Data Impact Report

AlcoholEdu for College 2015/2016

This data comes straight from AlcoholEdu data impact reports, these results are based off the survey taken by incoming Freshman students to Chico State. The national average being 1817.

Profile of Chico students’ drinking behavior

Highlights from Chico data

  • 24% of Chico students reported drinking in a high risk way, when measured midway through fall semester ( Survey 3, n= 1817)
  • 22% of Chico students reported not drinking in the past two weeks, with 25% indicating not drinking in the past year. (Survey 3, n=1817)
  • 88% of Chico student, after completing AlcoholEdu (Survey 2, n=1817), reported that the course prepared them to make responsible decisions about drinking.


The following are based on responses by Chico students in Survey 3 (n=1817)

The most common drinking-related risk behavior that Chico students engage in are doing shots and pre-gaming.

Two of the most frequently reported negative consequences of drinking are hangovers and passing out.

Students reported that some of the most important reasons not to drink are because “I am going to drive” and that “I don’t want to spend the money”.

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Formative Assessments and Knowledge Gains

 formative assessment and knowledge gains chart

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Important Context for Reviewing Data: Understanding the “College Effect”

National student drinking rates follow a typical pattern: alcohol use generally rises in the summer before a student enters college, and then increases substantially after their arrival on campus. This phenomenon, known as the “College Effect”, is represented by the graphic below

The College Effect Chart

Mitigating The College Effect

There is a narrow window of opportunity for primary prevention. Through evidence-based education and preventative efforts, including AlcoholEdu, institutions can mitigate the College Effect.

Such efforts must consider the need to focus on all students, not just those who have a prior history of heavy or problematic drinking. Efforts aimed at reinforcing the behaviors of the healthy majority should not be overlooked.

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Observing Drinking Rates Across Years

Drinking rates have fluctuated over the last four years. It is important to consider the multiple factors that influence drinking rates and how these factors may vary from year to year on campus.

Data represents student responses collected in Survey 3, 30-45 days after completing AlcoholEdu for College.

  • 2010
    • High-risk drinkers: 40%
    • Moderate drinkers 15%
    • Non-drinkers: 46%
  • 2011
    • High-risk drinkers: 39%
    • Moderate drinkers 15%
    • Non-drinkers: 46%
  • 2012
    • High-risk drinkers: 33%
    • Moderate drinkers 16%
    • Non-drinkers: 51%
  • 2013
    • High-risk drinkers: 32%
    • Moderate drinkers 14%
    • Non-drinkers: 53%

Typical factors impacting college students' drinking rates from year to year:

  • Alcohol policy changes
  • Changes in enforcement of alcohol policy
  • Shifts in composition of first year class
  • Consistency in the timing of data collection

Examining Changes in Drinking Rates- for 2015/2016

Examining Changes in drinking rates chart

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Peak Drinking Days

Below is a snapshot of student drinking rates over a 3-week period of time. It represents the average number of drinks consumed by your students as compared to the national average during that same 3-week period.

Peak drinking days chart 

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Where Students Drink

The most common locations where students report consuming alcohol in the past two weeks (Survey 3, drinkers only, n=927);

Where students drink chart

Certain drinking locations – on campus, pubs, off-campus house parties – have been shown to be associated with significant negative consequences (EverFi, 2012).

The same study also identified that on campus dances and concerts have a greater relationship with sexual assault that other locations.

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Student Reasons for Not Drinking

Both drinkers and non-drinkers indicated their most important reasons for choosing whether or not to drink alcohol (Survey 3, n=1817).

When you choose NOT to drink alcohol, how important are the following reasons:

Percentage Important/Very Important*

I am going to drive


I don’t want to spend the money


I have other things to do


I don’t have to drink to have a good time


I don’t want to lose control


*Percentages represent responses of 5-7 point Likert scale (1 = Not important at all, 7 = Very important).

“It would be far easier to increase the salience of existing reasons that drinkers have for restricting their alcohol use than to win their endorsement of still additional reasons that are primarily endorsed by abstainers (Huang et al., 2011).”

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High-Risk Drinking Behaviors

These are some of the most common risk-related drinking behaviors reported by students who had a drink in the past two weeks:

High risk drinking behaviors

More than other high-risk behaviors, pregaming has been shown to have a predictive relationship with a variety of negative outcomes (EverFi, 2012).

As such, pregaming can potentially be used as a marker to identify students who are more likely to be at risk for negative consequences.

For more on this topic, see: Strategic Drinking- Examining the Culture of Pregaming

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Measuring the Impact of Drinking

Students who reported having a drink in the past two weeks experienced the following as a result of their drinking:

Measuring the impact of drinking chart

The AlcoholEdu Partner Guide provides recommendations for campus programs that reinforce course content. It includes sample discussion topics and activities designed for use by trained facilitators on multiple topics, including ways to reduce the risk of experiencing negative consequences.

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The Role of Alcohol in Sexual Assault

Students who drank in the past two weeks reported that the following occurred in conjunction with their drinking:

 Chart of the role of alcohol in sexual assault

“The fact that alcohol consumption and sexual assault frequently co-occur does not demonstrate that alcohol causes sexual assault.” (Abbey, 2008)

Insights from Haven: Understanding Sexual Assault

Students with unhealthy attitudes regarding sexual violence:

  • Are much more likely to perpetrate sexual assault
  • Have higher rates of alcohol use (frequency and quantity)
  • Are much more likely to experience alcohol-related problems

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The Importance of Behavioral Intentions

After completing AlcoholEdu, students reported an increase in several positive behavioral intentions.

Chart of the importance of behavioral intentions

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Impact For High-risk Students

Among the 51% of high-risk drinkers (167 students) who saw “no need to change the way they drink” before taking AlcoholEdu, 71% of those students (117 students) indicated their readiness to change after completing the course.

Intention has been shown to be the most important variable in predicting behavior change (Ajzen, 1991). Actual behavior change is driven, in part, by an individual’s perception of the social environment surrounding the behavior (subjective norms). As such, a campus environment that reinforces safe and healthy norms can help support individual intentions and, ultimately, change in behavior.

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