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This project examined the implementation of student threat assessment in Florida public schools. Researchers investigated threat assessment training and implementation, which types of threat cases schools experienced, and how cases were resolved. This project used a mixed-method approach with four broad research questions: (1) What are stakeholder reactions to training and implementation of threat assessment in their school? (2) What are the characteristics of threat assessments conducted in Florida public schools? (3) What relationships exist among academic, disciplinary, and legal outcomes for students receiving a threat assessment? (4) Are there adverse disparities in student outcomes associated with race, ethnicity, or special education status?

The data produced by this study include three Case Data datasets (DS1-3), comprised of Florida Department of Education (FLDOE) case data on student threats from the 2020-21 and 2021-22 school years; two Training Survey Data datasets (DS4/5), containing results from surveys of participants who completed Comprehensive School Threat Assessment Guidelines (CSTAG) trainings; and Needs Assessment Survey Data (DS6) from a survey of district school safety leads assessing needs and concerns about their district's threat assessment process.

The 2019 National Survey of Early Care and Education (2019 NSECE) is a set of four nationally-representative integrated surveys conducted in 2019 of 1) households with children under age 13, 2) home-based early care and education (ECE) providers, 3) center-based ECE providers, and 4) the center-based ECE provider workforce. Together these four surveys characterize the supply of and demand for ECE in the United States and create a better understanding of how well families' needs and preferences coordinate with providers' offerings and constraints. The NSECE surveys make particular effort to measure the experiences of low-income families, as these families are the focus of a significant component of ECE and school-age public policy.

The NSECE was first conducted in 2012. Before that effort, there had been a 20-year long absence of nationally representative data on the use and availability of ECE in the United States. The NSECE was conducted again in 2019 to update the information from 2012 and shed light on how the ECE and school-age care landscape changed from 2012 to 2019. The 2019 NSECE followed a similar design as the 2012 survey, including surveying households with children under age 13, home-based providers, center-based providers, and staff working in center-based classrooms.

The 2019 NSECE was funded by the Office of Planning, Research, and Evaluation (OPRE) in the Administration for Children and Families (ACF), United States Department of Health and Human Services (HHS). The project team was led by NORC at the University of Chicago, with partners Chapin Hall at the University of Chicago and Child Trends, as well as other collaborating individuals and organizations.

Restricted-Use Data Files

The 2019 NSECE quick tabulation and public-use files are currently available via this site. The Level 1 restricted-use files that supplement the public-use data are also available through ICPSR (see National Survey of Early Care and Education (NSECE) Level 1 Restricted-Use Files, [United States], 2019 (ICPSR 38445)).

Level 2 and Level 3 restricted-use files are available via the National Opinion Research Center (NORC). For more information, please see the instructions for NSECE Levels 2/3 Restricted-Use Data.

For additional information about this study, please see:

• NSECE project page on the OPRE website
• NSECE study page on NORC's website
• NSECE Data Users Page

For quick links to the PDF manuals (for the Quick Tabulation Files) and user's guides (for the Public-Use Files), please visit the Data Training Resources from the NSECE page. In addition, users can select "Documentation Only" from the Download tab on this study homepage to download all NSECE documentation in one zip file. Researchers interested in applying for the Restricted-Use Data Files are encouraged to read the user's guides before completing their application.

The 2024 National Survey of Early Care and Education (2024 NSECE) is a set of four integrated surveys which include 1) households with children under age 13, 2) home-based early care and education (ECE) providers serving children under age 13, 3) center-based ECE providers serving children age 5 years and under (not yet in kindergarten), and 4) the center-based ECE workforce. Together, these surveys characterize the supply of and demand for ECE in the United States and permit a clearer understanding of how well families' needs and preferences coordinate with providers' offerings and constraints and the local ECE workforce. The NSECE surveys make particular effort to measure the experiences of low-income families, as these families are the focus of a significant component of ECE and school-age public policy.

The NSECE was first conducted in 2012. Before that effort, there had been a 20-year long absence of nationally representative data on the use and availability of ECE in the United States. The NSECE was conducted again in 2019 to update the information from 2012 and shed light on how the ECE and school-age care landscape changed from 2012 to 2019. To facilitate over-time comparisons, the 2024 NSECE largely replicates the design of the 2019 and 2012 NSECE, although all are cross-sectional surveys with no intentional overlap in sampled households, providers, or workers.

The 2024 NSECE was funded by the the Administration for Children and Families (ACF), United States Department of Health and Human Services (HHS). The project team was led by NORC at the University of Chicago, with partners including Child Trends and a Content Advisory Team of collaborating experts. Chapin Hall at the University of Chicago worked closely with NORC on the building of the provider sampling frame in 2023.

Level 2 restricted-use files are available via NORC. For more information, please see the instructions for NSECE Levels 2 Restricted-Use Data.

For additional information about this study, please see:

• NSECE project page on the OPRE website
• NSECE study page on NORC's website
• NSECE Data Users Page on NORC's website

For quick links to the User's Guides, please visit CFData's Data Training Resources from the NSECE page. In addition, users can select "Documentation Only" from the Download tab on this study homepage to download all NSECE documentation in one zip file. Researchers interested in applying for the Restricted-Use Data Files are encouraged to read the User's Guides before completing their application.

Education is an essential part of childhood, and attending school is vital to community integration for children with special health care needs. These children continue to face significant barriers to obtaining a high-quality educational experience, despite decades of federal legislation designed to promote full inclusion and access to schools for everyone. Children with special health care needs often struggle with school functioning because chronic health problems increase the risk for lengthy illnesses and hospitalizations. Pediatric rehabilitation specialists assist these children and their families with the transition back to school after a health event. However, there is a lack of information available to help clinicians, families, and educators plan for the dynamic experience of disability as a child develops and interacts with the school environment. Healthcare providers need this information to evaluate their transition services from hospital to community and develop new interventions that can improve the educational success of these children over time. The purpose of this project was to engage former patients and their families to identify the school experiences and processes that affect their return to school, a key aspect of community integration, after medical rehabilitation. This study used focus groups with parents, former patients, and clinicians to understand the experience of return to school after pediatric rehabilitation, identify barriers and supports, and the impact on educational outcomes based on lived experience.

The original Oregon Youth Study (OYS) began in 1983. The goal was to examine the etiology of antisocial behaviors in boys, with a view to designing preventive interventions within the context of the family and the school. This longitudinal study has expanded over the past few decades into an intergenerational study, retaining the original young men and including their partners and children.

The Oregon Youth Study-Three Generational Study (OYS-3GS) was initiated in 1995 and involves the children born to men who were recruited in 1984-85 (OYS), along with their parents.

In 2019, the National Survey of Early Care and Education (NSECE) team conducted a set of four integrated surveys of 1) households with children under age 13, 2) home-based providers, 3) center-based providers, and 4) the center-based workforce as a cross-sectional follow-up to the original 2012 NSECE. Together they characterize the supply of and demand for early care and education (ECE) in the U.S. and permit better understanding of how well families' needs and preferences mirror providers' offerings and constraints. The NSECE surveys make particular effort to measure the experiences of low-income families, as these families are the focus of a significant component of ECE and school-age public policy.

In light of the onset of the COVID-19 pandemic in Spring 2020, the Office of Planning, Research, and Evaluation (OPRE) funded a new data collection effort beginning in 2020 to learn how the pandemic was affecting ECE providers and the individuals who work directly with children in ECE settings. The NSECE project team sought to re-interview center-based providers, center-based workforce members, listed home-based providers, and unlisted and paid home-based providers, who completed surveys in the 2019 NSECE. Households participating in the 2019 NSECE were not included in the NSECE COVID-19 Longitudinal Follow-up. Data collection for the NSECE COVID-19 Longitudinal Follow-up took place across two waves between late 2020 and early 2022.

The NSECE was first conducted in 2012. Before that effort, there had been a 20-year long absence of nationally representative data on the use and availability of ECE. The NSECE was conducted again in 2019 to update the information from 2012 and shed light on how the ECE and school-age care landscape changed from 2012 to 2019. The 2019 NSECE followed a similar design as the 2012 survey, including surveying households with children under age 13, home-based providers, center-based providers, and staff working in center-based classrooms.

The 2019 NSECE is funded by the Office of Planning, Research, and Evaluation (OPRE) in the Administration for Children and Families (ACF), U.S. Department of Health and Human Services (HHS). The project team is led by NORC at the University of Chicago, with partners Chapin Hall at the University of Chicago and Child Trends, as well as other collaborating individuals and organizations.

For additional information about this study, please see:

• NSECE project page on the OPRE website
• NSECE study page on NORC's website
• NSECE Data Users Page

For more information, tutorials, and reports related to the NSECE, please visit the Child and Family Data Archive's Data Training Resources from the NSECE page.

The original Oregon Youth Study (OYS) began in 1983. The goal was to examine the etiology of antisocial behaviors in boys, with a view to designing preventive interventions within the context of the family and the school. This longitudinal study has expanded over the past few decades into an intergenerational study, retaining the original young men and including their partners and children.

The Oregon Youth Study-Three Generational Study (OYS-3GS) was initiated in 1995 and involves the children born to men who were recruited in 1984-85 (OYS), along with their parents.

This study examines how significant disruptions to children's health, education, and overall well-being during the COVID-19 pandemic created lasting influence on health, development, and social trajectories through the lifecourse, and the risk for long-term health outcomes. The research leverages the New York City (NYC) Student Population Health Registry (SPHR), a uniquely inclusive, longitudinal database of all NYC public school students created jointly by the NYC Department of Health and Mental Hygiene and NYC Department of Education, along with other publicly available data sources.

Research to date has focused on racial and geographic disparities in school-level vaccination rates, and on racial and ethnic group differences in New York City schoolchildren becoming fully vaccinated (two doses) within 6 months of vaccine eligibility. Future research is expected to focus on outcomes such as increased incidence and exacerbation of chronic diseases like obesity, asthma, and diabetes; stress and anxiety; and educational consequences such as declines in academic achievement (test scores), increases in chronic absenteeism, repeating grades, or high school dropout. Also of interest are the mitigating effects of child-, classroom-, and school-level vaccination rates, and neighborhood and school characteristics such as income, vaccination sites, emergency food resources, and open space.

The ICPSR provides variable-level metadata for the data associated with this study. The actual data may only be available from the Principal Investigator directly. The variable descriptions available through ICPSR also include information regarding the source of each variable listed, as does the Data Source field of these metadata.

The 2019 National Survey of Early Care and Education (2019 NSECE) is a set of four nationally-representative integrated surveys conducted in 2019 of 1) households with children under age 13, 2) home-based early care and education (ECE) providers, 3) center-based ECE providers, and 4) the center-based ECE provider workforce. Together these four surveys characterize the supply of and demand for ECE in the United States and create a better understanding of how well families' needs and preferences coordinate with providers' offerings and constraints. The NSECE surveys make particular effort to measure the experiences of low-income families, as these families are the focus of a significant component of ECE and school-age public policy.

The NSECE was first conducted in 2012. Before that effort, there had been a 20-year long absence of nationally representative data on the use and availability of ECE. The NSECE was conducted again in 2019 to update the information from 2012 and shed light on how the ECE and school-age care landscape changed from 2012 to 2019. The 2019 NSECE followed a similar design as the 2012 survey, including surveying households with children under age 13, home-based providers, center-based providers, and staff working in center-based classrooms.

The 2019 NSECE is funded by the Office of Planning, Research, and Evaluation (OPRE) in the Administration for Children and Families (ACF), United States Department of Health and Human Services (HHS). The project team is led by NORC at the University of Chicago, with partners Chapin Hall at the University of Chicago and Child Trends, as well as other collaborating individuals and organizations.

The Level 1 data supplements the public-use data (see National Survey of Early Care and Education (NSECE) Public-Use Files, [United States], 2019 (ICPSR 37941)), with minimal overlap of variables across the data files.

For additional information about this study, please see:

• NSECE project page on the OPRE website
• NSECE study page on NORC's website
• NSECE Data Users Page

For quick links to the PDF manuals (for the Quick Tabulation Files) and user's guides (for the Public-Use Files), please visit the Data Training Resources from the NSECE page. In addition, users can select "Documentation Only" from the Download tab on this study homepage to download all NSECE documentation in one zip file. Researchers interested in applying for the Restricted-Use Data Files are encouraged to read the user's guides before completing their application.

The National Household Education Surveys Program (NHES) provides descriptive data on the educational activities of the U.S. population and offers researchers, educators, and policymakers a variety of statistics on the condition of education in the United States. The NHES surveys cover learning at all ages, from early childhood to school age through adulthood. The most recent data collection in 2012 consisted of two surveys: Parent and Family Involvement in Education and Early Childhood Program Participation.

Parent and Family Involvement in Education (PFI) captures data on parent engagement and school choice for students in kindergarten through 12th grade. Parents are surveyed on a range of topics, including assistance with homework, family activities, and involvement in school affairs. Arts-related inquiries within PFI include frequency of arts and crafts activities, attendance at school events such as plays or science fairs, engagement in artistic endeavors, visits to cultural institutions like art galleries or museums, and potential interference of health conditions with participation in extracurricular activities.

The 2012 National Survey of Early Care and Education (NSECE) is a set of four integrated, nationally representative surveys conducted in 2012. These were surveys of (1) households with children under 13, (2) home-based providers, (3) center-based providers, and (4) the center-based provider workforce.

The 2012 NSECE documents the nation's current utilization and availability of early care and education (including school-age care), in order to deepen the understanding of the extent to which families' needs and preferences coordinate well with providers' offerings and constraints. The experiences of low-income families are of special interest as they are the focus of a significant component of early care and education and school-age child care (ECE/SACC) public policy. The 2012 NSECE calls for nationally-representative samples including interviews in all 50 states and Washington, DC.

The study is funded by the Office of Planning, Research and Evaluation (OPRE) in the Administration for Children and Families (ACF), United States Department of Health and Human Services. The project team is led by the National Opinion Research Center (NORC) at the University of Chicago, in partnership with Chapin Hall at the University of Chicago and Child Trends.

The Quick Tabulation and Public-Use Files are currently available via this site. Restricted-Use Files are also available at three different access levels; to determine which level of file access will best meet your needs, please see the NSECE Data Files Overview for more information.

Level 1 Restricted-Use Files are available via the Child and Family Data Archive. To obtain the Level 1 files, researchers must agree to the terms and conditions of the Restricted Data Use Agreement and complete an application via ICPSR's online Data Access Request System.

Level 2 and 3 Restricted-Use Files are available via the National Opinion Research Center (NORC). For more information, please see the access instructions for NSECE Levels 2/3 Restricted-Use Data.

For additional information about this study, please see:

• NSECE project page on the OPRE website
• NSECE study page on NORC's website
• NSECE Data Users Page

For more information, tutorials, and reports related to the National Survey of Early Care and Education, please visit the Child and Family Data Archive's Data Training Resources from the NSECE page.

The purpose of this project was to better understand how to improve children's transitions from Head Start programs to elementary schools. Central to this project was a systems approach that recognizes that effective transitions require intentional engagement from both the sending programs (Head Start) and the receiving programs (elementary schools). This approach also recognized that transition strategies and practices must be implemented at multiple levels - among classroom teachers in Head Start and kindergarten, families, elementary school principals and Head Start directors, Head Start grantees and school districts, and state and federal agencies. Specifically, the project aimed to explore the definition of "successful transitions" by addressing the following research questions:

1. What strategies and practices are Head Start programs implementing to support children as they transition from Head Start to kindergarten? What is the content, quality, and quantity of these strategies and practices? How are they experienced by children, families, teachers, and other direct service providers?
2. What characterizes relationships/partnerships among Head Start programs, elementary schools, and other community partners that support children's successful transitions from Head Start to kindergarten? What are the specific facilitators of, and barriers to, successful transitions?
3. What are the key perceived short- and long-term outcomes of transition strategies and practices for children, families, Head Start teachers, and kindergarten teachers? What are the key contextual factors and mechanisms that result in these key perceived outcomes?

This project included several key tasks, including a review of the knowledge base, the development of a theory of change, a scan of existing measures and data sources to determine alignment with the theory of change, the development of new measures based on gaps identified in the measures scan, and the implementation of a comparative multi-case study.

The original Oregon Youth Study began 1983. The goal was to examine the etiology of antisocial behaviors in boys, with a view to designing preventive interventions within the context of the family and the school. The longitudinal study has expanded over the past few decades into an intergenerational study, retaining the original young men and including their partners and children. Demographic variables include race, religion, annual household income, and the participants' parents' employment statuses.

The goal of this study was to provide a comprehensive picture of how children experience the news: where they get news, how the news makes them feel, and how they perceive the news. This data is from a large-scale, nationally representative, probability-based cross-sectional online survey taken by participants ages 10-18 in 2016. Demographic data include age, gender, and race/ethnicity.

Discipline in schools is typically disproportionate, reactive and punitive. Evidence-based strategies that have been recently developed focus on shifting schools to a more proactive and positive approach by detecting warning signs and intervening early. This project evaluates the implementation of an evidence-based intervention to improve students' mindsets and feelings of school belonging. This grant-funded project was designed to enhance school capacity to implement a Tier 2 intervention, Student Engagement and Empowerment (SEE), to improve student attendance, behavior, and achievement, while simultaneously evaluating the effects of this intervention. The intervention and research project were individualized to fit existing school operations in the school district. A grant-funded coach supported delivery of SEE at each school for the duration of the 3-year grant. SEE was delivered by trained teachers in the classroom over the course of a seven-session curriculum. The overarching project goal was to scale up and simultaneously evaluate a Tier 2 intervention that could be sustained after completion of the grant.

The originally proposed research procedures consisted of an evaluation of the effects of the SEE program on the outcomes of students at elevated risk for disciplinary action and school dropout. Outcome data was collected for at-risk students in classrooms delivering the SEE program, and a comparison sample of at-risk students in classrooms not delivering the SEE program. Researchers initially hypothesized that students receiving the program would evidence a greater sense of belonging to school, endorse greater growth mindset, have better attendance and fewer suspensions/expulsions and course failure, and have better behavioral outcomes than students in the comparison group.

The goal of this Common Sense research study was to provide current information about parent media use and their perceptions of their children and teens' (ages 8-18) media use. Data is from a nationally representative, probability-based, and cross-sectional online survey that was taken by parents of children and teens ages 8- to 18-years-old. Participants answered questions about their media use and their perception of their tweens or teens' media use. Media use included watching television, movies, and videos; playing video games; listening to music; using social media, reading either print or electronic books; and using digital devices for other purposes, such as browsing websites, playing games, or any other activity. We also asked about computer, smartphone, and tablet (and similar device) use for work purposes. Demographics include age, household income, parent education, race/ethnicity, gender, household size, and parent/caregiver employment status.

Funded by the National Institute of Justice, and in collaboration with the Flippen Group, the South Carolina Department of Education, and the districts of Charleston, Georgetown, Greenville, and Richland County Schools, WestEd conducted a randomized controlled trial of violence prevention and a school climate improvement program known as Capturing Kids' Hearts Campus by Design (CKH).

CKH is a skill intensive, systematic process, whole-school intervention, designed to strengthen students' connectedness to school through enhancing protective factors (strong bonds with teachers, clear rules of conduct that are consistently enforced) and targeting modifiable risk factors (inappropriate behavior, poor social coping skills). The CKH training program aims to address the mechanisms and processes of social skills instruction that lead to improved student behavior by promoting skills acquisition (i.e., modeling, coaching, and behavioral rehearsal), enhancing skills performance, removing competing behavior, and facilitating maintenance of social skills.

Components of CKH have been widely used throughout the United States. As of 2013, CKH training has been offered to over 200,000 staff in more than 7,000 schools. Although widely used, the whole package of CKH training and service has not been sufficiently subjected to a rigorous evaluation to assess the effectiveness of the program.

The purpose of this study is to test and evaluate the Capturing Kids' Hearts package of programs and processes offered in the school-wide model, CKH Campus by Design, which includes Capturing Kids' Hearts, Process Champions-Plus, Campus TrAction Pacs, Teen Leadership, CKH Recharged, and Leadership Blueprint.

The Longitudinal Study of American Youth (LSAY) is a project that was funded by the National Science Foundation in 1985 and was designed to examine the development of: (1) student attitudes toward and achievement in science, (2) student attitudes toward and achievement in mathematics, and (3) student interest in and plans for a career in science, mathematics, or engineering, during middle school, high school, and the first four years post-high school. The relative influence parents, home, teachers, school, peers, media, and selected informal learning experiences had on these developmental patterns was considered as well.

The older LSAY cohort, Cohort One, consisted of a national sample of 2,829 tenth-grade students in public high schools throughout the United States. These students were followed for an initial period of seven years, ending four years after high school in 1994. Cohort Two, consisted of a national sample of 3,116 seventh-grade students in public schools that served as feeder schools to the same high schools in which the older cohort was enrolled. These students were followed for an initial period of seven years, concluding with a telephone interview approximately one year after the end of high school in 1994.

Beginning in the fall of 1987, the LSAY collected a wide array of information including: (1) a science achievement test and a mathematics achievement test each fall, (2) an attitudinal and experience questionnaire at the beginning and end of each school year, (3) reports about education and experience from all science and math teachers in each school, (4) reports on classroom practice by each science and math teacher serving a LSAY student, (5) an annual 25-minute telephone interview with one parent of each student, and (6) extensive school-level information from the principal of each study school.

In 2006, the NSF funded a proposal to re-contact the original LSAY students (then in their mid-30's) to resume data collection to determine their educational and occupational outcomes. Through an extensive tracking activity which involved: (1) online tracking, (2) newsletter mailing, (3) calls to parents and other relatives, (4) use of alternative online search methods, and (5) questionnaire mailing, more than 95 percent of the original sample of 5,945 LSAY students were located or accounted for. In addition to re-contacting the students, the proposal defined a new eligible sample of approximately 5,000 students and these young adults were asked to complete a survey in 2007. A second survey was conducted in the fall of 2008 that sought to gather updated information about occupational and education outcomes and to measure the civic scientific literacy of these young adults, in which to date more than 3,200 participants have responded. A third survey was conducted in the fall of 2009 that sought to gather updated information about occupational and education outcomes and to measure the participants' use of selected informal science education resources, in which to date more than 3,200 participants have responded. A fourth survey was conducted in the fall of 2010 that sought to gather updated information about occupational and education outcomes, as well as provided questions about the participants' interactions with their children, in which to date more than 3,200 participants have responded. Finally, a fifth survey was conducted in the fall of 2011 that sought to gather updated information about education outcomes and included an expanded occupation battery for all participants, as well as an expanded spousal information battery for all participants. The 2011 questionnaire also included items about the 2011 Fukushima incident in Japan along with attitudinal items about nuclear power and global climate change. To date approximately 3,200 participants responded to the 2011 survey.

There were no surveys conducted in 2012 or 2013. Beginning in 2014 the LSAY was funded by the National Institute on Aging for five years. This data release adds the 2017 data to the previous data release that included data through 2016.

The public release data files include information collected from the national probability sample students, their parents, and the science and mathematics teachers in the students' schools. The data covers the initial seven years, beginning in the fall of 1987, as well as the data collected in the 2007, 2008, 2009, 2010, 2011, 2014, 2015, 2016, and 2017 questionnaires.

Part 1: LSAY Merged Cohort (Base File) contains student and parent data from both cohorts of the LSAY from 1987-1994 and student follow-up data from 2007-2011 and 2014-2017. Additionally, Parts 2 - 5 contain information gathered from two teacher background questionnaires and two principal questionnaires from 1987-1994.

The Wisconsin School Violence and Bullying Prevention Study sought to understand the impact of comprehensive bullying prevention programs on outcomes related to violence, safety, and bullying rates. This study focused on 24 middle schools (grades 6 to 8) in Wisconsin.

To examine the effectiveness of the school's current anti-bullying program, the Bullying Prevention Program Assessment tool (BPPAT) was completed at the end of the school year. The BPPAT focused on administrative policy and procedures geared towards students, faculty, parents, or administrators. This tool examined the following items: policy and procedures, program implementation, staff training, parental education and communication, student training, reporting systems, and continuous quality improvement (CQI). Students and faculty were given surveys to determine bullying rates and perceptions of school safety. The school safety survey was given to all students concerning their bullying victimization and perception of school safety. This survey contains the following demographic variables: age, sex, grade, and race. The verified bullying incident data contains incident reporting from faculty, which focused on the type of bullying and the demographics of the perpetrator and victim. After new bullying prevention programs were implemented, students were given the safety and bullying victimization survey which focused on perceptions of bullying and school safety.

The number of bullying incidents, number of student victims and perpetrators, and the demographic characteristics of victims and perpetrators were retained in aggregate form for each school were submitted to the Department of Public Instruction (DPI) for analysis.

The goal of this study was to examine young American teenagers' social media use and their perceptions of effects. Data is from a large-scale, nationally representative and probability-based online survey taken by teens ages 13 to 17. Participants answered questions about how often they use social media, their attitudes about social media's role in their lives, the experiences they have on social media, and how social media makes them feel. Social media includes:

• Social networking sites (Facebook, MySpace, and GooglePlus)
• Programs like Twitter or Tumblr, virtual worlds like Second Life
• Online chatting in video or computer games like World of Warcraft
• Things posted on sites like YouTube, Formspring, or other websites

This project assesses the effectiveness of a one-day, 5-hour workshop (ESSI training, hereafter) designed for joint instruction by school staff and police to all school staff. The goal was to promote positive outcomes and reduce police involvement in interactions between staff and students exhibiting inappropriate behavior through increased staff awareness of youth behavior, the functions of the juvenile justice system, and disproportionate minority contact (DMC) in disciplinary action.

1,024 school staff participated in 51 ESSI training sessions throughought the 2015/16 academic year, which also serves as the training year in the longitudinal data. Schools which did not participate in the training served as controls for the participating school. Data were drawn from a panel of students enrolled in either a training or control school, with ten schools in each group. Data on this panel of students was collected for a five-year period, from the 2013/14 through the 2017/18 academic years.

School-level data serves as the unit of analysis, as the study's main goal was to test the effects of training on school-wide outcomes. The estimated coefficient indicates small attendance reductions during the post-training phase for the training group. This indicates that most of the differences between the training and control group were statistically insignificant and that there was no pattern of statistically significant positive effects across the training schools. The second set of analyses, performed on student-level data, indicates that male and minority students are more likely to be involved in disciplinary incidents and to receive suspensions or expulsions as a consequence of their behaviors than White and female students.

This study uses quantitative and qualitative research to fill a gap in the scholarly literature on "what works" in school discipline, climate, and safety and has important implications for educators and justice policymakers nationwide. The quantitative analysis utilized data from 2010-2015 of middle and high school students (N=87,471 students nested within 804 schools and 74 neighborhoods) in New York City. Researchers applied hierarchical modeling methods to analyze effects of neighborhood, school, and student characteristics on: 1) future school disciplinary outcomes; 2) future arrest; and 3) grade advancement. Demographic variables for individual participants include race, gender, and if they are an English language learner.

Demographic variables for neighborhoods include race, median income, crime rates, and education levels.

The Pittsburgh Youth Study (PYS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. PYS aims to document the development of antisocial and delinquent behavior from childhood to early adulthood, the risk factors that impinge on that development, and help seeking and service provision of boys' behavior problems. The study also focuses on boys' development of alcohol and drug use, and internalizing problems.

PYS consists of three samples of boys who were in the first, fourth, and seventh grades in Pittsburgh, Pennsylvania public schools during the 1987-1988 academic year (called the youngest, middle, and oldest sample, respectively). Using a screening risk score that measured each boy's antisocial behavior, boys identified at the top 30 percent within each grade sample on the screening risk measure (n=~250), as well as an equal number of boys randomly selected from the remainder (n=~250), were selected for follow-up. Consequently, the final sample for the study consisted of 1,517 total students selected for follow-up. 506 of these students were in the oldest sample, 508 were in the middle sample, and 503 were in the youngest sample.

Assessments were conducted semiannually and then annually using multiple informants (i.e., boys, parents, teachers) between 1987 and 2010. The youngest sample was assessed from ages 6-19 and again at ages 25 and 28. The middle sample was assessed from ages 9-13 and again at age 23. The oldest sample was assessed from ages 13-25, with an additional assessment at age 35. Information has been collected on a broad range of risk and protective factors across multiple domains (e.g., individual, family, peer, school, neighborhood). Measures of conduct problems, substance use/abuse, criminal behavior, mental health problems have been collected.

This collection contains data and syntax files for drug constructs. The datasets include constructs on the use and frequency of use of marijuana, alcohol, cigarettes, and hard drugs.

The drug constructs were created by using the PYS raw data. The raw data are available at ICPSR in the following studies: Pittsburgh Youth Study Youngest Sample (1987 - 2001) [Pittsburgh, Pennsylvania], Pittsburgh Youth Study Middle Sample (1987 - 1991) [Pittsburgh, Pennsylvania] , and Pittsburgh Youth Study Oldest Sample (1987 - 2000) [Pittsburgh, Pennsylvania].

The Pittsburgh Youth Study (PYS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. PYS aims to document the development of antisocial and delinquent behavior from childhood to early adulthood, the risk factors that impinge on that development, and help seeking and service provision of boys' behavior problems. The study also focuses on boys' development of alcohol and drug use, and internalizing problems.

PYS consists of three cohorts of boys who were in the first, fourth, and seventh grades in Pittsburgh, Pennsylvania public schools during the 1987-1988 academic year (called the youngest, middle, and oldest cohorts, respectively). Using a screening risk score that measured each boy's antisocial behavior, boys identified at the top 30 percent within each grade cohort on the screening risk measure (n=~250), as well as an equal number of boys randomly selected from the remainder (n=~250), were selected for follow-up. Consequently, the final sample for the study consisted of 1,517 total students selected for follow-up. 506 of these students were in the oldest sample, 508 were in the middle sample, and 503 were in the youngest sample.

Assessments were conducted semiannually and then annually using multiple informants (i.e., boys, parents, and teachers) between 1987 and 2010. The youngest cohort was assessed from ages 6-19 and again at ages 25 and 28. The middle cohort was assessed from ages 9-13 and again at age 23. The oldest cohort was assessed from ages 13-25, with an additional assessment at age 35. Information has been collected on a broad range of risk and protective factors across multiple domains (e.g., individual, family, peer, school, and neighborhood). Measures of conduct problems, substance use/abuse, criminal behavior, mental health problems have been collected.

This collection contains data and syntax files for demographic constructs. The datasets include constructs on repeated grade status, demographic information of participants, participants' biological mother, biological father, female caretaker, and male caretaker, change of caretaker since last phase, number of family members and other adults or children in the home, family structure, followup participation by youth, caretaker, and teacher, and housing characteristics.

The demographic constructs were created by using the PYS raw data. The raw data are available at ICPSR in the following studies: Pittsburgh Youth Study Youngest Sample (1987 - 2001) [Pittsburgh, Pennsylvania], Pittsburgh Youth Study Middle Sample (1987 - 1991) [Pittsburgh, Pennsylvania], and Pittsburgh Youth Study Oldest Sample (1987 - 2000) [Pittsburgh, Pennsylvania].

The Pittsburgh Youth Study (PYS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. PYS aims to document the development of antisocial and delinquent behavior from childhood to early adulthood, the risk factors that impinge on that development, and help seeking and service provision of boys' behavior problems. The study also focuses on boys' development of alcohol and drug use, and internalizing problems.

PYS consists of three samples of boys who were in the first, fourth, and seventh grades in Pittsburgh, Pennsylvania public schools during the 1987-1988 academic year (called the youngest, middle, and oldest sample, respectively). Using a screening risk score that measured each boy's antisocial behavior, boys identified at the top 30 percent within each grade sample on the screening risk measure (n=~250), as well as an equal number of boys randomly selected from the remainder (n=~250), were selected for follow-up. Consequently, the final sample for the study consisted of 1,517 total students selected for follow-up. 506 of these students were in the oldest sample, 508 were in the middle sample, and 503 were in the youngest sample.

Assessments were conducted semiannually and then annually using multiple informants (i.e., boys, parents, teachers) between 1987 and 2010. The youngest sample was assessed from ages 6-19 and again at ages 25 and 28. The middle sample was assessed from ages 9-13 and again at age 23. The oldest sample was assessed from ages 13-25, with an additional assessment at age 35. Information has been collected on a broad range of risk and protective factors across multiple domains (e.g., individual, family, peer, school, neighborhood). Measures of conduct problems, substance use/abuse, criminal behavior, mental health problems have been collected.

This collection contains data for participants' ages at each phase of the PYS study and were created by using the PYS raw data. The raw data are available at ICPSR in the following studies: Pittsburgh Youth Study Youngest Sample (1987 - 2001) [Pittsburgh, Pennsylvania], Pittsburgh Youth Study Middle Sample (1987 - 1991) [Pittsburgh, Pennsylvania] , and Pittsburgh Youth Study Oldest Sample (1987 - 2000) [Pittsburgh, Pennsylvania].

The Pittsburgh Youth Study (PYS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. PYS aims to document the development of antisocial and delinquent behavior from childhood to early adulthood, the risk factors that impinge on that development, and help seeking and service provision of boys' behavior problems. The study also focuses on boys' development of alcohol and drug use, and internalizing problems.

PYS consists of three samples of boys who were in the first, fourth, and seventh grades in Pittsburgh, Pennsylvania public schools during the 1987-1988 academic year (called the youngest, middle, and oldest sample, respectively). Using a screening risk score that measured each boy's antisocial behavior, boys identified at the top 30 percent within each grade sample on the screening risk measure (n=~250), as well as an equal number of boys randomly selected from the remainder (n=~250), were selected for follow-up. Consequently, the final sample for the study consisted of 1,517 total students selected for follow-up. 506 of these students were in the oldest sample, 508 were in the middle sample, and 503 were in the youngest sample.

Assessments were conducted semiannually and then annually using multiple informants (i.e., boys, parents, teachers) between 1987 and 2010. The youngest sample was assessed from ages 6-19 and again at ages 25 and 28. The middle sample was assessed from ages 9-13 and again at age 23. The oldest sample was assessed from ages 13-25, with an additional assessment at age 35. Information has been collected on a broad range of risk and protective factors across multiple domains (e.g., individual, family, peer, school, neighborhood). Measures of conduct problems, substance use/abuse, criminal behavior, mental health problems have been collected.

This collection contains data and syntax files for family interaction constructs. The datasets include constructs on: relationships and communication with parents/caretakers; parental monitoring and caretaker supervision; counter-control by the child; family involvement, including getting along with siblings; persistence of discipline; physical punishment; caretaker anti-social attitudes; positive parenting; and quality time.

The family constructs were created by using the PYS raw data. The raw data are available at ICPSR in the following studies: Pittsburgh Youth Study Youngest Sample (1987 - 2001) [Pittsburgh, Pennsylvania], Pittsburgh Youth Study Middle Sample (1987 - 1991) [Pittsburgh, Pennsylvania] , and Pittsburgh Youth Study Oldest Sample (1987 - 2000) [Pittsburgh, Pennsylvania].

The Pittsburgh Youth Study (PYS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. PYS aims to document the development of antisocial and delinquent behavior from childhood to early adulthood, the risk factors that impinge on that development, and help seeking and service provision of boys' behavior problems. The study also focuses on boys' development of alcohol and drug use, and internalizing problems.

PYS consists of three samples of boys who were in the first, fourth, and seventh grades in Pittsburgh, Pennsylvania public schools during the 1987-1988 academic year (called the youngest, middle, and oldest sample, respectively). Using a screening risk score that measured each boy's antisocial behavior, boys identified at the top 30 percent within each grade sample on the screening risk measure (n=~250), as well as an equal number of boys randomly selected from the remainder (n=~250), were selected for follow-up. Consequently, the final sample for the study consisted of 1,517 total students selected for follow-up. 506 of these students were in the oldest sample, 508 were in the middle sample, and 503 were in the youngest sample.

Assessments were conducted semiannually and then annually using multiple informants (i.e., boys, parents, teachers) between 1987 and 2010. The youngest sample was assessed from ages 6-19 and again at ages 25 and 28. The middle sample was assessed from ages 9-13 and again at age 23. The oldest sample was assessed from ages 13-25, with an additional assessment at age 35. Information has been collected on a broad range of risk and protective factors across multiple domains (e.g., individual, family, peer, school, neighborhood). Measures of conduct problems, substance use/abuse, criminal behavior, mental health problems have been collected.

This collection contains data and syntax files for peers constructs. The datasets include constructs on community involvement, gang membership, peers' conventional activities, friends as a bad influence, peer delinquency, peer rejection, proportion of offenses committed alone, and victimization.

The peers constructs were created by using the PYS raw data. The raw data are available at ICPSR in the following studies: Pittsburgh Youth Study Youngest Sample (1987 - 2001) [Pittsburgh, Pennsylvania], Pittsburgh Youth Study Middle Sample (1987 - 1991) [Pittsburgh, Pennsylvania] , and Pittsburgh Youth Study Oldest Sample (1987 - 2000) [Pittsburgh, Pennsylvania].

The Pittsburgh Youth Study (PYS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. PYS aims to document the development of antisocial and delinquent behavior from childhood to early adulthood, the risk factors that impinge on that development, and help seeking and service provision of boys' behavior problems. The study also focuses on boys' development of alcohol and drug use, and internalizing problems.

PYS consists of three samples of boys who were in the first, fourth, and seventh grades in Pittsburgh, Pennsylvania public schools during the 1987-1988 academic year (called the youngest, middle, and oldest sample, respectively). Using a screening risk score that measured each boy's antisocial behavior, boys identified at the top 30 percent within each grade sample on the screening risk measure (n=~250), as well as an equal number of boys randomly selected from the remainder (n=~250), were selected for follow-up. Consequently, the final sample for the study consisted of 1,517 total students selected for follow-up. 506 of these students were in the oldest sample, 508 were in the middle sample, and 503 were in the youngest sample.

Assessments were conducted semiannually and then annually using multiple informants (i.e., boys, parents, teachers) between 1987 and 2010. The youngest sample was assessed from ages 6-19 and again at ages 25 and 28. The middle sample was assessed from ages 9-13 and again at age 23. The oldest sample was assessed from ages 13-25, with an additional assessment at age 35. Information has been collected on a broad range of risk and protective factors across multiple domains (e.g., individual, family, peer, school, neighborhood). Measures of conduct problems, substance use/abuse, criminal behavior, mental health problems have been collected.

This collection contains data and syntax files for externalizing constructs. The datasets include constructs on the frequency and level of criminal and delinquent activities, including aggression, untrustworthy and manipulative behaviors, cruelty to animals and people, hyperactivity, impulsivity, attention problems, truancy, suspension from school, running away, and prevalence and frequency for lack of guilt.

The externalizing constructs were created by using the PYS raw data. The raw data are available at ICPSR in the following studies: Pittsburgh Youth Study Youngest Sample (1987 - 2001) [Pittsburgh, Pennsylvania], Pittsburgh Youth Study Middle Sample (1987 - 1991) [Pittsburgh, Pennsylvania] , and Pittsburgh Youth Study Oldest Sample (1987 - 2000) [Pittsburgh, Pennsylvania].

The Pittsburgh Youth Study (PYS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. PYS aims to document the development of antisocial and delinquent behavior from childhood to early adulthood, the risk factors that impinge on that development, and help seeking and service provision of boys' behavior problems. The study also focuses on boys' development of alcohol and drug use, and internalizing problems.

PYS consists of three samples of boys who were in the first, fourth, and seventh grades in Pittsburgh, Pennsylvania public schools during the 1987-1988 academic year (called the youngest, middle, and oldest sample, respectively). Using a screening risk score that measured each boy's antisocial behavior, boys identified at the top 30 percent within each grade sample on the screening risk measure (n=~250), as well as an equal number of boys randomly selected from the remainder (n=~250), were selected for follow-up. Consequently, the final sample for the study consisted of 1,517 total students selected for follow-up. 506 of these students were in the oldest sample, 508 were in the middle sample, and 503 were in the youngest sample.

Assessments were conducted semiannually and then annually using multiple informants (i.e., boys, parents, teachers) between 1987 and 2010. The youngest sample was assessed from ages 6-19 and again at ages 25 and 28. The middle sample was assessed from ages 9-13 and again at age 23. The oldest sample was assessed from ages 13-25, with an additional assessment at age 35. Information has been collected on a broad range of risk and protective factors across multiple domains (e.g., individual, family, peer, school, neighborhood). Measures of conduct problems, substance use/abuse, criminal behavior, mental health problems have been collected.

This collection contains data and syntax files for delinquency constructs. The datasets include constructs on the frequency and level of criminal and delinquent activities, including theft, violence, weapons used, delinquency, drug-selling, white collar crime, as well as police contacts and past incarceration. Additionally, the collection includes data on delinquency risk (high vs. low) and the associated weight.

The delinquency constructs were created by using the PYS raw data. The raw data are available at ICPSR in the following studies: Pittsburgh Youth Study Youngest Sample (1987 - 2001) [Pittsburgh, Pennsylvania], Pittsburgh Youth Study Middle Sample (1987 - 1991) [Pittsburgh, Pennsylvania] , and Pittsburgh Youth Study Oldest Sample (1987 - 2000) [Pittsburgh, Pennsylvania].

The Pittsburgh Youth Study (PYS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. PYS aims to document the development of antisocial and delinquent behavior from childhood to early adulthood, the risk factors that impinge on that development, and help seeking and service provision of boys' behavior problems. The study also focuses on boys' development of alcohol and drug use, and internalizing problems.

PYS consists of three samples of boys who were in the first, fourth, and seventh grades in Pittsburgh, Pennsylvania public schools during the 1987-1988 academic year (called the youngest, middle, and oldest sample, respectively). Using a screening risk score that measured each boy's antisocial behavior, boys identified at the top 30 percent within each grade sample on the screening risk measure (n=~250), as well as an equal number of boys randomly selected from the remainder (n=~250), were selected for follow-up. Consequently, the final sample for the study consisted of 1,517 total students selected for follow-up. 506 of these students were in the oldest sample, 508 were in the middle sample, and 503 were in the youngest sample.

Assessments were conducted semiannually and then annually using multiple informants (i.e., boys, parents, teachers) between 1987 and 2010. The youngest sample was assessed from ages 6-19 and again at ages 25 and 28. The middle sample was assessed from ages 9-13 and again at age 23. The oldest sample was assessed from ages 13-25, with an additional assessment at age 35. Information has been collected on a broad range of risk and protective factors across multiple domains (e.g., individual, family, peer, school, neighborhood). Measures of conduct problems, substance use/abuse, criminal behavior, mental health problems have been collected.

This collection contains data and syntax files for parental psychopathology constructs. The datasets include constructs on the frequency and level of criminal and delinquent activities, substance use by people in the home, parental stress, as well as police contacts and past incarceration.

The parental psychopathology constructs were created by using the PYS raw data. The raw data are available at ICPSR in the following studies: Pittsburgh Youth Study Youngest Sample (1987 - 2001) [Pittsburgh, Pennsylvania], Pittsburgh Youth Study Middle Sample (1987 - 1991) [Pittsburgh, Pennsylvania] , and Pittsburgh Youth Study Oldest Sample (1987 - 2000) [Pittsburgh, Pennsylvania].

Data users can find the latest version of the entire Longitudinal Study of American Youth data collection, including years 1988-1994 and 2007-2014 on ICPSR's website. See ICPSR 30263. Also, data users may explore NADAC's Longitudinal Study of American Youth (LSAY), Seventh Grade Data, 1987-1988; 2015-2016.

The Longitudinal Study of American Youth (LSAY) is a project that was funded by the National Science Foundation in 1985 and was designed to examine the development of: (1) student attitudes toward and achievement in science, (2) student attitudes toward and achievement in mathematics, and (3) student interest in and plans for a career in science, mathematics, or engineering, during middle school, high school, and the first four years post-high school. The relative influence parents, home, teachers, school, peers, media, and selected informal learning experiences had on these developmental patterns were considered as well.

The older LSAY cohort, Cohort One, consisted of a national sample of 2,829 tenth-grade students in public high schools throughout the United States. These students were followed for an initial period of seven years, ending four years after high school in 1994. Cohort Two, consisted of a national sample of 3,116 seventh-grade students in public schools that served as feeder schools to the same high schools in which the older cohort was enrolled. These students were followed for an initial period of seven years, concluding with a telephone interview approximately one year after the end of high school in 1994.

Beginning in the fall of 1987, the LSAY collected a wide array of information including: (1) a science achievement test and a mathematics achievement test each fall, (2) an attitudinal and experience questionnaire at the beginning and end of each school year, (3) reports about education and experience from all science and math teachers in each school, (4) reports on classroom practice by each science and math teacher serving a LSAY student, (5) an annual 25-minute telephone interview with one parent of each student, and (6) extensive school-level information from the principal of each study school.

In 2006, the NSF funded a proposal to re-contact the original LSAY students (then in their mid-30's) to resume data collection to determine their educational and occupational outcomes. Through an extensive tracking activity which involved: (1) online tracking, (2) newsletter mailing, (3) calls to parents and other relatives, (4) use of alternative online search methods, and (5) questionnaire mailing, more than 95 percent of the original sample of 5,945 LSAY students were located or accounted for. In addition to re-contacting the students, the proposal defined a new eligible sample of approximately 5,000 students and these young adults were asked to complete a survey in 2007. A second survey was conducted in the fall of 2008 that sought to gather updated information about occupational and education outcomes and to measure the civic scientific literacy of these young adults, in which to date more than 3,200 participants have responded. A third survey was conducted in the fall of 2009 that sought to gather updated information about occupational and education outcomes and to measure the participants' use of selected informal science education resources, in which to date more than 3,200 participants have responded. A fourth survey was conducted in the fall of 2010 that sought to gather updated information about occupational and education outcomes, as well as provided questions about the participants' interactions with their children, in which to date more than 3,200 participants have responded. Finally, a fifth survey was conducted in the fall of 2011 that sought to gather updated information about education outcomes and included an expanded occupation battery for all participants, as well as an expanded spousal information battery for all participants. The 2011 questionnaire also included items about the 2011 Fukushima incident in Japan along with attitudinal items about nuclear power and global climate change. To date approximately 3,200 participants responded to the 2011 survey.

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.

Bullying affects large numbers of U.S. students in elementary schools and is associated with short and long-term harms for both victims and bullies. Although prevention is critical, schools also need effective interventions for dealing with bullying once it occurs. Funded by the National Institute of Justice, and in collaboration with the Oakland Unified School District and No Bully, WestEd conducted a two-year study of the impacts of the No Bully System (NBS) - a set of interventions designed to activate adult and peer support systems within the school for the targets of bullying. No Bully trains staff to prevent and interrupt student harassment and bullying and ensure school-wide antibullying policies are in place. The core component of NBS is the Solution Team where a trained adult facilitator (Solution Coach) brings together a group of 6-8 students (Solution Team) that includes the bully or bullies, bystanders and pro-social peers, and leads the team through a series of three brief meetings to end the bullying of one of their peers by cultivating empathy and developing peer-driven solutions. The target is not included in the initial meetings though s/he is invited to attend the final session.

The collection contains 2 SPSS data files: NoBully_ST-Log-Data_final_archive.sav (n=94; 47 variables) and No-Bully_Survey-Data_final.sav (n=6410; 204 variables).

The Longitudinal Study of American Youth (LSAY) is a project that was originally funded by the National Science Foundation in 1985 and was designed to examine the development of: (1) student attitudes toward and achievement in science, (2) student attitudes toward and achievement in mathematics, and (3) student interest in and plans for a career in science, mathematics, or engineering, during middle school, high school, and the first four years post-high school. The relative influence parents, home, teachers, school, peers, media, and selected informal learning experiences had on these developmental patterns was considered as well.

The LSAY was designed to select and follow two cohorts of students in 1987. Cohort One was a national sample of approximately 3,000 tenth grade students in public high schools throughout the United States. Cohort Two, consisted of a national sample of 3,116 seventh grade students in public schools that served as feeder schools to the same high schools in which the older cohort was enrolled. Data collection continues for Cohorts One and Two, 31 years after the study began.

In the fall of 2015, data collection began on a third cohort: Cohort Three. Cohort Three consisted of 3,721 students in the seventh grade in public schools throughout the United States. The data in this release provides seventh grade comparison data across a 28-year timespan: Cohort Two (1987-1988) and Cohort Three (2015-2016).

This study includes arts-related variables about student and parent participation in music, art, literary, dance, and theatrical pursuits. For a more details please see Description of Variables.

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 multi-method, multi-site study aimed to increase scientific knowledge on the population size, needs, characteristics, and criminal justice experiences of youth who are involved in exchanging sex for money, food, housing, drugs, or other goods. Youth interviews were conducted in each of six geographically diverse research sites, as well as interviews with social service and law enforcement agency staff in four of the sites. In addition, state-level data on prostitution arrests of youth under the age of 18 and case-level data on prostitution arrests of youth under the age of 24 in the six research sites were obtained, but are not included in this collection.

The collection includes one SPSS data file, Youth_in_the_Sex_Trade_Final_Quantitative_Dataset.sav (n=949, vars= 88).

The qualitative data are not available as part of this collection at this time.

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 project utilized three strategies to investigate the impact of incarceration on families. First, a statewide integrated data system was used to examine impacts of incarceration in a novel way, using administrative data from corrections, juvenile justice, mental health, social services, substance use services, healthcare, and education. Second, researchers linked multi-agency data to address specific research questions regarding impact of incarceration on families, including impact of incarceration on family physical and mental health, children's involvement with the child welfare and juvenile justice systems, family economic status, and school performance. Third, researchers conducted focus groups and family interviews with 77 inmates and 21 inmate family members sampled from three correctional facilities. Researchers identified qualitative themes regarding impact of incarceration in the lives of inmates and their families.

Only data from the focus groups is included in this collection. The collection includes two SPSS data files: "Inmate_Demographic_Data.sav" with 15 variables and 77 cases and "Family_Demographic_Data.sav" with 19 variables and 21 cases. The actual focus group interviews with inmates and their family members are not available as part of this collection at this time. Administrative data from the South Carolina Revenue and Fiscal Affairs Office was not made available for archiving. Users interested in obtaining these data should consult the accompanying documentation.

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 seeks to test the Fourth R curriculum, a curriculum that seeks to build relationship knowledge and skills, with a younger, urban population of middle school students in the Bronx, New York. Utilizing a randomized controlled trial design, this study tests the effectiveness of the Fourth R curriculum with seventh-grade students drawn from ten public middle schools in the Bronx, New York. A secondary quasi-experimental study seeks to examine diffusion of program impacts by comparing outcomes between students assigned to the experimental control sample and students in three comparison schools where no one received the Fourth R.

The study seeks to measure program impact on five primary and three secondary domains. Primary program impact domains include:

1. Dating violence (victimization and perpetration)
2. Sexual harassment/assault (victimization and perpetration)
3. Peer violence/bullying (victimization and perpetration)
4. Sexual activity
5. Drug and alcohol use

1. Perceived school safety
2. Positive beliefs (e.g., anti-fighting/violence, rejection of gender stereotypes)
3. Pro-social behaviors

This study achieved their goals through student surveys, administrator and teacher interviews, and student focus groups.