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The Rainier Beach Campus Safety Continuum (RBCSC), funded by the National Institute of Justice's FY 2016 Comprehensive School Safety Initiative, was a community-led, place-based, evidence-informed approach to addressing school and community safety and reducing racial disparity in school discipline and police contact in the Rainier Beach neighborhood of Seattle, Washington. The initiative built upon two existing local initiatives, Rainier Beach: A Beautiful Safe Place for Youth, a community-led place-based approach to addressing youth crime and victimization at hot spots, and Rainier Beach: Beautiful!, an application of Positive Behavioral Interventions and Supports (PBIS) that extends from the schools into community facilities and businesses.

The goal of the project was to examine whether PBIS can be successfully combined with school-based restorative justice (RJ) to increase student support and reduce racial disparity and, furthermore, whether this integrated PBIS-RJ program could also be extended into wider community and place-based approaches to change social norms and improve overall rates of youth crime and community safety.

The overall project ran from 2017 to 2022. The evaluation examines the effects of the program on crime, academic performance and school discipline, student perceptions of school climate, and community perceptions of neighborhood safety in Rainier Beach, several comparison schools, and neighborhoods. Behavioral variables from the police offense reports and police calls for service included offense details and classifications. Demographic variables from the community survey, school climate data, and school administrative data included gender and race/ethnicity.

This deposit contains the replication data and materials associated with the article “How Do Schools React? Making Sense of Organizational Responses to Accountability Pressure.” The study examines how schools in Chile respond to performance-based accountability (PBA) in a highly marketized education system. The quantitative component draws on survey data from teachers (n = 1,130) and school leaders (n = 200) in 79 urban schools located in the metropolitan areas of Santiago, Valparaíso, and Concepción. The qualitative component includes semi-structured interviews with school leaders (n = 23) and teachers (n = 28) from 15 urban schools in Santiago’s Metropolitan Region, complemented by documentary analysis. The materials document school responses to accountability pressure, including teaching to the test, curricular alignment, resource redistribution, data use, and actors’ beliefs about the fairness, validity, and pressure associated with standardized testing and accountability policies. The deposit is intended to support transparency, verification, and reuse of the study’s analytic procedures and findings.

The Taiwan Education Panel Survey (TEPS) is a national longitudinal project initiated by Academia Sinica and jointly funded by Ministry of Education, the National Science Council, and Academia Sinica. The objective of TEPS is to stimulate more basic research in the fields of education, sociology, economics, and psychology by employing large scale panel data on representative samples of students, and their parents, teachers, and school administrators. In a nutshell, TEPS has five distinguishing features: (1) Theory driven: The focus is on the skills, behavioral, values, and psychological consequences of schooling institutions and family environments of students. Factors that are found in the literature to affect students' learning outcomes are all included. Specifically speaking, an AOE model of learning outcomes, representing learning capabilities (Ability), learning opportunities (Opportunity), and the amount of effort made by the students (Effort), serves as a guiding framework for questionnaire development. Ability and effort are more on students themselves while opportunities covers family, teachers, and school environment, peers, and so forth.

(2) Student centered and multidimensional and multi-levels: Central to the project were questionnaire surveys of students. The data collection extends to cover the most influential actors in their learning environment: parents, teachers, and schools. It covered nested multiple levels of data - individual students, classes, and schools, etc.

(3) Panel surveys covering multiple programs and multiple cohorts: Students in junior high (G7 to G9), senior high (G10 to G12), vocational (G10 to G12), and junior college (G10 to G14) programs were administered for data collection. All students were followed at least twice. A portion of them were followed four times at G7, G9, G11, and G12. In light of the ongoing transformation of the Taiwanese educational system in 1990s, the project started with two cohorts of approximately 40,000 students, making it possible to employ a quasi-experimental design in future analysis.

(4) National representative samples of the students: Students under data collection were representative samples of the 1984/85 and 1988/89 birth cohorts. Weighting is provided according to the probabilistic sampling design.

(5) Public goods: Data are made available to the public as soon as the data collection and data cleaning is completed, thereby providing an important resource for both academic and policy research.