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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.

Over half of public school buildings across the country fail to provide adequate conditions for students to learn and school staff to work. Prior research has established an evidence base of associations between high-quality school building facilities and student, staff, school, and community health and education outcomes. Recognizing this research and the need for facility improvements, Maryland has approved the 21st Century School Buildings Program, which is paid for by Baltimore City Public Schools (City Schools), the State of Maryland, and the City of Baltimore. The program will invest close to $1 billion to renovate or replace over two dozen school buildings. City Schools, with support from the Fund for Educational Excellence, selected the RAND Corporation to study the impact of new school buildings on student, staff, school, and community outcomes.

The goal of this first phase was to collect data prior to the start of the Baltimore 21st Century Building Program and conduct initial exploratory analyses of data from treatment schools (i.e., schools slated for renovation or rebuilding) and comparison schools (i.e., schools with similar student and school characteristics but not slated for renovation or rebuilding). The data compiled here are audits of the street segments immediately surrounding those target schools. These observations from Spring 2016 were collected in an effort to document the conditions and features of the neighborhoods prior to school building renovations.

This data collection describes baseline neighborhood characteristics prior to the 21st Century Buildings School Program. For more information about the Baltimore City Schools and the 21st Century School Building Program, please visit the 21st Century Schools website.

The Afrobarometer is a comparative series of public attitude surveys that collects and disseminates data regarding Africans' views on democracy, governance, the economy, civil society, and related issues. The data are collected from nationally representative samples in face-to-face interviews in the language of the respondents choice. Standard topics for the Afrobarometer include attitudes toward and evaluations of democracy, governance and economic conditions, political participation, and national identity. In addition, Round 6 surveys included special modules on taxation; tolerance; crime, conflict and insecurity; political corruption; interregional relations; perceptions of China; use of technology; and social service delivery.

This particular data collection was concerned with the attitudes and opinions of the citizens of Burkina Faso, and also includes a number of "country-specific questions" designed specifically for respondents of the Burkina Faso survey. These "country-specific questions" solicited respondents' opinions on topics such as the October 2014 revolt in Burkina Faso and the standing of previous state and traditional leaders.

The surveys also collect a large set of socio-demographic indicators such as age, gender, education level, poverty level, language and ethnicity, and religious affiliation, as well as political party affiliation. Afrobarometer Round 6 surveys were implemented in 36 countries.

The Afrobarometer is a comparative series of public attitude surveys that collects and disseminates data regarding Africans' views on democracy, governance, the economy, civil society, and related issues. This particular data collection was concerned with the attitudes and opinions of the citizens of Cape Verde, and also includes a number of "country-specific questions" designed specifically for the Cape Verde survey.

The data are collected from nationally representative samples in face-to-face interviews in the language of the respondent's choice. Standard topics for the Afrobarometer include attitudes toward and evaluations of democracy, governance and economic conditions, political participation, and national identity. In addition, Round 6 surveys included special modules on taxation; tolerance; crime, conflict and insecurity; political corruption; interregional relations; perceptions of China; use of technology; and social service delivery.

The surveys also collect a large set of socio-demographic indicators such as age, gender, education level, poverty level, language and ethnicity, and religious affiliation, as well as political party affiliation. Afrobarometer Round 6 surveys were implemented in 36 countries.

The Afrobarometer is a comparative series of public attitude surveys that collects and disseminates data regarding Africans' views on democracy, governance, the economy, civil society, and related issues. This particular data collection was concerned with the attitudes and opinions of the citizens of Ghana, and also includes a number of "country-specific questions" designed specifically for the Ghana survey.

The data are collected from nationally representative samples in face-to-face interviews in the language of the respondent's choice. Standard topics for the Afrobarometer include attitudes toward and evaluations of democracy, governance and economic conditions, political participation, and national identity. In addition, Round 6 surveys included special modules on taxation; tolerance; crime, conflict and insecurity; political corruption; interregional relations; perceptions of China; use of technology; and social service delivery.

The surveys also collect a large set of socio-demographic indicators such as age, gender, education level, poverty level, language and ethnicity, and religious affiliation, as well as political party affiliation. Afrobarometer Round 6 surveys were implemented in 36 countries.

The Afrobarometer is a comparative series of public attitude surveys that collects and disseminates data regarding Africans' views on democracy, governance, the economy, civil society, and related issues. This particular data collection was concerned with the attitudes and opinions of the citizens of Guinea, and also includes a number of "country-specific questions" designed specifically for the Guinea survey.

The data are collected from nationally representative samples in face-to-face interviews in the language of the respondent's choice. Standard topics for the Afrobarometer include attitudes toward and evaluations of democracy, governance and economic conditions, political participation, and national identity. In addition, Round 6 surveys included special modules on taxation; tolerance; crime, conflict and insecurity; political corruption; inter-regional relations; perceptions of China; use of technology; and social service delivery. Country specific topics for Guinea include a series of questions about the government's efficacy in handling diseases, elections, and utilities issues.

The surveys also collect a large set of socio-demographic indicators such as age, gender, education level, poverty level, language and ethnicity, and religious affiliation, as well as political party affiliation. Afrobarometer Round 6 surveys were implemented in 36 countries.

The Afrobarometer is a comparative series of public attitude surveys that collects and disseminates data regarding Africans' views on democracy, governance, the economy, civil society, and related issues. This particular data collection was concerned with the attitudes and opinions of the citizens of Kenya, and also includes a number of "country-specific questions" designed specifically for the Kenya survey.

The data are collected from nationally representative samples in face-to-face interviews in the language of the respondent's choice. Standard topics for the Afrobarometer include attitudes toward and evaluations of democracy, governance and economic conditions, political participation, and national identity. In addition, Round 6 surveys included special modules on taxation; tolerance; crime, conflict and insecurity; political corruption; interregional relations; perceptions of China; use of technology; and social service delivery. This round also contains Kenya specific topics such as local government performance, health services, cooperation between local and national governments, the International Criminal Courts, handling fighting terrorism in Kenya, and others.

The surveys also collect a large set of socio-demographic indicators such as age, gender, education level, poverty level, language and ethnicity, and religious affiliation, as well as political party affiliation. Afrobarometer Round 6 surveys were implemented in 36 countries.

The Afrobarometer is a comparative series of public attitude surveys that collects and disseminates data regarding Africans' views on democracy, governance, the economy, civil society, and related issues. This particular data collection was concerned with the attitudes and opinions of the citizens of Mauritius, and also includes a number of "country-specific questions" designed specifically for the Mauritius survey.

The data are collected from nationally representative samples in face-to-face interviews in the language of the respondent's choice. Standard topics for the Afrobarometer include attitudes toward and evaluations of democracy, governance and economic conditions, political participation, and national identity. In addition, Round 6 surveys included special modules on taxation; tolerance; crime, conflict and insecurity; political corruption; interregional relations; perceptions of China; use of technology; and social service delivery.

The surveys also collect a large set of socio-demographic indicators such as age, gender, education level, poverty level, language and ethnicity, and religious affiliation, as well as political party affiliation. Afrobarometer Round 6 surveys were implemented in 36 countries.

The Afrobarometer is a comparative series of public attitude surveys that collects and disseminates data regarding Africans' views on democracy, governance, the economy, civil society, and related issues. The data are collected from nationally representative samples in face-to-face interviews in the language of the respondent's choice. Standard topics for the Afrobarometer include attitudes toward and evaluations of democracy, governance and economic conditions, political participation, and national identity. In addition, Round 6 surveys included special modules on taxation; tolerance; crime, conflict and insecurity; political corruption; inter-regional relations; perceptions of China; use of technology; and social service delivery.

This particular data collection was concerned with the attitudes and opinions of the citizens of Sudan, and also includes a number of "country-specific questions" designed specifically for respondents of the Sudan survey. These "country-specific questions" solicited respondents'opinions on topics such as the impact of the Arab Spring and the activity of groups such as ISIL (The Islamic State of Iraq and the Levant) in Sudan.

The surveys also collect a large set of socio-demographic indicators such as age, gender, education level, poverty level, language and ethnicity, and religious affiliation, as well as political party affiliation. Afrobarometer Round 6 surveys were implemented in 36 countries.

Recognizing the potentially deleterious consequences of criminalizing school discipline, schools are increasingly turning to alternative methods for holding students accountable for misbehavior. Restorative justice (RJ) practices--which seek to hold students who cause harm accountable without removing them from their learning environment--ostensibly represent an antidote to traditional discipline. However, RJ practices have been the subject of limited high quality scientific inquiry. This study aims to fill this gap through the implementation and evaluation of a restorative program in a school district (District 18) that struggles with the highest suspension rates in New York City.

Related literature presents inconclusive results regarding the effectiveness of restorative justice (RJ) in schools (Anyon et al. 2016; Augustine et al. 2018; Gonz?lez 2015; Gonz?lez et al. 2019). There is little uniformity in restorative justice implementation, although some key components of successful implementation (e.g., staff buy-in, resources) have been identified. Because no two schools are likely to implement restorative practices identically, evaluating them with scientific rigor--typically requiring large samples--has been inherently challenging. As such, randomized controlled trials of restorative justice in schools were virtually non-existent in 2015 (at the time the current study was proposed), and most existing research relied on qualitative, quasi-experimental or pre-post designs. The push for quantitative rigor resulted in the present study, a mixed method randomized controlled trial, along with other recently published or ongoing rigorous evaluations.

The restorative justice program in question aimed to improve school climate, strengthen relationships schoolwide, prevent and intervene in conflict, reduce incidents and suspensions, and enhance any existing restorative practices already in place. Restorative justice has the potential to reduce dependency on punitive measures (e.g., suspension) when an incident occurs at school. Additionally, given the priority placed on building community and providing mental health support, restorative justice may also reduce such incidents altogether, while creating a positive school climate. As such, the primary quantitative outcomes in this study were incident rates, suspension rates, and school climate. This study was a randomized control trial that included a treatment group (enrolled in RJ program), comparison group (no RJ program enrollment), and control groups (general restorative justice practices). The research team hypothesized the following:

• • Hypothesis 1: Students in the treatment group would have fewer incidents and suspensions than the control group.
  • Hypothesis 2: Students in the treatment group would have fewer incidents and suspensions than the comparison group.
  • Hypothesis 3: Students in all of District 18 would have fewer incidents and suspensions than the comparison group.
  • Hypothesis 4: The treatment group would have a more positive school climate than the control group.

ArtScan, a project of the Arts Education Partnership, is a searchable clearinghouse of the latest state policies supporting education in and through the arts from all 50 states and the District of Columbia.

Since 1999, the Arts Education Partnership has tracked state policies for arts education in the 50 states and the District of Columbia. In 2013, AEP, with the cooperation of Education Commission of the States, merged its State Policy Database with the Education Commission of the States' database, ArtScan. To update the information for the 2014 edition of ArtScan, AEP staff conducted a comprehensive search of state education statutes and codes on each state's relevant websites. The new structure for the 2014 ArtScan allows users to explore the data in multiple ways, including a state-level profile for all policy areas, a comparison of selected states and policy areas, and several types of 50-state reports.

There are at least five ways to engage with the data housed in ArtScan.

• Capture a snapshot of all the data ArtScan has to offer about your state including state policies in 14 policy areas.
• Create custom side-by-side comparison reports using a search engine that allows you to choose individual states and policy areas/data points of interest to you.
• Compare the policies of all 50 states and the District of Columbia within specific policy areas (e.g. requirements for high school art education).
• Explore a summary of state policies for arts education identified in statute or code for all 50 states and the District of Columbia.
• Learn more about ArtScan and explore an analysis of the findings in A Snapshot of State Policies for Arts Education (March 2014).

ArtsEdSearch is an online clearinghouse that collects and summarizes high quality research studies on the impacts of arts education and analyzes their implications for educational policy and practice.

ArtsEdSearch is a project of the Arts Education Partnership (AEP), and builds on Critical Links: Learning in the Arts and Student Academic and Social Development, a compendium of research that AEP published in 2002 exploring the impact of arts education on student success in school, life, and work. AEP has developed ArtsEdSearch as a resource for policymakers and education stakeholders and leaders to better understand and articulate the role that arts education can play in preparing students to succeed in the changing contexts of the 21st Century.

ArtsEdSearch currently includes summaries of over 200 research studies, syntheses of the major findings of these studies, and implications of the collected research for educational policy.

ArtsEdSearch focuses on research examining how education in the arts--in both discrete arts classes and integrated arts lessons--affects students' cognitive, personal, social and civic development, as well as how the integration of the arts into the school curriculum affects educators' instructional practice and engagement in the teaching profession.

ArtsEdSearch does not include research studies about how to teach the arts well or about how to assess student content knowledge and technical skill in the arts. These topics are of great importance to ensuring that students receive a high quality arts education and are the subject of other clearinghouses devoted to research on teaching and learning within particular arts disciplines.

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 data originally collected for the project Breaking Schools' Rules (Fabelo et al., 2011), a joint project of the Public Policy Research Institute at Texas A and M University and the Council of State Governments Justice Center on which the Principal Investigator, Miner Marchbanks was a lead data analyst and co-author. Research was conducted at the Education Research Centers of the University of Texas, Austin, and Texas A and M University utilizing individual-level data from the Public Education Information Management System (PEIMS), a data system of the Texas Education Agency (TEA), and CASEWORKER, a data management system of the Texas Probation Commission (now the Texas Juvenile Justice Department). The link between these records was conducted by TEA and is described in greater detail in Fabelo et al.

Through secondary analyses of these data, researchers attempted to measure the institutional and individual mechanisms that disproportionately pull and push students of color into the "school-to-prison pipeline." The project explores the predictors of school discipline contact and the resulting consequences of encountering this discipline. The project then moves to an examination of the determinants of progressing through the various decision points in a juvenile justice case. Additionally, the project explores the relationship between school strictness and various educational and juvenile justice outcomes. The "school-to-prison pipeline" (Wald and Losen, 2003) describes an "increasingly punitive and isolating" path through the education system for African American and other at-risk students.

The study collection includes 1 Stata (.do) syntax file (master_final.do) that was used by the researcher(s) in secondary analyses.

The data in this collection are social network data drawn from a large-scale field experiment. Theories of human behavior suggest that individuals attend to the behavior of certain people in their community to understand what is socially normative and adjust their own behavior in response. This experiment tested these theories by randomizing an anti-conflict intervention across 56 New Jersey public middle schools, with 24,191 students. After having comprehensively measured every school's social network, randomly selected seed groups of 20-32 students from randomly selected schools were assigned to an intervention that encouraged public stances against conflict at school. The data allowed for comparisons between treatment and control groups, and also provided variables to analyze social networks to examine the impact of social referents.

Surveys were conducted at the start and end of the 2012-2013 school year, the year in which the experiment was conducted. The survey data contains social network variables based on the peers with whom the respondent chooses to spend time. Survey data also include respondents' perceived descriptive and prescriptive norms of conflict at the schools surveyed, as well as administrative data on the schools and demographics of respondents.

The collection includes one dataset, with 482 variables for 24,471 cases. Demographic variables in the collection include gender, grade, age, height, weight, race/ethnicity, language, household characteristics, and demographic variables obtained from school administrative records.

The Chicago Longitudinal Study investigates the educational and social development of a same-age cohort of 1,539 low-income, minority children (93 percent African American) who grew up in high-poverty neighborhoods in central-city Chicago and attended government-funded kindergarten programs in the Chicago Public Schools in 1985-1986. Children were at risk of poor outcomes because they face social-environmental disadvantages including neighborhood poverty, family low-income status, and other economic and educational hardships.

Study Goals

The CLS is guided by four major goals:

1. To document patterns of school performance and social competence throughout the school-age years, including their school achievement and attitudes, academic progress, and psychosocial development.
2. To evaluate the effects of the Child-Parent Center and Expansion Program on child and youth development. Children and families had the opportunity to participate in this unique Head Start type early childhood intervention from ages three to nine (preschool to third grade).
3. To identify and better understand the educational and psychosocial pathways through which the effects of early childhood experiences are manifested, and more generally, through which scholastic and behavioral development proceeds.
4. To investigate the contributions to children's educational and social development of a variety of personal, family, school, and community factors, especially those that can be altered by program or policy interventions to prevent learning difficulties and promote positive outcomes.

Studies addressing the first two goals have been reported extensively. Participation in the Child-Parent Center Program for different lengths of time, for example, has been found to be significantly associated with higher levels of school achievement into adolescence, with higher levels of consumer skills, with enhanced parent involvement in children's education, and with lower rates of grade retention and special education, lower rates of early school dropout, and with lower rates of delinquent behavior (Reynolds, 1994, 1995, 2000; Reynolds and Temple, 1995, 1998; Temple, Reynolds, and Miedel, in press). Children's patterns of school and social adjustment over time (Reynolds and Bezruczko, 1993; Reynolds and Gill, 1994; Reynolds, 2000) as well as several methodological contributions (Reynolds and Temple, 1995; Reynolds, 1998a, 1998b) also have been reported elsewhere. Examples of studies addressing goals three and four are reported in a special issue of the Journal of School Psychology (Reynolds, 1999).

The Chicago Longitudinal Study is particularly appropriate for addressing these and other goals for two reasons. First, the CLS is one of the most extensive and comprehensive studies undertaken of a low-income, urban sample. Data were collected beginning during children's preschool years and have continued on a yearly basis throughout the school-age years. Multiple sources of data have been utilized in this on-going study, including teacher surveys, child surveys and interviews, parent surveys and interviews, school administrative records, standardized tests, and classroom observations. Thus, the impact of a variety of individual, family, and school-related factors can be investigated.

A second unique feature of the CLS is that although the project concerns child development, an emphasis is given to factors and experiences that are alterable by program or policy intervention both within and outside of schools. Besides information on early childhood intervention, information has been collected on classroom adjustment, parent involvement and parenting practices, grade retention and special education placement, school mobility, educational expectations of children, teachers, and parents, and on the school learning environment.

This study tests the efficacy of an intervention--Safe Public Spaces (SPS) -- focused on improving the safety of public spaces in schools, such as hallways, cafeterias, and stairwells. Twenty-four schools with middle grades in a large urban area were recruited for participation and were pair-matched and then assigned to either treatment or control. The study comprises four components: an implementation evaluation, a cost study, an impact study, and a community crime study.

Community-crime-study: The community crime study used the arrest of juveniles from the NYPD (New York Police Department) data. The data can be found at (https://data.cityofnewyork.us/Public-Safety/NYPD-Arrests-Data-Historic-/8h9b-rp9u). Data include all arrest for the juvenile crime during the life of the intervention. The 12 matched schools were identified and geo-mapped using Quantum GIS (QGIS) 3.8 software. Block groups in the 2010 US Census in which the schools reside and neighboring block groups were mapped into micro-areas. This resulted in twelve experimental school blocks and 11 control blocks which the schools reside (two of the control schools existed in the same census block group). Additionally, neighboring blocks using were geo-mapped into 70 experimental and 77 control adjacent block groups (see map). Finally, juvenile arrests were mapped into experimental and control areas. Using the ARIMA time-series method in Stata 15 statistical software package, arrest data were analyzed to compare the change in juvenile arrests in the experimental and control sites.

Cost-study: For the cost study, information from the implementing organization (Engaging Schools) was combined with data from phone conversations and follow-up communications with staff in school sites to populate a Resource Cost Model. The Resource Cost Model Excel file will be provided for archiving. This file contains details on the staff time and materials allocated to the intervention, as well as the NYC prices in 2018 US dollars associated with each element. Prices were gathered from multiple sources, including actual NYC DOE data on salaries for position types for which these data were available and district salary schedules for the other staff types. Census data were used to calculate benefits.

Impact-evaluation: The impact evaluation was conducted using data from the Research Alliance for New York City Schools. Among the core functions of the Research Alliance is maintaining a unique archive of longitudinal data on NYC schools to support ongoing research. The Research Alliance builds and maintains an archive of longitudinal data about NYC schools. Their agreement with the New York City Department of Education (NYC DOE) outlines the data they receive, the process they use to obtain it, and the security measures to keep it safe.

Implementation-study: The implementation study comprises the baseline survey and observation data. Interview transcripts are not archived.

This multi-year study investigated the causes and consequences of school victimization (e.g., property theft, minor assault, bullying, cyberbullying) as well as factors contributing to safe learning environments (e.g., school disciplinary practices, students' willingness to report dangerous behavior, availability and utilization of victim services). The project includes three annual surveys of students initially enrolled in 12 middle schools in St. Louis County; a summer component consisting of semi-structured interviews with a subsample of 197 students, including in-depth interviews with 37 students the following summer; and two surveys of school personnel. There are three areas of interest that guide this project and are associated with better understanding of the root causes and consequences (i.e., correlates) of school violence:

(1) Identification of patterns of school violence: the principal investigators surveyed two student cohorts over three years as they transitioned from middle to high school (7th/8th grades to 9th/10th grades)

(2) Identification of correlates of school violence relying on multiple sources, including: the individual (e.g., gang membership, attitudes toward violence), the school and school climate (e.g., willingness to report, awareness and utilization of victim services, views on the procedural justice of school disciplinary practices, gang presence at the school) and the situation (e.g., where, when, and with whom violence occurs)

(3) A specific examination of bullying and cyberbullying as unique forms of school violence with regard to their correlates stemming from each source identified above

Although the placement of school resource officers (SROs) in schools is widespread, little is known about its effectiveness in preventing school crime or the extent to which placement may harm schools and students (e.g., by facilitating the formal processing of minor offenses). The Study of Police in Schools sought to strengthen the evidence base on the effects of SROs on schools and students. Specifically, this study addressed two research questions: (1) What are the effects of SROs on school disciplinary offenses and disciplinary actions? and (2) Do the effects of SROs vary by implementation, school, and student characteristics?

The study focused on public secondary schools that increased SRO staffing through the 2013 and 2014 Department of Justice's Community Policing Services (COPS) Hiring Program (CHP) and on matched comparison schools that neither received SROs funded by CHP grants nor increased SRO staffing at the same time as treatment schools. Using longitudinal analyses of monthly school-level administrative data, the study compared the treatment and comparison schools on disciplinary incidents/offenses and actions. In addition, the study analyzed data from web surveys of school administrators and SROs at the sample schools, and from interviews with law enforcement officials at the agencies that placed the SROs in the schools. To assess the extent to which the presence of SROs affects the measurement of school crime, research staff also collected and analyzed qualitative information from interviews with school administrators in select treatment schools.

To conduct the study, the following data sources were collected or obtained:

1. Linking and SRO program information data files (1 file for CA, 1 file for FL)
2. California Department of Education administrative data files (5 files)
3. SRO web survey data files (1 file for CA, 1 file for FL)
4. School administrator web survey data files (1 file for CA, 1 file for FL)
5. Law enforcement agency interview data files (1 file for CA, 1 file for FL)
6. Moderator data file (1 file for CA)
7. School administrator interview data file (1 file for CA)