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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 was designed to examine how districts that experienced an incident of school employee sexual misconduct in 2014 defined, interpreted, and implemented key elements of Title IX before, during, and after an incident. The study used a qualitative case study design with a purposeful sample of five districts recruited from a database of 459 districts who experienced a case of school employee sexual misconduct in 2014. The study was conducted between January 2016 and September 2017.

Data collected included: 1) various district documents, 2) 41 interviews with primary actors (school employees and county officials directly involved in responding to the incident), 3) 10 focus groups with 51 secondary actors (school employees who were not directly involved with the incident but who might have been indirectly affected by it), and 4) offender, victim and district characteristics. Documents reviewed included written policies and protocols, training materials and handbooks for staff and students, case documents, and other guiding documents as applicable. In interviews and focus groups, participants were asked to discuss their knowledge of district policies and procedures, to describe the dissemination of and any changes to these policies and procedures, and to provide recommendations for improvement. To protect the confidentiality all district and participant identifying information is confidential and has been removed from any reporting.

The Comprehensive School Safety Initiative (CSSI) is a research-focused initiative that was launched by the National Institute of Justice in response to high-profile incidents of school violence. The CSSI grant program aimed to identify and understand the root causes of school violence and identify effective strategies for responding to and resolving safety and security issues. The Atlanta Comprehensive School Safety Initiative (Atlanta CSSI) project, funded in 2016 under the National Institute of Justice's CSSI grant program, and as a partnership between researchers and practitioners, centered around the fundamental question of how to design and implement safe and supportive learning environments for students in Atlanta Public Schools (APS).

Since 2014, district leadership from APS and researchers from WestEd and Georgia State University (GSU) developed a blended research and technical assistance approach to make progress towards improving school safety. The findings are based on data gathered through:

1. focus groups with school-and district-based staff;
2. observational protocols and meeting notes; and
3. school-level student climate and discipline data gathered by the state.

Tools for Life: Relationship-Building Solutions (TFL) is a program designed to improve school climate and safety through the proactive development of elementary and middle school students' interpersonal skills (relationship-building and communication) and intrapersonal skills (self-regulation and resiliency). In the 2016-2017 and 2017-2018 school years, the Jackson (Mississippi) Public School District (JPSD) implemented TFL in grades 1 through 8. RAND researchers conducted a randomized controlled trial to determine whether TFL, integrated into existing school practices, positively affected school climate and safety in the district.

This project described the implementation of TFL in JPSD, calculated its costs, and evaluated the program's effectiveness. TFL was designed to improve whole-school change in relationships among staff and students, but the project researchers found that implementation of TFL in JPSD schools was generally shallow, and the program was rarely, if at all, implemented across a whole school as it was designed. TFL had little impact: After one year of implementation, there were no practically or statistically significant differences between schools that implemented TFL and those that did not in measures of students' social and emotional, school climate, behavioral, or achievement outcomes. In addition to the uneven implementation of the program, methodological limitations of the study and contextual factors in JPSD may have contributed to these finding.

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.

The Enhance Diversity Study (EDS) was part of the longitudinal evaluation of the training and mentoring interventions implemented by institutions receiving grants through the National Institutes of Health (NIH) initiative, BUilding Infrastructure Leading to Diversity (BUILD). Interventions, launched in 2015, were designed to understand effective approaches to mentoring, faculty development, student engagement, research capacity building, and infrastructure development at undergraduate institutions.

Study participants were faculty at one of the institutions with a BUILD program, with focus on those in departments broadly related to biomedical research. The cohort was initially created from those who completed the survey in academic year 2016-2017. As faculty participated in BUILD programs, they were added to the study if they had not been in the initial cohort. The sample was refreshed in 2020-2021 to include recently hired faculty. Once participants were enrolled in the study, they were surveyed annually each Spring through 2022.

Surveys focused on elements of academic career trajectories that are relevant to the BUILD interventions. Related to Hallmarks of Success, these reflected psychosocial predictors such as mentor competency and science identity; short and medium-term outcomes included mentoring, research engagement, publications, and pedagogy presentations; and longer-term outcomes such as participation in professional organizations and grant submissions/awards. In 2017 and 2020, EDS used the Faculty Survey administered by the Higher Education Research Institute at the University of California, Los Angeles (UCLA). For other time points, surveys were developed specifically for the study to include measures important for the evaluation.

In addition to surveys, the data available in this study include information about BUILD program participation by academic term. The BUILD programs were wide-reaching, including professional skill development (mentoring, pedagogy, and research), mentoring opportunities, and pilot and lab grant funding. These data can be used to determine whether survey respondents participated in any BUILD programs and the type and date of such participation.

Finally, summary demographics are provided. Using demographic information across surveys and from institution records, researchers created standardized indicators based on NIH classification of under-represented groups for faculty racial and ethnic, gender, and sexual minority identities.

This study sought to advance understanding of how school climate is a critical factor in school safety and violence prevention. Middle school and high school students and staff were surveyed over the span of eight years from 2013-2020. Middle school students and staff were surveyed during odd years (4 waves of data collection), and high school students and staff were surveyed the other even years (again four years of data collection). All four years of data per group were combined into a single dataset. A final file was created pooling all eight years of data collection averaging student and staff responses by school.

Both the student and teacher/staff surveys covered two domains: school climate and safety conditions. The school climate domain included perceptions of the school's disciplinary practices, student support efforts, and degree of student engagement in school. The safety conditions domain covered reports of bullying, teasing, sexual harassment, and other forms of peer aggression, including threats of violence, physical assault, dating aggression, and gang activity.

Previous research conducted by the Principal Investigators showed that an authoritative school climate characterized by high structure (strict but fair discipline and high academic expectations) and high support (positive teacher-student relationships) is associated with many positive outcomes. Students who attend schools with an authoritative school climate demonstrated more engagement in school, have higher school attendance and academic achievement, and are more likely to graduate. Students who experience a structured and supportive school climate may be more willing to follow school rules, respond to their teachers, and treat one another in a respectful manner. This study continues that prior work.

This study aimed to validate an approach to implementing Positive Behavior Interventions and Supports (PBIS), a school-climate improvement program, in a partnering school district in an attempt to address pressing issues impacting students' success. The study was a collaboration between the Consortium for Policy Research in Education (CPRE), the partnering school district, and several additional partners, who collaboratively designed and supported the PBIS implementation approach funded from National Institute of Justice (NIJ) and supplemental funds from the participating school district.

The impacts of trauma training for school officers were assessed via an PBIS of all eligible district K-8 schools, including schools that did and did not use school-wide PBIS. The random controlled trial (RCT) used a blocked design to assign schools to treatment and control conditions within PBIS status (i.e., PBIS school, non-PBIS school).

Impacts of the implementation model were assessed via a cluster randomized experiment. To select schools to receive the expanded supports being provided through this project, the research team collaborated with the partnering school district's school climate administrators and project partners who had been supporting PBIS implementation in the district for several years prior to the start of the project. Criteria were established to determine eligibility for the implementation model, including that eligible schools must have: 1) strong PBIS implementation at Tier 1, 2) attempted implementing some form of Tier 2 supports, and 3) leadership buy-in. Applying these criteria, nine potential schools were identified as eligible. From this list, four schools were randomly selected to receive the implementation model and the remaining five schools served as Comparison schools and conducted business-as-usual PBIS.

Baltimore County Public Schools (BCPS) with funding from the U.S. Department of Justice, Office of Justice Programs, National Institute of Justice, Developing Knowledge about What Works to Make Schools Safe solicitation, partnered with The National Center for School Mental Health, University of Maryland to address the significant school safety issue of student emotional and behavioral health crises. In 2012, BCPS implemented a five-year strategic plan known as Blueprint 2.0: Our Way Forward.

One of the major goals of the plan states: "Every school and office will be safe and secure, promote individual wellbeing and provide positive, respectful and caring environments for teaching, learning and working." The plan included key actions which call for "equitable access to counseling, social work, and psychological and other support services" as well as more "internal and external partnerships to improve delivery of mental health and other supportive services."

This study employed a randomized controlled design to evaluate the impact of the emotional and behavioral health crisis response and prevention (EBH-CRP) model on school safety, emotional and behavioral health outcomes, and stakeholder knowledge and preparedness to address emotional and behavioral health concerns across the continuum. A cost-benefit analysis assessed the net benefits of the EBH-CRP intervention.

The study of Indiana's Child Welfare reform was designed to identify community professionals' perceptions of the Department of Child Services (DCS) following the release of a pilot program to reform child welfare in the state of Indiana. In December, 2005, the pilot project was officially rolled out in three regions of the state. The three chosen regions of the state included 11 county agencies with both urban and rural population centers. Together these regions represented 28% of the state's CHINS (Child In Need of Service) population and 20% of the child fatalities for 2004. This study represents data collected to identify perceptions of the DCS by sending a survey to professionals in the 11 pilot and 12 comparison counties. The survey questions were arranged by categories of safety, permanency, well-being, DCS goals, the reform, team meetings, and demographics. Nine separate instruments were developed and disseminated for each community group.

The community professionals surveyed included: Court Appointed Special Advocates (CASAs), foster parents, judges, Law Enforcement Agencies (LEAs), medical and public health professionals, schools, social service professionals, and mental health professionals. Survey instruments were tailored to each audience, with questions that were derived from the DCS "Framework for Individualized Needs-Based Child Welfare Service Provisions," which outlined the agency's core practice values and principles.

This study made use of existing data to examine the effect of implementing school resource officers (SROs) on exclusionary discipline (e.g., arrests, suspensions) as well as perceptions of school climate in a school district in the Midwestern United States. The data used in this study were from district administrative records from the 1999-2000 through 2015-2016 school years.

Among the schools in district that have implemented SROs, this study estimated the rates of exclusionary discipline and perceptions of school climate over the years before SROs were implemented, and compared those outcomes to parallel measures from after SROs were implemented. Schools that have not implemented SROs acted as a comparison group.

Analytic techniques included latent growth curve modeling with multiple group piecewise models to examine differences between (a) schools with and without SROs (b) before and after SRO implementation.

This study also incorporated interviews and surveys with SROs for the purpose of understanding how their roles and responsibilities in schools as well as their subjective experiences of stress may play a role in the relationships examined in the study.

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.