidelines for adaptations, and requires consultation for any further changes to the program:
  • Educators facilitating the program should be from the local communities represented, so they are familiar with the population, the vernacular, traditions, and mores.
  • The curriculum also allows educators to prepare appropriate stories that illustrate the concept being presented, and these are tailored to the audience with consideration for age, race and gender.
  • The stories must demonstrate fidelity to program core concepts, contents, and the theoretical foundation for the program. Guidelines are provided during the required professional training.
  • Any further adaptations to meet the needs of those being served must not violate CDC Generic Adaptation Guidelines at www.cdc.gov/TeenPregnancy/Docs/AdaptationGuidelines.docx and must be negotiated with and approved by the officers of Heritage Community Services. 
Adaptation Guidelines or Kit
Yes
Reviewed Studies
Citation High-Quality Randomized Trial Moderate-Quality Randomized Trial Moderate-Quality Quasi-Experiment Low Study Rating Did Not Meet Eligibility Criteria

Weed et al. 2005

Weed et al. 2011
Study Characteristics
Citation Setting Majority Age Group Majority Racial/Ethnic Group Gender Sample Size

Weed et al. 2005

 		n.a. n.a. n.a. n.a. n.a.

Weed et al. 2011

 		In school: Middle school 14 to 17 African American or Black Male and female youth

2215
Study Findings

Evidence by Outcome Domain and Study

Citation Sexual Activity Number of Sexual Partners Contraceptive Use STIs or HIV Pregnancy

Weed et al. 2005

 		n.a. n.a. n.a. n.a. n.a.

Weed et al. 2011

 		Potentially favorable evidence n.a. n.a. n.a. n.a.
KEY
Evidence Indication
Favorable findings
Two or more favorable impacts and no unfavorable impacts, regardless of null findings
Potentially favorable findings
At least one favorable impact and no unfavorable impacts, regardless of null findings
Indeterminate findings
Uniformly null findings
Conflicting findings
At least one favorable and at least one unfavorable impact, regardless of null findings
Potentially unfavorable findings
At least one unfavorable impact and no favorable impacts, regardless of null findings
Unfavorable findings
Two or more unfavorable impacts and no favorable impacts, regardless of null findings
Note: n.a. indicates the study did not examine any outcome measures within that particular outcome domain, or the study examined outcome measures within that domain but the findings did not meet the review evidence standards.
Detailed Findings
Citation Details

Weed et al. 2005

This is a quasi-experimental study that received a low rating because it did not establish baseline equivalence for the final analysis sample

Weed et al. 2011

This study used a quasi-experimental design involving South Carolina middle school and high school students. The study compared 1,828 students from 34 schools that implemented the Heritage Keepers Abstinence Education I program with 387 students from seven schools that did not implement the program. Surveys were administered immediately before and after the program and again a year after the program had ended.

The study found that a year after the program had ended, students in the schools that implemented the program were less likely to report having ever had sex than students in the schools that did not offer the program. The study also examined program impacts on measures of recent sexual activity and number of sexual partners. Findings for these outcomes were not considered for the review because they did not meet the review evidence standards. Specifically, findings for these outcomes did not statistically adjust for behaviors measured at baseline.

Notes

Some study entries may include more than one citation because each citation examines a different follow-up period from the same study sample, or because each citation examines a different set of outcome measures on the same study sample. A blank cell indicates the study did not examine any outcome measures within the particular outcome domain or the findings for the outcome measures within that domain did not meet the review evidence standards.

Information on evidence of effectiveness is available only for studies that received a high or moderate rating. Read the description of the review process for more information on how these programs are identified.

Language directly from the program model developer or authors.