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In recent decades, the Office for Victims of Crime (OVC) and the Office on Violence Against Women (OVW) have spearheaded efforts to build, grow, and professionalize the victim services field. As a result, the United States service infrastructure for persons impacted by crime has advanced. Despite advancement, efforts to demonstrate the impact and effectiveness of victim services have lagged. Grantee and subgrantee data collected by OVC and OVW demonstrated how hard programs are working, both in terms of the number of victims being served and the range of services offered, but to continue to advance the field, a new platform and survey instrument was developed for victim service providers (VSPs) to move from measuring outputs to outcomes and from anecdote to evidence in demonstrating the effects of these programs on victims' lives. The Measures for Providers Responding to Victimization Experiences (iMPRoVE) platform and survey instrument was the result.

The iMPRoVE platform and survey instrument built on the existing efforts of VSPs to develop a validated, trauma-informed, low-burden outcome measurement instrument that can be completed by victims and survivors. It was designed to provide a victim outcome and service quality survey intended for assessing the effectiveness and quality of services, for supporting the use of best practices, for justifying funding allocations and demonstrating responsible stewardship of funds, and for advocating for additional resources as necessary. Many VSPs previously administered outcome and/or satisfaction surveys to clients with considerable variability in the type, quality, and timing of questions asked and the methodology used to ask them. The iMPRoVE survey instrument was designed to address this issue by providing a standardized client survey instrument and methodology, allowing VSPs to benchmark their findings against other similar programs.

Comparative effectiveness research compares two or more treatments to see which treatment works better for which patients. Such research may include

• Randomized controlled trials, or RCTs. Researchers assign patients to a treatment by chance. Researchers consider RCTs to be the best way to figure out when changes in patients' health result from the treatment.
• Observational studies. Researchers study what happens when patients and their doctors choose treatments. Patient traits, such as age or health, may affect treatment choices. These traits may also affect patients' responses to treatments. Determining whether a patient's traits, the treatment, or a mix of the two affected how well the treatment worked may be difficult.

In observational studies, researchers use statistical methods to help find out whether changes in patients' health result from treatment or something else. Existing methods work well when studies look at whether treatment affects the risk of a health event, such as a heart attack. In these cases, researchers can compare how often patients had heart attacks before and after patients receive treatment. But existing methods don't work well when studies look at the risk of a one-time event, such as death.

In this study, the research team tested a new statistical method for observational studies called posttreatment event rate ratio, or PTERR, that helps figure out whether a treatment reduces the risk of death.

INtegrated Services for Pain: Interventions to Reduce Pain Effectively (INSPIRE) was a pragmatic randomized trial conducted from 2019 to 2023 with adults receiving chronic opioid therapy (COT) of at least 20 morphine milligram equivalents (MME) daily for chronic noncancer pain (CNCP). Participants were recruited from primary care and specialty pain clinics at three academic health centers in North Carolina and Tennessee. The study compared the effectiveness of the two behavioral interventions, 1) shared decision making (SDM) versus 2) motivational interviewing plus cognitive behavioral therapy for chronic pain (MI+CBT), on change in opioid dose, physical function, and pain interference. INSPIRE combined data from electronic health records (EHR) on opioid dose from baseline to 18 months and comorbidities with participant survey data at baseline, 6, and 12 months on the following topics:

• physical function,
• pain interference,
• pain intensity,
• anxiety,
• depression,
• pain severity,
• discontinuation of opioids,
• intent to reduce opioids,
• opioid use relative to baseline,
• adverse events,
• demographics,
• health insurance coverage,
• health literacy,
• patient-centered communication, and
• types of pain treatment used.

The collection includes three analysis datasets:

1. Adverse Events Dataset - one record per subject per adverse event
2. Opioid Prescriptions Dataset (post-processed opioid prescriptions used to derive the study's primary outcome) - one record per subject per opioid prescription
3. Outcomes Dataset (contains all of the study's demographics, primary, secondary, exploratory, and subgroup analysis variables) - one record per subject per timepoint

Across the United States (U.S.), school districts have grappled with how to create safe community- and achievement-oriented schools and how to ensure the necessary discipline is applied transparently, fairly, and without bias. Two programs that many schools have turned to in order to achieve these goals are Schoolwide Positive Behavioral Interventions and Supports (PBIS) and Restorative Justice (RJ). PBIS is an evidence-driven schoolwide behavioral management approach that aims to outline clear expectations for students and to cultivate shared norms and practices across classrooms and school spaces. PBIS has become a popular approach in schools and districts: as of 2020; over 19,000 schools in the U.S. have implemented PBIS.

A second program, Restorative Justice (RJ), has grown in popularity in recent years. RJ typically focuses on restorative relationship building between affected parties, peaceful reconciliation, and non-punitive approaches to rectifying harm, using a structured circle discussion format. RJ schools use both community circles, designed to build a safe space for students and staff to share and listen to each other, and restorative circles, designed to share perspectives on and redress a behavioral issue.

Working with a large school district in a mid-Atlantic state, researchers set out to test whether these two programs substitute for or complement each other. In partnership with the school district researchers conducted two separate school-level randomized controlled trials (RCTs). The first RCT (RCT 1) sought to uncover the marginal impact of RJ by adding the program to a set of randomly selected schools that were already implementing PBIS. The second RCT (RCT 2) was designed to discover the impact of introducing both programs together into schools that had neither program at baseline. Researchers conducted student and staff surveys to collect measures of school climate, teacher logs to record program implementation, and researchers also received administrative data from the district on student test scores, teacher and student absences, student disciplinary infractions, and school costs.

There is growing evidence of the effectiveness of each of these programs in isolation. A recent meta-analysis of 32 experimental and quasi-experimental impact studies of PBIS found that PBIS reduced disciplinary exclusions and problem behavior and increased academic achievement. The findings were statistically significant and showed small to medium effect sizes. Individual studies have found that PBIS reduces the use of office disciplinary referrals and other exclusionary disciplinary measures (including the use of in-school and out-of-school suspensions), while improving student behavior and attitudes across school levels. Individual studies show variable--some statistically significant and some null--impacts on academic outcomes.

The empirical evidence on the effect of RJ in U.S. schools is more limited, with little rigorous casual evidence published to date. Based on patterns across rigorous and non-rigorous research, restorative justice is associated with decreases in suspension rates and disciplinary disparities, improved student behavior, and improved school climate and relationships.

The Public Libraries Survey (PLS) is an annual survey of U.S. public libraries. Policymakers and practitioners depend on PLS data to allocate funding and strategically manage libraries. Academics rely on PLS data to conduct original research about public libraries. Data in the PLS come from over 17,000 outlets, and it represents a "gold standard" for national information about public libraries. While the PLS is an invaluable resource for the public library community, other organizations collect data that extends the reach and significance of the PLS.

This dataset extends the PLS using information from the Public Library Association (PLA), the Association of Bookmobile and Outreach Services (ABOS), and the U.S. Census Bureau. PLA data comes from Project Outcome, a free toolkit and online resource for public libraries to document the outcomes associated with public library services. Since 2015, Project Outcome has collected more than 390,000 responses to surveys at 2,200+ libraries in the U.S. and Canada describing the outcomes resulting from library services. The standardized surveys used by Project Outcome have enabled libraries to aggregate their outcome data and analyze trends by topic, type, and program. ABOS data comes from a 2023 national, non-representative survey of public libraries regarding their outreach departments, services, and vehicles. Census data is from the American Community Survey and provides demographic information regarding the geographies that public libraries serve.

As part of an Institute of Museum and Library Services grant, the Inter-university Consortium for Political and Social Research curated these data for reuse and mapped them to libraries in the PLS. The result is a combined dataset that documents the impact of library programming and outreach on nationwide communities. To enhance these data, a committee led by the University of Missouri, School of Information Science and Learning Technologies identified supplemental variables (e.g., Census demographic figures) and guided data curation by creating a "data module" specifying curation enhancements.

This study was one of three modules in a larger study designed to define, identify, and disseminate information about best practice physical activity programming in community-based organizations. The National Council on the Aging (NCOA), together with the Robert Wood Johnson Foundation (RWJF), conducted Module 1, a national competition for NCOA Awards for Excellence in Physical Activity Programming. The purpose of the competition was to bring national attention to best practice in physical activity programming operated by local public or non-profit organizations that serve older adults. NCOA was assisted in this endeavor by the University of Illinois at Chicago (UIC), the Healthy Aging Research Network of the Centers for Disease Control and Prevention's Prevention Research Centers, and a variety of nationally known physical activity experts. Module 2 was a census of physical activity programs for older adults that was conducted in seven locations by Healthy Aging Research Network. Module 3 was this National Impact Study, a study of best practice programming at three community-based organizations serving older adults. It was designed to answer the research question, "Do best practice physical activity programs provided by community-based organizations have a measurable impact on the health and well being of participants?" The three studied organizations were among the ten winners of the best practice competition.

Data were collected from previously sedentary, volunteer participants from each of the three organizations. The goal was to enroll 250 older adults at each site for a total of 750 subjects across the three programs. At each site, one half of all subjects (n = 125) were to be assigned to the treatment group and the other half to a control group. Subjects in the treatment group participated in the best practice program classes while the control group could enroll in other exercise classes but not the best practice program classes. The subjects were to be interviewed three times: baseline, three months, and nine months. Each interview contained two parts: (1) the administration of health and exercise related questions and (2) the administration of four physical fitness tests that assessed the respondent's strength, flexibility and aerobic endurance. Background information collected by the survey includes age, education, employment status, marital status, income, race, and Hispanic origin.

The Individuals with Disabilities Education Act authorizes states to create early intervention (EI) programming to provide developmental and therapeutic services to infants and toddlers with a developmental condition; EI programs are mandated to report on child and family outcomes for purposes of accountability and quality improvement. For both purposes, there is critical need for research evidence on the adequacy of EI services. The researchers for this study partnered with a large urban EI program in Colorado that had recently transitioned to electronic data capture and was implementing a statewide initiative to facilitate function-focused care with individual families and paired collected electronic patient-reported outcomes (e-PRO) data with EI administrative data on child and family characteristics and service use to more fully examine EI service adequacy relative to patient-important outcomes.

This study collected information from Young Children's Participation and Environment Measure (YC-PEM e-PRO) on home, environment, and community participation, involvement, and desired change. Measurements were also collected from the Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT e-PRO) on mobility, social cognitive, and daily activities domains. The Child Outcomes Summary (COS) was used to capture functional performance related to having positive social relationships, acquiring and using knowledge and skills, and taking appropriate action to meet needs. Early Intervention Service Use measured EI intensity, whether child received specific services including physical therapy (PT), occupational therapy (OT), speech therapy (ST), psychology, or developmental intervention (DI), and the total number of service hours received within each discipline. Demographic variables include reasons child received EI services, number of developmental delay conditions, age, race, and ethnicity; as well as caregiver's education, employment, number of children at home, income, and insurance type.

This collection contains data from the Multi-site Family Study on Incarceration, Parenting and Partnering [MSF-IP]. The MSF-IP is an evaluation of a grant program funded by the Office of Family Assistance (OFA) within the U.S. Department of Health and Human Services (HHS), Administration for Children and Families (ACF) to promote or sustain healthy relationships and to strengthen families in which a father was incarcerated or otherwise involved with the criminal justice system (e.g., recently released or on parole or probation). From 2006-2011, grantees were required to serve justice-involved fathers and their committed partners with services to promote healthy marriage; they were also permitted to provide activities to support parenting and foster economic stability.

The MFS-IP evaluation was funded to document program implementation and the impact of programming on outcomes such as relationship quality and stability, parenting and co-parenting, family financial well-being, and recidivism. This collection includes data from the impact study, conducted across five grantees: the Indiana Department of Correction, the RIDGE Project (Ohio), the New Jersey Department of Corrections, the Osborne Association (New York), and the Minnesota Council on Crime and Justice. The collection includes de-identified interview data for 1,991 men and 1,482 intimate and co-parenting partners.

The interviews took place from December 2008 through August 2014. Couples were first interviewed during the male partner's incarceration (with the timing of baseline interviews not related to the man's admission or release date in most sites) and then interviewed again nine and 18 months after baseline. In the two largest sites (Indiana and Ohio), an additional 34-month follow-up interview was conducted. The interviews were similar in content at each interview wave and for the male and female interviews, but differed based on male partner's trajectory of incarceration and release over the follow-up period.

Topics within this collection include demographics, personal characteristics and attitudes, criminal history and behavior, incarceration experiences (including family contact during incarceration), program and service receipt, expectations for release, family structure and functioning, intimate relationship quality, parenting and co-parenting quality, child well-being, employment, housing, substance use, and experiences with reentry.

Research tools available to help advance knowledge of effective community-based elder mistreatment (EM) interventions are limited. The field lacks an understanding of what success means in EM response program (EMRP) interventions, which work directly with victims to reduce the risk of re-victimization. Without establishing indicators of EMRP success, it is not possible to develop valid intervention outcome measures to compare different EMRP models toward the development of evidence-based practice. Informed by the EMRP practice principle of older adult self-determination, this study developed a victim-centric taxonomy of case outcomes that indicate EMRP success.

This study drew on two sources of data, including interviews with EM victims and a scoping review to inform taxonomy development. Prioritizing the perspective of victims, this study conducted interviews with 27 victims involved in EMRP services who vary in EM subtype, gender, and race/ethnicity.

The taxonomy of successful EMRP outcomes will serve as important research infrastructure to support the development of EMRP intervention outcome measurement in future research.

The cross-site evaluation of the Adult Offender Reentry Demonstration Projects (AORDP) was a seven-site study designed to 1) describe the implementation and sustainability of each AORDP project through a process evaluation, 2) determine the per capita program costs of each AORDP project through a cost study, and 3) determine the effectiveness of the programs through a multicomponent outcome study. The seven evaluation sites were located in California, Connecticut, Florida, Massachusetts, Minnesota, New Jersey, and Pennsylvania. The objectives of the outcome evaluation were to determine the effects of program participation on recidivism and other outcomes and assess whether program participation increased engagement in services, including substance abuse treatment and mental health services. The outcome evaluation consisted of two components:

1. Cross-site prospective study designed to collect longitudinal survey data with a sample of program participants and appropriate comparison or control subjects to assess the impact of the SCA funding on access to services and reentry outcomes, such as substance use, employment, housing, and health.

2. Site-specific recidivism analyses using administrative data to assess the impact of AORDP program participation on recidivism outcomes for all individuals enrolled in the AORDP programs and a matched comparison group in each site

The current study focused on 479 men and women from South Carolina who were enrolled as participants in the Serious and Violent Offender Reentry Initiative (SVORI) multi-site program evaluation shortly before prison release in 2004 or 2005. The original SVORI data suggested that the South Carolina respondents were similar to the multi-site sample with "committed to not going back to prison" as the most common reason for desisting and using drugs or alcohol as the most common reason for persisting. The goals of the current study were to (1) update information on the current status of these individuals across multiple domains (e.g., housing, employment, substance use); (2) gather additional administrative recidivism data to examine long-term offending; and (3) acquire information about the factors individuals associated with their decisions to desist from criminal activity, as well as circumstances associated with renewed criminal activity or desistence. Interviews were conducted with those that the study team were able to locate and additional administrative arrest and incarceration data were acquired for the full sample, providing recidivism follow-up over at least a 10-year period.

Official administrative data were obtained from the South Carolina Law Enforcement Division (rearrests) and South Carolina Department of Corrections (reincarcerations). Arrest data span the entire arrest history (from first arrest through December 2015); reincarceration data span the period between the SVORI study prison release in 2005 and 2006 through June 2014. These data were obtained for the full sample of 479 South Carolina SVORI participants.

Three components of interview data were collected.

• Desistance study interview data: 1 wave of in-person interviews was conducted with 208 study subjects who consented to participate in an interview. The research team used computer-assisted personal interviewing (CAPI) to administer the survey, and interviews were conducted from September 2016 through March 2017.
• Life event data: The Life Events Calendar (LEC) is a tool used in qualitative and quantitative research to gather retrospective information about a person's life, experiences, and history. The approach is based on autobiographical memory and how entering events on a calendar or page help facilitate memory recall. LECs typically encompass periods of 5 years or less; this study's LEC covered a 10- to 12-year span to allow analysis since last contact with the study cohort. Data were collected from the 208 subjects who consented to be interviewed.
• SVORI interview data: This inventory includes files with select baseline and outcome data (e.g., self-reported employment, drug use, criminal behavior) for desistance study subjects who responded to follow-up interviews at Wave 2 (3-month), Wave 3 (9-month), and Wave 4 (15-month).

This collection of administrative and interview data is organized into 14 data parts. Demographic data includes information on age, gender, race, and education.

In 2012, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) launched a demonstration field experiment, the Mentoring Enhancement Demonstration Program (MEDP) and Evaluation to examine: (1) the use of an "advocacy" role for mentors; and (2) the use of a teaching/information provision role for mentors. The overall goal of MEDP was to develop program models that specified what advocacy and teaching look like in practice and to understand whether encouraging the general practice of advocacy and teaching could improve youth outcomes. The American Institutes for Research (AIR) conducted a rigorous process and outcome evaluation of programs funded by OJJDP in 2012. The evaluation was designed to rigorously assess the effectiveness of programs that agreed to develop and implement enhanced practices incorporating advocacy or teaching roles for mentors, including providing focused prematch and ongoing training to mentors, and providing ongoing support to help mentors carry out the targeted roles.

MEDP grantees comprised collaboratives that would offer coordinated implementation of the same set of program enhancements in three or four separate established and qualified mentoring programs located within the same regional area. The MEDP collaboratives varied widely in their geographical locations, their size and experience in mentoring, and the structure of their mentoring programs. The types and structures of mentoring programs also varied across, and sometimes within, collaboratives. All the collaboratives proposed enhancements in the way they would train mentors for their roles, and in the way they would provide ongoing support to the mentors and in some cases the youth that they were matched with.

This data collection consists of multiple types of respondents (youth, parents, mentors, and staff) across multiple data collection periods.

This study is an experimental investigation of the effectiveness of integrating School Resource Officers (SROs) into multi-disciplinary teams in reducing risk behaviors in students, specifically the average number of disciplinary incidents over the course of three years (2015-2017). The authors focus on the following research questions:

1. Do schools with SROs demonstrate significantly greater declines in student disciplinary incidents than schools with no SROs?
2. Do schools with SROs who receive the enhanced training (intervention) show greater declines in student disciplinary incidents than schools whose SROs receive only the standard training?
3. Do the answers to questions 1-2 vary by sub-populations in the schools such as students from racial/ethnic minority backgrounds, gender, and socioeconomic status?

Part C of the Individuals with Disabilities Education Act authorizes states, with the incentive of federal financial support, to create Early Intervention (EI) systems, which is a primary source of rehabilitation (e.g., physical, occupational, and speech therapy) services for infants and toddlers with, or at risk for, developmental delays. Having worked with two EI Colorado (EI-CO) programs that employed electronic documentation, the researchers sought to leverage their electronic administrative data in order to examine social disparities in EI service use, including specific rehabilitation services.

The dataset for this data archiving project was generated in collaboration with a large, urban EI program in Colorado, a community partner for an NIH/NCMRR R03 study. This academic-community research partnership provided researchers with access to an urban EI program's electronic administrative database; The researchers' goal was to make these data available for further EI research. Therefore, a database was created and a number of variables were derived that could be of importance to EI stakeholders when conducting clinical queries for quality improvement. Examples of derived variables include EI service use intensity (i.e., hours per month) for all EI services, as well as discipline-specific (e.g., physical or occupational therapy) service use. The researchers obtained permission from the partnering EI agency to archive their EI program data through this project.

The dataset included as part of this collection includes 2045 cases for 44 variables; demographic variables include: race, ethnicity, language, sex, age, and developmental condition type.

Communities In Schools (CIS) works to provide and connect students with integrated support services to keep them on a path to graduation. The intent of the CIS model is to reduce dropout rates by integrating community and school-based support services within schools through the provision of "Level 1" and "Level 2" services. Level 1 services are broadly available to all students or to groups of students and are usually short-term, low intensity activities or services. CIS Coordinators spend much of their time focused on more intensive Level 2 "case-managed" services, which they provide to a subset of students displaying one or more significant risk factors, such as poor academic performance, a high absentee rate, or behavioral problems.

This study was a two-year randomized controlled trial of Level-2 CIS case management, which examined service provision, student experiences and student outcomes. This trial was half of a two-pronged national evaluation, the other half was a quasi-experimental study of the whole-school model. The study evaluated 24 mostly urban, low-income secondary schools in North Carolina and Texas during the 2012-2013 and 2013-2014 school years; baseline data was also collected during the 2011-2012 school year. Data was collected through student surveys, school records, and CIS management information systems (MIS) data.

The data in this collection is student-level, including all information collected about students in the study sample with 613 variables and 4459 cases. The dataset includes three school years of data: baseline period (2011-2012), first year of implementation (2012-2013) and second year of implementation (2013-2014). Demographic variables in this collection include: free lunch status, special education status, employment, race, language, ethnicity, gender, household members, number of siblings, parents' education level, and grade level.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

This study compared the adult criminal justice and child welfare system outcomes of four pathways through the juvenile justice system - Traditional Probation, Intensive Probation, Specialty Court Docket (Crossroads Program), and commitment to state youth correction services (Department of Youth Services). The study compared the effectiveness of a continuum of services and supervision in improving public safety, including re-arrest and re-incarceration, and in improving outcomes in engagement with child welfare as parents, including child welfare complaints and dispositions.

The core research question is: "what is the relative effectiveness of four different juvenile justice interventions on improving public safety and child welfare outcomes?" The study population is all youths (n=2581) who entered the juvenile court from 2004-2008. It then included 7-10 years of follow-up in the adult justice and child welfare systems for all youths. The four interventions are on a continuum of intensity of services and supervision with Traditional Probation having the fewest services followed by Intensive Probation, Crossroads, and Division of Youth Services commitment.

The study's deposits include 14 SPSS data files:

• arrest_final.sav
• CW_Custody_Adult_final.sav
• CW_Custody_child_final.sav
• CW_Intakes_Adult_final.sav
• CW_Intakes_child_final.sav
• CW_Placements_adult_final.sav
• CW_Placements_child_final.sav
• General_final.sav
• Jail_final.sav
• JC_charges_final.sav
• JC_detention_final.sav
• JC_disposition_final.sav
• JC_Gal_final.sav
• prison_final.sav

The National Center for Early Development and Learning (NCEDL) Multi-State Study of Pre-Kindergarten examined the pre-kindergarten programs of six states: California, Illinois, New York, Ohio, Kentucky, and Georgia. For this study, pre-kindergarten (pre-k) included center-based programs for four-year-olds that are fully or partially funded by state education agencies and that are operated in schools or under the direction of state and local education agencies.

The study had two primary purposes:

1. To describe the variations of experiences for children in pre-kindergarten and kindergarten programs in school-related settings (public schools and state-funded pre-k classrooms in community-based settings), and

2. To examine the relationships between variations in pre-kindergarten/kindergarten experiences and children's outcomes in early elementary school.

The study addressed six primary groups of research questions:

1. What is the nature and distribution of education and experience of teachers and teacher assistants in pre-k public school programs?

2. What is the nature and distribution of global quality and specific practices in key areas such as literacy, math, and teacher-child relationships in a diverse sample of pre-k public school programs for four-year-olds as well as in a similarly diverse sample of kindergarten classes?

3. How do quality and practices vary as a result of child and teacher characteristics (e.g., child gender, race, home language, family income, and teacher's years of education) and classroom, program, community, and state structural variables (e.g., teacher-child ratio, funding base of the program, teacher salary, and degree of state regulation) for children with different demographic characteristics (e.g., race, gender, home language, and family income)?

4. Do quality and practice vary in relation to combinations of these variables? For example, are quality and practice a function of family poverty and teacher pay or education?

5. Can children's outcomes at the end of their pre-kindergarten year be predicted by the children's experiences in pre-k programs? Are the various dimensions of quality and/or practice differentially related to outcomes? Are these relationships constant across a population of children with different characteristics (e.g., race, gender, home language, and family income)?

6. Do pre-kindergarten program quality and practices predict children's transitions to kindergarten and children's skills at the end of the kindergarten year? Are these transitions moderated by children's characteristics, like race, gender, and family income?

The six states in the study were selected based on the significant amount of resources they have committed to pre-k initiatives. States were also selected to maximize the diversity in geography, program settings (public school or community), program intensity (full day versus part day), and educational requirements for teachers. Within each state, a random sample of 40 centers/schools was selected. One classroom in each center/school was selected at random for observation, and four children in each classroom were selected for individual assessment. The children were followed from the beginning of pre-k through the end of kindergarten. In five of the six states, families were also visited in their homes.

1. Classroom Services and Specific Instructional Practices

   Within the 40 classrooms in each participating state, carefully trained data collectors conducted classroom observations twice each year, while additional surveys were used to gather information from administrators/principals, teachers, and parents. Data were gathered on program services, (e.g., healthcare, meals, and transportation), program curriculum, teacher training and education, teachers' opinions of child development, and their instructional practices on subjects such as language, literacy, mathematics concepts, and social-emotional competencies. Data were also collected as to what types of steps were taken to aid children in their transitions from pre-k to kindergarten.

2. Children

   Within each participating pre-k classroom, four randomly selected children were assessed using a battery of individual instruments to measure language, literacy, mathematics, and related concept development, as well as social competence. A panel of expert reviewers aided the researchers in selecting a variety of standardized and nonstandardized assessments. The pre-k child assessments were conducted in the fall and spring of 2001-2002. The same children were followed into kindergarten and assessed in the fall and spring of 2002-2003 to examine whether specific practices employed by pre-k teachers made a difference in their transitions to kindergarten.

3. Families

   In individual home-based interviews, information on socio-economic, socio-cultural, and familial contexts were obtained through open-ended questions, structured ratings, and videotaped parent-child interactions. Specifically, parents were asked about (1) family life as it relates to socio-economic status and socio-cultural environment, (2) family educational practices and beliefs about the comparative roles of school and family in educating children, (3) the nature and quality of the home-school relationship, and (4) their own ratings of their children's psychological development and social competence.

Demographic information collected includes race, gender, family income, and mother's education level.

The above information pertains to the Main Child Level Public-Use Version and the Main Child Level Restricted-Use Version. From these main datasets, subsets were created at the classroom level for Pre-Kindergarten (Pre-K Classroom Level Public-Use Version and Pre-K Classroom Level Restricted-Use Version) and for Kindergarten (Kindergarten Classroom Level Public-Use Version and Kindergarten Classroom Level Restricted-Use Version).

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

This study, with assistance from the National Institute of Justice's Data Resources Program (FY2012), is a reanalysis of data from the national evaluation of the federal Serious and Violent Offender Reentry Initiative (SVORI). SVORI provided funding to 69 agencies across the United States to enhance reentry programs and coordination between corrections and community services. The national evaluation covered 16 of these sites, twelve of which provided services to the 2,054 adult ex-prisoners who are the focus of the present study.

The purpose of this study is to understand whether or not offenders receive the services they say they need, and whether the degree of 'fit' between this self-reported criminogenic need and services received is related to recidivism. This study analyzes data from the SVORI multisite evaluation to assess the potential explanations for the mixed effectiveness of reentry programs. The goal is to understand whether or not service-risk/need fit is related to successful reentry outcomes, or whether the needs of returning prisoners are unrelated to their risk of recidivism regardless of how well they are addressed. For the present study researchers obtained the SVORI (ICPSR 27101) outcome evaluation datasets from the National Archive of Criminal Justice Data (NACJD). The archive holds four separate datasets from the evaluation: Adult Males Data (Part 1, N=1,697), Adult Females Data (Part 2, N=357), Juvenile Males Data (Part 3, N=337) and official recidivism and reincarceration data (Part 4, N=35,469), which can be linked on a one-to-many basis with the individual-level data in the other three datasets. To prepare the SVORI data for analysis researchers merged Datasets 1 and 2 (Adult Males and Adult Females) and created seven separate datasets containing Waves 1 through 4 survey data, National Crime Information Center (NCIC) crime data, administrative data, and sampling weights.

This deposit to NACJD is intended to complement the existing SVORI dataset (ICPSR 27101). It contains an R syntax file to be used with the datasets contained in the ICPSR 27101 collection.

The Serious and Violent Offender Reentry Initiative (SVORI) funded agencies to develop programs to improve criminal justice, employment, education, health, and housing outcomes for released prisoners. SVORI was a goal-oriented initiative that specified outcomes that should be achieved by programs that were developed locally. The original Multi-site Evaluation of SVORI funded under NIJ grant 2004-RE-CX-0002 included a quasi-experimental impact evaluation to determine the effectiveness of programming. Specifically, the purpose of the impact evaluation was to determine whether individuals who participated in enhanced reentry programming, as measured by their enrollment in SVORI programs, had improved post-release outcomes than comparable individuals who did not participate in SVORI programming. Impact evaluation data collection for both SVORI and non-SVORI participants consisted of four waves of in-person, computer-assisted interviews and oral swab drug tests conducted in conjunction with two of the follow-up interviews. The research team collected data on a total of 2,391 individuals including 1,697 adult males (Part 1), 357 adult females (Part 2), and 337 juvenile males (Part 3). As part of the impact evaluation, experienced RTI field interviewers conducted pre-release interviews with offenders approximately 30 days before release from prison and a series of follow-up interviews at 3, 9, and 15 months post-release. These data provided information on criminal history and recidivism occurring by December 31, 2007. The Adult Males Data (Part 1), Adult Females Data (Part 2), and the Juvenile Males Data (Part 3) each contain the same 5,566 variables from the 3 waves of offender interviews, 10 drug test lab results variables, and 3 weight variables. (Note: Some interview questions were only asked of adults, and other questions were only asked of juveniles.) Offender interview variables include demographics, housing, employment, education, military experience, family background, peer relationships, program operations and services, physical and mental health, substance abuse, crime and delinquency, and attitudes toward those topics.

Under NIJ Grant 2009-IJ-CX-0010, the original Multi-site Evaluation of SVORI data were updated in order to examine the questions of, "What works, for whom, and for how long?" This included follow-up interview questions of those previously (and currently still) incarcerated. New variables derived from data collected under the original SVORI impact evaluation between 2004 and 2007 were also added to Part 3. Part one included an additional 100 variables, part two an additional 102 variables and part 3 an additional 99 variables.

The Quality Interventions for Early Care and Education Partnership for Inclusion (QUINCE-PFI) study is one half of a multistate study of two assessment based, individualized on-site consultation models. The Partnerships for Inclusion (PFI) consultation model, was implemented in California, Iowa, Minnesota, Nebraska, and North Carolina and included consultations of child care provider training for providers and teachers in both centers and homes, with a special emphasis on providers in family child care homes, including license-exempt care. The goal of this research was to determine the conditions under which a very specific assessment based, on-site consultation model of child care provider training enhances the quality of the family home or child care classroom and results in positive child change.

The PFI consists of two main components, the assessment tools used to index quality -- The Infant/Toddler Environment Rating Scale-Revised, (ITERS), 2003, The Early Childhood Environment Rating Scale--Revised, (ECERS ), 1998, and Family Day Care Rating Scale (FDCRS), 1989, measures developed by Harms, Clifford and Cryer, and the theory-based, collaborative, problem-solving model of consultation developed by Pat Wesley. The model builds on the literature that suggests greater change is possible when individuals are involved in assessing their own needs, receive individualized support over an extended period of time, and have opportunities to apply new knowledge and skills in their own work setting.

The public release of the data files includes only datasets containing summary variables from direct interviews and scale scores. The restricted release contains all data available for release including all direct interview variables, roster information and demographic variables.

The Supporting Healthy Marriage (SHM) evaluation was launched in 2003 to develop, to implement, and to test the effectiveness of a program aimed at strengthening low-income couples' marriages as one approach for supporting stable and nurturing family environments and parents' and children's well-being. The evaluation was led by MDRC and was sponsored by the Office of Planning, Research and Evaluation in the Administration for Children and Families, United States Department of Health and Human Services.The SHM program was a voluntary yearlong marriage education program for low-income married couples who had children or were expecting a child. The program provided a series of group workshops based on structured curricula designed to enhance couples' relationships; supplemental activities to build on workshop themes; and family support services to address participation barriers, connect families with other services, and reinforce curricular themes.

The study sample consists of 6,298 couples (12,596 adult sample members) who were expecting a child or had a child under 18 years old at the time of study entry. The sample consists primarily of low-to-modest income, married couples with diverse racial and ethnic backgrounds. In each family, one child was randomly selected to be the focus of any child-related measures gathered in the data collection activities. These children ranged from pre-birth to 14 years old at the time of enrollment in the study. Follow-up interviews were conducted at 12 and 30 months after baseline data collection. More detail is provided in the study documentation.

The National Center for Early Development and Learning (NCEDL) combined the data of two major studies in order to understand variations among state-funded pre-kindergarten (pre-k) programs and in turn, how these variations relate to child outcomes at the end of pre-k and in kindergarten. The Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs (SWEEP) Study provide detailed information on pre-kindergarten teachers, children, and classrooms in 11 states. By combining data from both studies, information is available from 721 classrooms and 2,982 pre-kindergarten children in these 11 states.

Pre-kindergarten data collection for the Multi-State Study of Pre-Kindergarten took place during the 2001-2002 school year in six states: California, Georgia, Illinois, Kentucky, New York, and Ohio. These states were selected from among states that had committed significant resources to pre-k initiatives. States were selected to maximize diversity with regard to geography, program settings (public school or community setting), program intensity (full-day vs. part-day), and educational requirements for teachers. In each state, a stratified random sample of 40 centers/schools was selected from the list of all the school/centers or programs (both contractors and subcontractors) provided to the researchers by each state's department of education.

In total, 238 sites participated in the fall and two additional sites joined the study in the spring. Participating teachers helped the data collectors recruit children into the study by sending recruitment packets home with all children enrolled in the classroom. On the first day of data collection, the data collectors determined which of the children were eligible to participate. Eligible children were those who (1) would be old enough for kindergarten in the fall of 2002, (2) did not have an Individualized Education Plan, according to the teacher, and (3) spoke English or Spanish well enough to understand simple instructions, according to the teacher.

Pre-kindergarten data collection for the SWEEP Study took place during the 2003-2004 school year in five states: Massachusetts, New Jersey, Texas, Washington, and Wisconsin. These states were selected to complement the states already in the Multi-State Study of Pre-K by including programs with significantly different funding models or modes of service delivery. In each of the five states, 100 randomly selected state-funded pre-kindergarten sites were recruited for participation in the study from a list of all sites provided by the state.

In total, 465 sites participated in the fall. Two sites declined to continue participation in the spring, resulting in 463 sites participating in the spring. Participating teachers helped the data collectors recruit children into the study by sending recruitment packets home with all children enrolled in the classroom. On the first day of data collection, the data collectors determined which of the children were eligible to participate. Eligible children were those who (1) would be old enough for kindergarten in the fall of 2004, (2) did not have an Individualized Education Plan, according to the teacher, and (3) spoke English or Spanish well enough to understand simple instructions, according to the teacher.

Demographic information collected across both studies includes race, teacher gender, child gender, family income, mother's education level, and teacher education level.

The researchers also created a variable for both the child-level data and the class-level data which allows secondary users to subset cases according to either the Multi-State or SWEEP study.

The Multi-Site Adult Drug Court Evaluation (MADCE) study included 23 drug courts and 6 comparison sites selected from 8 states across the country. The purpose of the study was to: (1) Test whether drug courts reduce drug use, crime, and multiple other problems associated with drug abuse, in comparision with similar offenders not exposed to drug courts, (2) address how drug courts work and for whom by isolating key individual and program factors that make drug courts more or less effective in achieving their desired outcomes, (3) explain how offender attitudes and behaviors change when they are exposed to drug courts and how these changes help explain the effectiveness of drug court programs, and (4) examine whether drug courts generate cost savings.

Offenders in all 29 sites were surveyed in 3 waves, at baseline, 6 months later, and 18 months after enrollment. The research comprises three major components: process evaluation, impact evaluation, and a cost-benefit analysis. The process evaluation describes how the 23 drug court sites vary in program eligibility, supervision, treatment, team collaboration, and other key policies and practices. The impact evaluation examines whether drug courts produce better outcomes than comparison sites and tests which court policies and offender attitudes might explain those effects. The cost-benefit analysis evaluates drug court costs and benefits.

These data were collected to evaluate the effectiveness of CASAWORKS for Families (CWF), a multiservice intervention designed to move substance abusing women on welfare to sobriety and self-sufficiency by addressing their substance abuse, domestic violence, employment, and basic needs. Conducted at 11 sites across the country, the evaluation was designed as a repeated measures, pre-during-post field evaluation with no pre-specified control or comparison groups. The results of this evaluation were primarily intended to guide a proposed second-stage experimental study of the effectiveness of an enhanced and refined CWF model.

When the potential participant presented herself at the CWF site, a research technician administered a specially modified version of the Addiction Severity Index (ASI), referred to as the Welfare to Work ASI (WTW-ASI). This version retained the ASI 5th edition as the core instrument but added questions in an addendum. The baseline WTW-ASI measured the severity of problems in nine areas: employment, medical status, alcohol use, drug use, legal status, family and social relationships, children and child care, basic needs, and psychiatric symptoms. In addition, the four-item Center for Epidemiologic Studies Depression Scale (CES-D), the Parenting Dimensions Inventory (PDI), and the Posttraumatic Stress Diagnostic Scale (PDS) were used to assess depression, parenting style, and posttraumatic stress disorder, respectively. The PDI, CES-D, and a follow-up version of WTW-ASI were also administered 6 and 12 months after intake.

Two instruments were used at baseline and at 1, 3, 6, and 12 months postbaseline to record the services provided by CWF: Welfare to Work version of the Treatment Services Review (TSR-WTW) and Case Management Review (CMR). The former mostly collected data on the number of treatment services received, such as doctor visits, therapy sessions, and days of inpatient treatment in the prior 30 days, while the latter collected data on the activities of the case management sessions and topics covered with the case managers. Activities recorded by the CMR included working on self-sufficiency plans, arrangement of follow-up services, skills development, crisis response, and advocating for the client. Topics covered included employment, substance abuse, mental health, domestic violence, parenting and child care, basic needs, life skills, and social support.

In order to compare the characteristics of the CWF clients with the general population of women who received Temporary Assistance for Needy Families (TANF), the study also collected WTW-ASI data from women in the general TANF population in the CWF locales regardless of their substance-use status.