Teen Outreach Program (TOP)

Featured Grant OpportunitySchool Emergency Response to Violence (Project SERV) (Funding Opportunity) 

Featured Grant OpportunityShare with Youth: NOAA Student Opportunities Database

Developers

Original Developer: Brenda Hostetler

Model Developer and Purveyor: Wyman

Program Summary

The Teen Outreach Program (TOP) promotes the positive development of adolescents through curriculum-guided, interactive group discussions; positive adult guidance and support; and community service learning. TOP is focused on key topics related to adolescent health and development, including building social, emotional, and life skills; developing a positive sense of self; and connecting with others. Specific curriculum lesson topics include health and wellness (including sexuality), emotion management, and self-understanding among many others. The development of supportive relationships with adult facilitators is a crucial part of the model, as are relationships with other peers in the program.

Intended Population

The program is designed to meet the developmental needs of middle (6th-8th grades) and high school teens (9th-12th grades). The program has been evaluated with African American, Latino, and White middle and high school youth.

Program Setting

TOP is implemented in a variety of settings, including rural, urban, in school, after-school, through community organizations or in systems and institutional settings. The program has been evaluated in middle and high school settings, and in after-school and community-based settings.

Contact and Availability Information

Tori Gale
Wyman Center
600 Kiwanis Drive
St. Louis, MO 63025
Ph: 314-712-2368
Website: www.wymancenter.org

See above

Sample of curriculum available for review prior to purchase

Yes

Adaptation guidelines or kit available

Yes

Languages available

English

Program Core Components

Category	Component	Core Component	Component present	Notes	Lesson number(s) / activities where present
Content	Contraception - Condoms	Yes	Yes (both versions)		Using Condoms Correctly (LAM HW I3); Basics of Contraception (LAM HW I2); Pregnancy Probability (LAM HW I5)
Content	Anatomy/physiology	Yes	Yes (both versions)		Introduction to Reproductive Anatomy (LAM HW F1); Changes During Puberty (LAM HW F2)
Content	Other	Yes		In addition to the curriculum content areas identified in this questionnaire, there are lessons that cover problem-solving and community engagement.
Content	Volunteering/civic engagement	Yes	Yes (both versions)		Identifying Resources: What Can You Offer (CWO-CY-I1); Interviewing A Volunteer (CWO-CY-I3); Volunteers Make a Difference (CWO-CY-A2); Community Issues and Civic Action (CWO-CY-A3)
Content	Spirituality		No		N/A
Content	Morals/values		No		N/A
Content	Identity development	Yes	Yes (both versions)		My Story: Past, Present and Future (LAM-SU-F1); Introduction to Values (LAM-SU-F2); Noticing the Positives (LAM-SU-F4); Mapping My Journey (LAM-SU-I1); Exploring My Values (LAM-SU-I2); Values Auction (LAM-SU-I3); Personal Qualities and Career Goals (LAM-SU-I5); Telling My Story: Lights, Camera, Action! (LAM-SU-A1); Defining Sexuality (LAM-SU-A2); Values Voting (LAM-SU-A4); This Is Me. Who Are You? (LAM-SI-F1); Who Am I? (LAM-SI-I1); Exploring My Identity (LAM-SI-A1)
Content	Social support/capital	Yes	Yes (both versions)		Choosing My Team (BMS-PS-A3)
Content	Social influence/actual vs. perceived social norms	Yes	Yes (both versions)		Lessons across Community, Self Understanding, Social Identity and Decision-Making apply here.
Content	Social competence	Yes	Yes (both versions)		Lessons across Empathy, Communication, Relationships, Emotion Management, Self Understanding and Social Identity apply here.
Content	Parenting skills		No		N/A
Content	Normative beliefs		No		N/A
Content	Leadership	Yes	Yes (current version)		Empathy and Leadership (CWO-EMP-I3)
Content	Gender roles	Yes	Yes (current version)		Gender Roles and Stereotypes (LAM-SI-I2); Exploring Stereotypes (LAM-SI-F2); Exploring Media Messages (LAM-SI-I3); Examining Stereotypes (LAM-SI-A2); Analyzing Media Messages (LAM-SI-A3)
Content	Gender identity	Yes	Yes (current version)		This is Me. Who Are You? (LAM-SI-F1); Who Am I? (LAM-SI-I1); Exploring My Identity (LAM-SI-A1)
Content	Cultural values	Yes	Yes (both versions)		Defining Community (CWO-CY-F1); Circles of My Community (CWO-CY-I2); Exploring My Identity (LAM-SI-A1)
Content	Connections with trusted adults	Yes	Yes (both versions)		Choosing My Team (BMS-PS-A3); Additionally, across content sections, lessons include prompts to identify a trusted adult.
Content	Conflict resolution/social problem solving	Yes	Yes (both versions)		Conflict Resolution (CWO-REL-A1)
Content	Communication skills	Yes	Yes (both versions)		Nonverbal Communication (CWO-CN-I2); I See You (CWO-EMP-F2); Noticing The Clues (CWO-EMP-A2)
Content	Child development		No	There is content specific to physical, emotional and social development in adolescence.	N/A
Content	Boundary setting/refusal skills	Yes	Yes (both versions)		Ways to Say No (CWO-CN-F3); Introduction to Assertiveness (CWO-CN-F4); Understanding Assertiveness (CWO-CN-I4); Practicing Assertiveness (CWO-CN-F2); Expectation and Boundary Circles (CWO-REL-F2); Introduction to Peer Pressure (CWO-REL-F3); Drawing the Line (CWO-REL-F4); Dealing With Pressure Situations (CWO-REL-I6); When Relationships Lead to Pressure (CWO-REL-A4); Decision-Making Under Pressure (BMS-DM-I4); Standing on Your Decision (BMS-DM-A2)
Content	Substance use cessation		No		N/A
Content	Substance use - Other drugs		No	There is content about how alcohol and drugs affect decision making about sexual activity.	N/A
Content	Substance use - Alcohol		No	There is content about how alcohol and drugs affect decision making about sexual activity.	Substance Use and Sexual Activity (LAM-HW-A4)
Content	Substance use - Abstinence		No		N/A
Content	Brain development and substance use		No		N/A
Content	Vocational/skills training		No	Youth are presented with open ended questions that help them explore all options for their future	N/A
Content	Supplemental academic services		No		N/A
Content	School engagement	No	Yes (both versions)		Introduction to Goal-Setting (BMS-GS-F1); A Trip to the Future (BMS-GS-F2); Pathways to Success: Overcoming Barriers (BMS-GS-F3); What's the Vision? (BMS-GS-I1); Planning Toward a Goal (BMS-GS-I2); Achieving My Goals (BMS-GS-I3); Class Reunion (BMS-GS-A1); SMART Goals (BMS-GS-A2); What's the Motivation? (BMS-GS-A3)
Content	Graduating from high school		No	Youth are presented with open ended questions that help them explore all options for their future	N/A
Content	College preparation		No	Youth are presented with open ended questions that help them explore all options for their future	N/A
Content	Alternative schooling		No	Youth are presented with open ended questions that help them explore all options for their future	N/A
Content	Self-regulation	Yes	Yes (current version)		Exploring Emotions (BMS-EM-F1); Flipping Your Lid (BMS-EM-F3); Calming the Stress (BMS-EM-F4); Emotions and the Body (BMS-EM-I1); Emotions and Actions (BMS-EM-I2); More Than Just Upset (BMS-EM-A1); Recognize, Reset, Respond (BMS-EM-A2)
Content	Self-esteem	Yes	Yes (both versions)		Noticing the Positives (LAM-SU-F4); Introduction to Self Esteem (LAM-SU-F3); My Story: Past, Present and Future (LAM-SU-F1); Telling My Story: Lights, Camera, Action! (LAM-SU-A1); This Is Me. Who Are You? (LAM-SI-F1); Who Am I? (LAM-SI-I1?); Exploring My Identity (LAM-SI-A1)
Content	Self-efficacy/empowerment	Yes	Yes (both versions)		Lessons across Self Understanding, Social Identity, Community, Goal-Setting, and Problem-Solving apply here.
Content	Resilience	Yes	Yes (both versions)		Calming the Stress (BMS-EM-F4); Recognize, Reset, Respond (BMS-EM-A2); Noticing the Positives (LAM-SU-F4)
Content	Sexual orientation	Yes	Yes (current version)		Who Am I? (LAM SI I1); Exploring My Identity (LAM SI A1)
Content	STIs - Vaccination	Yes	Yes (current version)		STD Handshake (LAM HW F7); STD Basketball (LAM HW I4); Understanding and Talking About STDs (LAM HW A5)
Content	STIs - Treatment	Yes	Yes (both versions)		STD Handshake (LAM HW F7); STD Basketball (LAM HW I4); Understanding and Talking About STDs (LAM HW A5)
Content	STIs - Screening	Yes	Yes (both versions)		STD Handshake (LAM HW F7); STD Basketball (LAM HW I4); Understanding and Talking About STDs (LAM HW A5)
Content	STIs - Prevention	Yes	Yes (both versions)		Talking About Abstinence (LAM HW F5); Basics of Contraception (LAM HW I2); Using Condoms Correctly (LAM HW I3)
Content	STIs - Information	Yes	Yes (both versions)		STD Handshake (LAM HW F7); STD Basketball (LAM HW I4); Understanding and Talking About STDs (LAM HW A5)
Content	Sexual risk reduction	Yes	Yes (both versions)		Talking About Abstinence (LAM HW F5); Abstinence and Expressing Affection (LAM HW F6); STD Handshake (LAM HW F7); Basics of Contraception (LAM HW I2); Using Condoms Correctly (LAM HW I3); STD Basketball (LAM HW I4); Pregnancy Probability (LAM HW I5); Substance Use and Sexual Activity (LAM HW A4); Understanding and Talking About STDs (LAM HW A5)
Content	Sexual risk discontinuation	Yes	Yes (both versions)		Abstinence and Expressing Affection (LAM HW F6); What is Consent? (CWO REL A2)
Content	Sexual risk avoidance	Yes	Yes (both versions)		Talking About Abstinence (LAM HW F5); Abstinence and Expressing Affection (LAM HW F6)
Content	Puberty/development	Yes	Yes (both versions)		Social and Emotional Changes (BMS EM F2)
Content	Contraception - Long-acting reversible contraceptives	Yes	Yes (both versions)		Basics of Contraception (LAM HW I2)
Content	Contraception - Other	Yes	Yes (both versions)		Basics of Contraception (LAM HW I2)
Content	Contraception - Pills, patches, rings, and shots	Yes	Yes (both versions)		Basics of Contraception (LAM HW I2)
Content	Maternal health		No		N/A

Program Objectives

The goals of Wyman's TOP are:

Improve social, emotional, and life skills.
Support development of a positive sense of self.
Strengthen connections to others.
Improve academic outcomes and decrease risky behavior.

Program Content

TOP’s goals are accomplished through implementation of TOP Curriculum lessons and meaningful Community Service Learning experiences. Facilitators provide at least 12 lessons from the TOP Curriculum and at least 20 hours of Community Service Learning, including preparation, action, and reflection on the service, throughout the course of the program cycle. The TOP curriculum includes 140 lessons on the following topics:

Emotion management
Problem-solving
Decision-making
Goal-setting
Health and wellness (including sexuality)
Self-understanding
Social identity
Empathy
Communication
Relationships
Community

The TOP Curriculum uses a holistic, positive youth development approach to sexual health education, including comprehensive, up-to-date and medically accurate sexual health information. TOP facilitators have the flexibility to select lessons that meet the needs and interests of the teens they serve.

TOP provides high quality facilitation by caring, responsive and knowledgeable staff who build strong, supportive relationships with teens, and create engaging and empowering “TOP Club” experiences.

Program Methods

TOP is grounded in a Positive Youth Development theoretical framework, which focuses on enhancement and promotion of adolescent well-being. A program logic model is available on Wyman’s TOP website: http://teenoutreachprogram.com/resources/.

Program Structure and Timeline

The program is structured as weekly, 60-minute peer group meetings (minimum of 45 minutes) across a total program duration of at least 32 weeks. Youth may participate in multiple years of the program.

The essential elements of Wyman's Teen Outreach Program (TOP) include:

TOP Trained Adults: TOP is delivered by a trained adult facilitator to a group of teens referred to as a “TOP Club.”
Weekly Peer Group Meetings: TOP Clubs hold at least 25 weekly meetings across a program cycle, with a teen to facilitator ratio no greater than 25:1.
TOP Curriculum: Facilitators provide at least 12 lessons from the TOP curriculum with content tailored to teens’ needs and interests.
Community Service Learning: TOP teens complete at least 20 hours of meaningful community service learning, which includes planning, action, and reflection.
Quality Assurance Plan: A guide to the monitoring of fidelity and quality.

Staffing

Each TOP club is led by trained facilitators, at a ratio of at least one facilitator for every 25 teens in the club. Facilitators should remain consistent for the duration of the program. Facilitators may be social workers, teachers, school guidance personnel, or youth workers who have been trained to facilitate the program.

There is no minimum educational level required before attending TOP facilitator training. Adults who facilitate TOP must be trained through completion of the 2.5-day TOP Training of Facilitators. The TOP Coordinator (person assuming responsibility for overall TOP implementation) completes a 5-day TOP Training of Trainers.

Program Materials and Resources

Wyman is committed to supporting all organizations implementing TOP to ensure they receive required training as well as ongoing technical assistance and support to implement TOP with fidelity and quality. Specifically, Wyman provides the following tools and resources:

Up to 10 TOP Curriculum sets, which include three books of lessons (Building My Skills; Learning About Myself; Connecting With Others) and the TOP Facilitation Guide.
Access to Wyman Connect, a comprehensive online data system that facilitates collection, management and use of pre and post survey data and teen participation data, including access to reports and a dashboard. Additional program resources are also available on Wyman Connect, such as training content and updates.
Access to Wyman’s National Network training offerings and associated materials, including Training of Trainers (TOT) and Training of Facilitators (TOF) .
Special populations guide.
Capacity analysis and planning tool.
Webinars designed to extend learnings and program impact.
An e-newsletter with latest trends and best practices.
Facilitator Institutes and Coordinator Learning Exchanges as additional training opportunities that extend TOP implementation expertise.

Additional Needs for Implementation

Program materials including the Coordinator Work Plan, Sample TOP Calendar for Coordinators, and the Life Cycle of TOP for Coordinators.
A meeting room for holding Club Meetings.
Internet access for use of online resources including Wyman Connect (online data management system), and to enhance student exploration of community service learning options, etc.
Access to transportation for facilitators to aid in completion of community service learning opportunities.

Fidelity

Wyman provides detailed information about fidelity requirements and engages partners in an annual certification process that includes a review partners’ implementation of TOP.

Staff Training

TOP is replicated through a Certified Replication Partner process, which is designed to help partners provide TOP within their communities. Through this process, Wyman maintains an on-going training, technical assistance, and network support relationship with partners.

Once an organization applies to become a Certified Replication Partner, the organization identifies its coordinator (the person assuming responsibility for overall implementation of TOP), who completes a 5-day TOP Training of Trainers module. This equips the coordinator to train others in their organization or network to implement TOP, and ensures their full understanding of the fidelity standards and process. The coordinator then trains TOP facilitators (those who will directly implement the program with teens) through a 2.5-day TOP Training of Facilitators. Trainings of Trainers are held at Wyman headquarters on a quarterly basis. A Training of Trainers may also be conducted at a partner site with sufficient enrollment.

Technical Assistance and Ongoing Support

TOP Partners have real-time access to the National Network team in order to discuss and identify technical assistance, supplemental trainings, and additional resources that are needed to help support the partner in their replication of the Teen Outreach Program.

Allowable Adaptations

Wyman actively works with partners on adaptations of the program. They are particularly interested in supporting adaptations that support the needs of youth at highest risk, and for populations not previously served by TOP. Wyman considers implementations shorter than 32 weeks in duration to be a minor adaptation as long as youth are provided with at least 25 weekly meetings, at least 12 TOP Curriculum lessons, and at least 20 hours of Community Service Learning. All adaptations must receive prior approval; contact Wyman for details on the adaptation request and guidelines process.

Reviewed Studies

Citation	High-Quality Randomized Trial	Moderate-Quality Randomized Trial	Low Study Rating	Did Not Meet Eligibility Criteria
Allen and Philliber 2001			✓
Allen et al. 1997	✓
Bull et al. 2015 Bull et al. 2016 Bull et al. 2017				✓
Crean et al. 2015 Robinson et al. 2016b		✓
Daley et al. 2015 Walsh-Buhi et al. 2016	✓
Francis et al. 2015 Francis et al. 2016	✓
Francis et al. 2016				✓
Philliber and Philliber 2016		✓
Philliber et al. 2016	✓
Robinson et al. 2016a Robinson et al. 2016b		✓
Seshadri et al. 2015		✓

Study Characteristics

Citation	Setting	Majority Age Group	Majority Racial/Ethnic Group	Gender	Sample Size
Allen and Philliber 2001	n.a.	n.a.	n.a.	n.a.	n.a.
Allen et al. 1997	In school: High school	14 to 17	African American or Black	Youth of any gender	695
Bull et al. 2015 Bull et al. 2016 Bull et al. 2017	n.a.	n.a.	n.a.	n.a.	n.a.
Crean et al. 2015 Robinson et al. 2016b	After school	13 or younger	African American or Black	Youth of any gender	1188
Daley et al. 2015 Walsh-Buhi et al. 2016	In school: High school	14 to 17	White	Youth of any gender	2058
Francis et al. 2015 Francis et al. 2016	In school: Middle school	13 or younger	African American or Black	Youth of any gender	1196
Francis et al. 2016	n.a.	n.a.	n.a.	n.a.	n.a.
Philliber and Philliber 2016	In school: High school	14 to 17	African American or Black	Youth of any gender	934
Philliber et al. 2016	Multiple settings	14 to 17	White	Youth of any gender	8662
Robinson et al. 2016a Robinson et al. 2016b	After school	13 or younger	African American or Black	Youth of any gender	4769
Seshadri et al. 2015	In school: High school	14 to 17	African American or Black	Youth of any gender	5633

Study Findings

Evidence by Outcome Domain and Study

Citation	Sexual Activity	Number of Sexual Partners	Contraceptive Use	STIs or HIV	Pregnancy
Allen and Philliber 2001	n.a.	n.a.	n.a.	n.a.	n.a.
Allen et al. 1997	n.a.	n.a.	n.a.	n.a.
Bull et al. 2015 Bull et al. 2016 Bull et al. 2017	n.a.	n.a.	n.a.	n.a.	n.a.
Crean et al. 2015 Robinson et al. 2016b		n.a.		n.a.	n.a.
Daley et al. 2015 Walsh-Buhi et al. 2016		n.a.	n.a.	n.a.
Francis et al. 2015 Francis et al. 2016		n.a.		n.a.	n.a.
Francis et al. 2016	n.a.	n.a.	n.a.	n.a.	n.a.
Philliber and Philliber 2016		n.a.		n.a.	n.a.
Philliber et al. 2016		n.a.		n.a.
Robinson et al. 2016a Robinson et al. 2016b		n.a.		n.a.
Seshadri et al. 2015		n.a.		n.a.	n.a.

Detailed Findings

Citation	Details
Allen and Philliber 2001
Allen et al. 1997	The program's evidence of effectiveness was first established in a randomized controlled trial involving high school students in 25 school- and community-based sites across the United States. Within each study site, participants were randomly assigned, either individually or by classroom, to either a treatment group that received the program or a control group that received whatever regular curricula and programs each site provided. Surveys were administered immediately before the program started (baseline) and nine months later at the end of the program.The study found that at the time of the 9-month follow-up survey, female adolescents participating in the program were significantly less likely to report they had become pregnant during the academic year of the program (odds ratio = 0.41, confidence interval = 0.26 to 0.64). The study did not estimate program impacts on male adolescents' reports of having caused a pregnancy.The study also examined program impacts on rates of school suspension and course failure. Findings for these outcomes were not considered for the review because they fell outside the scope of the review.
Bull et al. 2015 Bull et al. 2016 Bull et al. 2017
Crean et al. 2015 Robinson et al. 2016b	A separate recent study evaluated the program using a cluster randomized controlled trial that involved 1,188 adolescents recruited from recreation centers in Rochester, NY. In each of three years, the study randomly assigned 11 recreation centers to either a treatment group implementing TOP or a control group implementing a workplace competencies program, creating a total of 33 analytic clusters. Surveys were administered before the program started (baseline), and again immediately after the program ended (about nine months after the baseline). The study findings failed to replicate the favorable impact on sexual activity rates found in the earlier study by Daley et al. (2015). In particular, immediately after the program ended, the study found that adolescents in the group receiving TOP were no less likely than adolescents in the control group to report ever having sex (odds ratio = 0.68). The study also examined program impacts on sexual activity without using an effective method of birth control in the last three months. The study found no statistically significant program impacts on that outcome. The study did not measure program impacts on pregnancy.
Daley et al. 2015 Walsh-Buhi et al. 2016	A more recent study conducted by a separate group of researchers evaluated the program among a sample of 26 Florida high schools. The study randomly assigned schools in matched pairs to either a treatment group that offered the program during the regular school day or a control group that provided the regular school instruction. Surveys were administered before the program started (baseline), immediately after the program ended, and 10 months after the program ended. Using data for the full sample of male and female adolescents, the study successfully replicated the favorable program impact on pregnancy reported in the earlier study by Allen et al. (1997). In particular, for the follow-up conducted at the end of the program, the study found that students in the treatment group were less likely to report ever having been pregnant (females) or gotten someone pregnant (males)(odds ratio = 0.58). The study found a similar pattern of results for the longer-term follow-up survey conducted 10 months after the program ended (odds ratio = 0.51). The study also found a statistically significant program impact on sexual activity rates. In particular, for the follow-up conducted at the end of the program, the study found that students in the treatment group were statistically significantly less likely to report ever having had sex (odds ratio = 0.84, confidence internal = 0.78 to 0.90). The study found no statistically significant program impact on this outcome for the longer-term follow-up survey conducted 10 months after the program ended.
Francis et al. 2015 Francis et al. 2016	A separate recent study evaluated the program among a younger sample of middle- and high-school students in Hennepin County, Minnesota. The study used a cluster randomized controlled trial involving 61 middle and high schools. In each participating school, students were randomly assigned by teacher to either a treatment group that received the program or a control group that provided the regular school instruction. Surveys were administered before the program started (baseline), and again three and 15 months after the program ended. The study findings failed to replicate the favorable impact on sexual activity rates found in the separate study by Daley et al. (2015). In particular, the study found that students in the treatment group were no less likely than students in the control group to report ever having had sex (odds ratio = 1.33 for the 3-month follow-up survey, odds ratio = 3.14 for the 15-month follow-up survey). The study also examined program impacts on measures of recent sexual activity and recent unprotected sexual activity. The study found no statistically significant impacts on these outcomes for either follow-up survey. The study did not measure program impacts on pregnancy.
Francis et al. 2016
Philliber and Philliber 2016	Another recent study evaluated the program among a sample of 934 middle and high school students in Kansas City, Missouri. The study used a cluster randomized controlled trial that involved the 98 classrooms of 17 teachers from 12 middle and high schools. Classrooms were randomly assigned to either a treatment group that received TOP or a control group that received the regular classroom curriculum from their existing core content class teachers. Surveys were administered before the program started (baseline), and again 12 months after the program ended. The study findings failed to replicate the favorable impact on sexual activity rates found in the earlier study by Daley et al. (2015). In particular, 12 months after the end of the program the study found that adolescents in the group receiving TOP were no less likely than adolescents in the control group to report ever having sex (odds ratio = 0.96). The study also found no evidence of statistically significant program impacts on having sexual intercourse without using any method of birth control in the last three months. The study did not measure program impacts on pregnancy.
Philliber et al. 2016	This study evaluated the program using a cluster randomized controlled trial that involved 8,662 adolescents attending schools in five northwestern states (Alaska, Idaho, Montana, Oregon, and Washington). Students were clustered into groups, and the types of groups included school classes, in-school clubs, pull-out, and after-school clubs. Randomization into treatment (receiving TOP) and control (not receiving TOP) conditions was done at the level of those groups of students. The study administered surveys before conducting random assignment (baseline), and again immediately and 12 months after the end of the program. The study found evidence of mixed program effects. Immediately after the program ended, the study found a positive program impact: the subgroup of male adolescents in the schools that implemented TOP were less likely to report ever causing a pregnancy than their counterparts in schools that did not implement the program (odds ratio = 0.71). For the same time period, the study found evidence of an adverse effect: the subgroup of female adolescents in the treatment schools were more likely than those in the control schools to report having ever been pregnant (odds ratio = 1.27). The study found no significant impacts on pregnancy for the full sample immediately and 12 months after the program ended (odds ratio = 1.13 immediately after the program, odds ratio = 1.15 12 months after the program). Immediately after the program ended, the study also examined program impacts on recent sexual activity and on having sexual intercourse without using an effective method of birth control in the last three months. The study found no statistically significant program impacts on those outcomes.
Robinson et al. 2016a Robinson et al. 2016b	A separate recent study evaluated the program using a randomized controlled trial that involved 4,769 adolescents recruited from Community Based Organizations in Louisiana. Adolescents were randomly assigned to either a treatment group that received TOP or a control group that did not receive TOP or any other teen pregnancy prevention program. The study administered surveys before conducting random assignment (baseline), and again immediately and 12 months after the end of the program. The study findings failed to replicate the favorable impacts on sexual activity rates and pregnancy found in the earlier studies by Daley et al. (2015) and Allen et al. (1997), respectively. In particular, the study found that immediately after the end of the program, the subgroup of adolescents in the group receiving TOP who were sexually inexperienced at baseline were no less likely than their counterparts in the control group to report they have had become sexually active (odds ratio = 1.25). Twelve months after the end of the program, the study found that adolescents in the group receiving TOP were no less likely than adolescents in the control group to report ever being pregnant (odds ratio = 0.96). Immediately and 12 months after the end of the program, the study also found no evidence of statistically significant program impacts on having sex without using an effective method of birth control in the last three months.
Seshadri et al. 2015	This study evaluated the program using a cluster randomized controlled trial that involved 5,633 students in 9th grade in 44 Chicago Public Schools. Schools were randomly assigned either to a group that implemented TOP or to a control group that did not implemented TOP but implemented their standard teen pregnancy and/or STI prevention curricula. The study collected outcome data immediately after the end of the program (about 10 months after the baseline). The study examined program effects on having sex and having sex without using a condom in the last three months. Immediately after the end of the program, the study found no evidence of statistically significant program impacts on those outcomes.

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Teen Outreach Program (TOP)

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