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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.

Through a new tribal program and researcher partnership, this study aimed to answer the questions: what does violence look like to Native youth, and how do Native youth experience resilience and how can that resilience be strengthened? Through the use of two theoretical frameworks, Galtung's Basic Human Needs and the Socio-Ecological model, these questions were explored.

The work from this project was threefold, first this was a capacity-building grant. Therefore, the central goal was to establish a new tribal program partnership between Native Women's Society of the Great Plains (NWS), led by researchers from the University of South Dakota (USD) and researchers from the University of Colorado Colorado Springs (UCCS). Together they worked to identify additional members who would be part of the study design, implementation, analysis, and dissemination. Project partners ranged in age and geographic location. Participants from NWS, USD, and UCCS worked collaboratively to meet the additional goals of this project.

The second goal was to explore an issue of concern to NWS across the Great Plains Region using the community based participatory research approach. From previous discussions between the researchers and NWS team, vulnerability to violence begins in youth, and therefore was of particular interest to Native people of the Great Plains Region. Thus, USD, NSW, and UCCS developed and applied for the Tribal-Research Capacity-Building Grant together.

The third goal was to identify a priority matter from the data collected on this project and collaborate on a subsequent grant application.

To meet these three overarching goals, five objectives were mapped out for this project. These included the following:

• Objective 1: Develop a communication strategy among the partnership agency members to advance capacity and enable meaningful conversations about difficult topics.
• Objective 2: Develop an answer to the question "what is violence?" for this population.
• Objective 3: To understand how these different sources of violence interact with the human needs identified under objective 2 to create patterned vulnerabilities (or susceptibilities).
• Objective 4: To address how resilience works within the developed model.
• Objective 5: To extend capacity building in the broader Indigenous communities of the Great Plains through bidirectional communication and information sharing.

This project, a research partnership between Georgia Health Policy Center (GHPC) at Georgia State University and the Boys and Girls Club of Metro Atlanta (BGCMA), sought to advance understanding of the effectiveness of an enhanced youth mentoring program implemented by a network of Boys and Girls Clubs in the Atlanta area. This study aims to build evidence for group mentoring models for youth that may have a positive impact on delinquency, academics and social-emotional well-being. The study includes a retrospective analysis of secondary data from Boys and Girls Club of Metro Atlanta, as well as qualitative research components that involved individual interviews with staff and focus groups with youth.

Quantitative data sets include de-identified youth level data on club attendance, enhanced mentoring participation, and National Youth Outcomes Initiative (NYOI) survey responses.

Qualitative data includes key informant interviews with a selected group of club level staff to provide a deeper understanding of structure, programming and delivery of mentoring. Youth focus group interviews were also conducted to gather youth perspectives.

In October 2013, the Pacific Institute for Research and Evaluation (PIRE), in partnership with Big Brothers Big Sisters of Kentuckiana (BBBS-KY), was funded by the Office of Juvenile Justice and Delinquency Prevention (OJJDP) to implement a mentoring research best practices project that explored whether three types of parent/guardian level variables (psychosocial parent/family characteristics, parent engagement in the mentoring match, and parenting style) influence match quality, match length, and youth outcomes.

This study was designed to describe these factors, as well as investigate how these factors impact match length, match strength, and youth program outcomes. Data to inform both objectives was collected using a longitudinal multimode approach with youth, mentors and parents in the BBBS-KY program in the metro Louisville area. In addition, data from 16 local school districts provided measures of academic performance, school attendance, and disciplinary suspensions. Data were collected at multiple time points from youth, volunteer mentors, and parents/guardians. These data included BBBS-America standard surveys (Youth Outcomes Survey, and Volunteer and Youth Strength of Relationship Surveys). PIRE supplemented the standard BBBS data collection efforts with project-specific baseline volunteer mentor survey and several formative and outcome based inserts to supplement the data that was regularly collected from youth and mentors. The PIRE and BBBS-KY teams also created a project-specific parent/guardian survey to better understand the impact of parental factors on match dynamics and youth mentoring program outcomes. Due to low literacy levels of parents/guardians, this survey was administered as a mixed-mode, audio-computer assisted interview (ACASI). Additional data sources for this study included data from (a) coding of qualitative case review notes for selected aspects of matches by BBBS-KY match support specialists, (b) academic data collected from school districts, and (c) data collected on general match characteristics (e.g., match closure status) collected by BBBS-KY as part of their standard business operations. Most measures were collected early in the match (either match formation or three months into the match) and at 12 months into the match.

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.

The study was designed to begin to build a knowledge base to address the challenges of crossover youth in Maryland - those involved at some point in their lives in the dependency and delinquency systems. Employing a mix of qualitative and quantitative methods, the research focused on the five most populous jurisdictions in the state, Baltimore City, and Anne Arundel, Montgomery, Prince George's, and Baltimore Counties.

This collection includes 4 SPSS data files:

1. CINA BCity_Archive_final_Corrected-ICPSR.sav (n=400; 64 variables)
2. CY Stakeholder Survey_Archive_final_Corrected_Update2016-ICPSR.sav (n=164; 302 variables)
3. Delinquency_Risk_Archive_final_Corrected_Update2016-ICPSR.sav (n=1,127; 62 variables)
4. Needs_Archive_final-ICPSR.sav (n=700; 67 variables)

Data from interviews with 26 officials in state and local agencies to collect information on policies and practices affecting crossover youth in Maryland are not available as part of this collection.

In contrast to the model-minority myth, which conceptualizes Asian American youth as more educationally successful, respectful of teachers, hardworking, and cooperative that other ethnic minority youth (Chang and Sue, 2003), research has demonstrated that Asian American youth are at an increased risk for depression and suicide than their White or Black counterparts (Sen, 2004). Specifically, Asian American females aged 15-24 have the highest rate of completed suicides (14.1%) compared to other racial and ethnic groups (e.g., White 9.3%, Black 3.3%, and Hispanic 7.4%). Asian males of the same age group have the second highest rate of suicide deaths (12.7%) compared to other racial/ethnic group males (e.g., White 17.5%, Black 6.7%, and Hispanic 10%) (CDC 2008). In addition to these specific mental health problems, these youth face additional culturally-specific concerns, including racial discrimination (Lee et al., 2009).

Despite such needs, Asian Americans underutilize traditional mental health services (Abe-Kim et al., 2007). Compared to youth (aged 18 or younger) from other racial or ethnic groups, Asian American youth are less likely than White, Black, or Hispanic children to actually receive mental health care (Ku and Matani, 2000). Additionally, research has demonstrated that Asian American youth also tend to underutilize mental health services in school settings (Amaral, Geierstanger, Soleimanpour, and Brindis, 2011; Anyon, Ong, and Whitaker, 2014; Walker, Kerns, Lyon, Bruns, and Cosgrove, 2010), despite the delivery of mental health services in schools seemingly overcoming certain structural barriers to seeking and obtaining mental health services, including transportation, insurance coverage, and cost (Cauce et al., 2002).

Using exploratory focus groups, this qualitative study sought to explore perceptions of barriers to seeking school-based mental health services among first- and second-generation Asian youth of immigrant origin (33 participants in 7 focus groups). The specific research questions were: What are the sources of stress that may contribute to mental health concerns among Asian and Asian American youth, and what are their perceptions of barriers to mental health service use?

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 files for a brief dscription of the files available with this collection and consult the investigator(s) if further information is needed.

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

Numerous high-profile events involving student victimization on school buses have raised critical questions regarding the safety of school-based transportation for children, the efforts taken by school districts to protect students on buses, and the most effective transportation-based behavioral management strategies for reducing misconduct. To address these questions, a national web-based survey was administered to public school district-level transportation officials throughout the United States to assess the prevalence of misconduct on buses, identify strategies to address misconduct, and describe effective ways to reduce student misbehavior on buses. Telephone interviews were also conducted with a small group of transportation officials to understand the challenges of transportation-based behavioral management, to determine successful strategies to create safe and positive school bus environments, and to identify data-driven approaches for tracking and assessing disciplinary referrals.

The collection includes 10 Stata data files:

• BVSBS_analysis file.dta (n=2,595; 1058 variables)
• Title Crosswalk File.dta (n=2,594; 3 variables)
• Lessons Learned and Open Dummies.dta (n=1,543; 200 variables)
• CCD dataset.dta (n=12,494; 89 variables)
• BVSB_REGION.dta (n=4; 3 variables)
• BVSB_SCHOOLS.dta (n=3; 3 variables)
• BVSB_STUDENTS.dta (n=3; 3 variables)
• BVSB_URBAN.dta (n=8; 3 variables)
• BVSB_WHITE.dta (n=3; 3 variables)
• FINALRAKER.dta (n=2,595; 2 variables)

This study sought to describe the civic and political behavior of the American public, with a special focus on youth ages 15 to 25. Utilizing dual surveying methods, both telephone- and Internet-based surveys as their methodology, the researchers sampled 3,246 respondents in order to examine what specific civic and political activities citizens were engaging in and the frequencies of those activities. Political attitudes and behaviors included but were not limited to voting, volunteering and signing petitions. Researchers measured respondents' civic and political involvement with 19 Core Indicators of Engagement, including a combination of civic indicators, electoral indicators, and indicators of political voice.

The collection includes three datasets:

1. National Youth Survey of Civic Engagement, Spring 2002: 396 variables for 1166 cases
2. National Civic Engagement Survey I, Spring 2002: 266 variables for 3246 cases
3. National Civic Engagement Survey II (Replication Survey), Fall 2002: 163 variables for 1400 cases

Demographic variables in this collection include: Education Status/Level, Gender, Age, Race, Ethnicity, Marital Status, Employment Status, Housing Type, Household Income/Household Demographics, Geographic Region, Religious Affiliation, and Political Affiliation.

These data were collected as part of a mixed-methods study to develop a comprehensive youth bias crime violence exposure instrument, the Youth Bias Victimization Questionnaire (YBVQ). With input from a panel of violence and delinquency experts, the research team produced initial drafts of the questionnaire, then conducted focus groups and cognitive interviews with youth and young adults to inform development and item comprehension. To pilot test the YBVQ, a sample of 854 youth aged 11-21 were surveyed across three research sites: 1) Boston (n=262); 2) Philadelphia (n=318); and 3) Appalachian areas of Tennessee (n=274). This convenience sample was recruited using an intercept strategy, with a combination of recruitment occurring at youth-serving organizations, community festivals or events, and schools. Participants completed the YBVQ through a computer-assisted self-interview (CASI) on a tablet or through an online link to a web-based survey.

Only the pilot survey data are available in this collection. Measures include demographic variables (gender, race/ethnicity, sexual orientation, religion, age, grade level), bias victimization based on six potential target characteristics, incident specifics, witnessing bias victimization, school and neighborhood climate, alcohol use, resiliency, emotional distress, and other experiences of bias, microaggressions, and victimization.

In the fall of 1993, the entering 1st graders in nine Baltimore City, Maryland public elementary schools were recruited for participation in a randomized trial of two universal, preventive interventions. Both interventions targeted the early antecedent risk behaviors of poor academic achievement and aggressive/coercive behavior and their distal correlates: substance abuse/dependence, antisocial behavior, high risk sexual behavior, sexually transmitted infections (STIs), and psychiatric symptoms and disorders. One intervention, the classroom-centered intervention (CC), sought to reduce the early risk behaviors of poor achievement and aggressive/coercive behaviors through the enhancement of classroom curricula and teacher instructional and behavior management practices. The second intervention, the family-school partnership intervention (FSP), sought to reduce these early risk behaviors by improving parent-teacher/school mental health professional collaboration and by enhancing parents' teaching and behavior management skills. The participating students and 1st grade teachers were randomly assigned to either the CC or FSP classroom-level conditions or to a control or standard setting classroom. The participating students' outcomes were assessed from the fall of 1st grade through 12th grade. Annual outcome assessments continued following high school through age ~ 26. Data from participating students' self-report of substance use and its putative mediators and moderators in 8th through 12th grade are available in this dataset.

The principal investigator withheld the intervention status variable that distinguishes the intervention groups from the control group. You may contact the Principal investigator to discuss obtaining the intervention variable.

This dataset contains variables on frequency of respondents' substance use during the respondents' lifetime as well as in the year, month, week prior to the survey. In addition, the dataset contains variables on alcohol consumption. The dataset also contains variables on the respondents' perceptions of the availability and harmfulness of substances. Respondents were also asked about perception of how many of his/her friends used drugs as well as their attitudes towards drug use, including personal disapproval of drug use, and perceived attitudes of parents and friends towards the respondents' drug use. Respondents were asked whether and how often they were offered substances to use and their intention to use substances if offered in the future. Substances asked about include tobacco, alcohol, marijuana, cocaine, crack, heroin, ecstasy, and inhalants.

This dataset contains 1535 variables and 713 respondents. The only demographic variables in this dataset are race and gender.

Guided by a life course perspective, this study used a mixed methodological approach (i.e., quantitative administrative data and qualitative interviews) to identify the differences in events, motivations, and experiences related to gang affiliation and the differences across (a) system-documented, gang-involved individuals, (b) system-documented gang-involved individuals who have gang-involved family members, and (c) other high-risk youth who are suspected of involvement. The overall goal of this research was to identify distinct pathways to gang activity that could inform practitioners and policymakers about useful intervention strategies. The study context was specific to Multnomah County, Oregon.

To achieve this, separate and distinct juvenile and adult systems databases were integrated to create critical linkages between juvenile services data (including risk assessments), adult community corrections data, and federal corrections data (n=2,210 individual records). This allowed for the examination of the trajectory of each individual - regardless of gang system documented gang status - from juvenile services through state adult corrections through federal adult corrections. It also permitted the investigation into the similarities or differences among different system-identified groups (i.e., gang involved, suspected gang involved, or no documentation of gang involvement). Additionally, the inclusion of familial and peer criminal justice records and system gang identification enabled the research team to control for family and peer influences while focusing on how the father's criminality and gang status might be a risk factor for youth criminal legal involvement and escalation into the adult system. Research questions for the quantitative data collection were:

1. What aspects of early criminal offending and other problematic behaviors differ between gang-affiliated youth, gang-affiliated youth with gang-involved parents, and other high-risk youth?
2. Are there significant differences in the likelihood of youth escalation into the adult criminal justice system and the Federal Corrections System between gang-affiliated youth, gang-affiliated youth with gang-involved parents, and other high-risk youth?
3. Are there consistent age-related trends in risk as measured by the Juvenile Crime Prevention (JCP) tool? Do these trends vary by gang-affiliated youth, gang-affiliated youth with gang-involved parents, and other high-risk youth?
4. What is the timing of important life events across the life course of justice-involved youth? Does the timing differ between gang-affiliated youth, gang-affiliated youth with gang-involved parents, and other high-risk youth?
5. Does the close proximity of the timing of these life events increase the likelihood of youth escalation into the adult criminal justice system and the Federal Corrections System? Do these predictions differ between gang-affiliated youth, gang-affiliated youth with gang-involved parents, and other high-risk youth?
6. How do parental offending and incarceration patterns predict their child's likelihood of becoming gang-affiliated and likelihood of escalation into the adult criminal justice system?
7. How do the answers to the above research questions vary by youth race, ethnicity, geography, and offense type?

In addition to quantitative measures of gang pathways, semi-structured interviews were conducted with two groups: gang-affiliated and gang-involved youth supervised in the Department of Community Justice Gang Unit during the study time period (n=32), and corrections staff who had current or previous experience working with gang-affiliated or gang-involved youth (n=12). Original research questions for the qualitative data collection were:

1. What are the critical transition periods for becoming gang-affiliated, and how are they experienced as an emotional event and/or a deliberate decision? How do these differ between individuals who have no criminal justice system involved family members, individuals with criminal justice involved family members, and individuals with gang-affiliated family members?
2. What is the relational and emotional experience of recruiting a familial relation to gang affiliation, and of being recruited by a familial relation to gang affiliation and gang activities?
3. What are the motivations for recruiting a familial relation into gang affiliation, and for allowing oneself to be successfully recruited by a family member?
4. What are the methods employed by gang-affiliated individuals in recruiting their family members?
5. Do the recruiter and recruited have significant or patterned differences in the event and experience of recruitment into gang affiliation and activities?
6. Do the recruiter and recruited have significant or patterned differences in their views and experiences of the criminal justice system?

Qualitative data will be made available in a future update.

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.

The purpose of this was to leverage an existing randomized controlled trial of The Second Step anti-bullying program, which was implemented when the sample of students was in middle school, by measuring related aggressive behaviors (e.g. bullying, cyberbullying, sexual violence) during the high school years. The objectives of this study were to determine treatment effects of the Second Step middle school program on reductions in youth aggression (including bullying), sexual violence, substance use, and teen dating violence when in high school, as well as to assess middle school belonging as a mediator of these treatment effects on targeted problem behaviors in high school.

Demographic variables included as part of this collection are students' age, gender, race, and household characteristics. The collection contains 3 SPSS data files:

• analysis4_de-identified_2.sav (n=2143; 304 variables)

• RCT-WAVE-1-4-ITEMS_RECODED_de-identified_2.sav (n=4718; 741 variables)

• RCT---WAVE-5-7-ITEMS_RECODED_de-identified_2.sav (n=3064; 887 variables)

The Eurobarometer series is a unique cross-national and cross-temporal survey program conducted on behalf of the European Commission. These surveys regularly monitor public opinion in the European Union (EU) member countries and consist of standard modules and special topic modules. The standard modules address attitudes towards European unification, institutions and policies, measurements for general socio-political orientations, as well as respondent and household demographics. The special topic modules address such topics as agriculture, education, natural environment and resources, public health, public safety and crime, and science and technology.

This round of Eurobarometer surveys covered the following special topics among respondents aged 16 to 30 years: (1) Mobility, (2) Job Training and Education, (3) Institutional Impact, (4) Social and Political Life, and (5) Climate Change. Respondents' opinions were collected regarding their mobility within the European Union, and how this affected their ability to study, train, and work. Respondents were also asked about training, school and university education in their own respective countries as well. Additional questions were asked regarding EU institutions and the impact of the EU initiative known as 'Youth Guarantee.' Respondents were also asked about their socioeconomic position in society, the impact of recent economic crises on their economic and social lives, and their attitudes toward environmental and climate change. In addition, respondents were also asked about their relationship to online social networks, as well as public life in the EU in general.

Demographic and other background information collected includes age, gender, nationality, marital status, occupation, age when stopped full-time education, household composition, ownership of a fixed or mobile telephone and other goods, difficulties in paying bills, level in society, and Internet use. In addition, country-specific data includes type and size of locality, region of residence, and language of interview (select countries).

The Evaluation of Florida's Avon Park Youth Academy and STREET Smart Program, 2002-2008 contains data gathered on youth involved in programs which aim to increase educational outcomes, increase labor force participation, and reduce recidivism.

Avon Park Youth Academy (APYA) is a secure custody residential facility that provides specialized, remedial education and intensive vocational training to moderate risk youth committed to the Florida Department of Juvenile Justice (DJJ). The STREET Smart program (SS) was the reentry component of the program, which provided community support and educational and vocational services to APYA participants on a voluntary basis after their release to the community. In the last several years, APYA/SS has received national and international recognition as a "Promising Program" for juvenile offenders. Both the Office of Juvenile Justice and Delinquency Prevention (OJJDP) and the U.S. Department of Labor (DOL) determined that a rigorous evaluation was required to assess whether APYA/SS could progress from a "Promising Program" to an "Evidence-based Practice."

To conduct this evaluation, the National Council on Crime and Delinquency (NCCD) designed and conducted a field trial that randomly assigned youth committed to DJJ to the APYA/SS program or a control group. This experimental design permitted a rigorous test of the hypothesis that compared to the control group, APYA/SS participants would demonstrate more positive educational achievement, increased labor force participation, and reduced recidivism outcomes after community release.

The 360 youth assigned to the experimental control group stayed at APYA for an average of 9.7 months from 2002-2005. Of these, 301 youth completed participation in the SS program by March 2006. The youth were observed for a three-year period after their community release dates. This included an interview following release from incarceration to collect data on educational achievements, employment, and justice system program experiences. All subjects had reached the 36-month follow-up threshold as of May 2008.

In response to growing concerns about recidivism and the welfare of youth who return to communities from incarceration, the federal government passed the Second Chance Act (SCA) in 2008 to authorize funding to support the development, implementation, and evaluation of juvenile reentry programs (H.R. 1593, 110th Cong. 2007). Since then, more than 100 juvenile SCA awards have been made to grantees across the U.S. to improve reentry programming and outcomes for youth returning home after placement in juvenile correctional institutions (State Government Justice Center, 2017).

The purpose of this evaluation was to evaluate five FY2010 juvenile SCA grantees who were funded to implement comprehensive reentry programs for high-risk youth, and to provide policymakers, practitioners, and funders with empirical evidence about the degree to which the SCA program effectively reduced recidivism and improved reintegration outcomes for youth offenders, and to inform future comprehensive juvenile reentry efforts.

Specific goals of this study included:

1. identifying strong sites for an impact evaluation;
2. assessing the extent to which the sites successfully implemented a comprehensive and integrated model of juvenile reentry for a high-risk, high-needs population;
3. assessing program operations and adherence to reentry principles;
4. evaluating the impact of the SCA programs;
5. determining the cost effectiveness of the SCA programs, and their cost-benefit in terms of crime prevented; and
6. disseminating evaluation findings to practitioner and researcher audiences.

The study sought to measure knowledge about laws related to domestic violence and harassment, resources for help, rape myths, and skills such as conflict resolution; attitudes about the acceptability of violent, abusive, and harassing behaviors; behavioral intentions to avoid committing violent acts in the future as well as intentions to intervene when in the position of a bystander; behavioral measures about peer and dating partner physical and sexual violence experienced as a victim or perpetrator, and sexual harassment experienced as a victim or perpetrator; and other items covering a demographic profile of the students and questions on prior attendance at an educational program about sexual assault, harassment, or violence, and prior history of dating.

Researchers randomly assigned a school-based intervention to 6th and 7th grade classes (over 2,500 students) in 30 public middle schools in New York City to one of four conditions: (1) a classroom-based intervention; (2) a school-wide intervention; (3) interventions that included both classroom and school-wide components; or (4) a (no treatment) control group. The classroom based intervention was delivered through a six session curriculum that emphasized the consquences for perpetrators of domestic violence and harassment, state laws and penalties for domestic violence and harassment, the construction of gender roles, and healthy relationships. The school-wide intervention included the development and use of temporary school-based restraining orders, higher levels of faculty and security presence in areas identified by students and school personnel as unsafe "hot spots", and the use of posters to increase awareness and reporting of domestic violence and harassment to school personnel. Pencil and paper surveys were distributed to students at three different times: (1) immediately before the assignment to one of the four study conditions, (2) immediately after the treatment (or control condition) was completed, and (3) between five and six months after assignment to one of the four study conditions. The surveys took about 40 minutes to complete and were completed in the classroom during one class period.

The Flint Adolescent Study (FAS) interviewed 850 ninth graders in the four public high schools of Flint, MI. The study was conducted in collaboration with the Projects for Urban and Regional Affairs and Flint Community Schools. The goal of the study was to explore the protective factors associated with school dropout and alcohol and substance use. The study followed the youths for four years beginning in the Fall of 1994. The sample reflected the overall student body in the Flint high schools. In order to study those students most at risk for leaving school before graduation, individuals with grade point averages of 3.0 and below were selected.

Interviews were conducted face-to-face with each student at the school or in a community location for students who were out of school. Each interview took about one hour to complete. At the end of the interview students were asked to complete the last section of the questionnaire by themselves which contains questions about their drug use and sexual behavior.

Information obtained from the youths includes: participation in church, school, and community organizations; social support and influence of family and friends; self esteem and psychological well being; delinquent and violent behaviors; alcohol and substance use; sex behavior and child bearing; school attitudes and performance; and family structure and relationships. The Youths were asked to complete a brief questionnaire at the end of the interview about their alcohol and substance use, and sexual behavior. In years 3 and 4 questions also asked about driving behavior, attachment style, stress, mentoring, and racial identity. Data was also collected about parental education and occupation.

This study sought to evaluate the functional independence in children at a Centers for Pediatric Rehabilitation Teleton (CRIT) facility in Guanajuato, Mexico through the use of the WeeFIM Instrument (0-3 Module). The dataset in this collection was generated in May 2013 from electronic health records for secondary analysis of de-identified data. The goal of CRIT, that this research sought to evaluate, was to improve social integration for children with disabilities in Mexico through comprehensive rehabilitation services, including physical therapy, occupational therapy, neurotherapy, speech therapy, physical and rehabilitation medicine, psychology, social integration, and school for parents.

The collection includes one dataset (35 variables, 5,993 cases). Demographic variables included in the collection: Age, gender, and city of residence.

This project investigated the experiences of New York City youth ages 16-24 who were at high risk for gun violence (e.g., carried a gun, been shot or shot at). Youth participants were recruited from three neighborhoods with historically high rates of gun violence when compared to the city as a whole--Brownsville (Brooklyn), Morrisania (Bronx), and East Harlem (Manhattan). This study explores the complex confluence of individual, situational, and environmental factors that influence youth gun acquisition and use. This study is part of a broader effort to build an evidence-based foundation for individual and community interventions, and policies that will more effectively support these young people and prevent youth gun violence. Through interviews with 330 youth, this study seeks to answer these questions:

1. What are the reasons young people carry guns?
2. How do young people talk about having and using guns?
3. What are young people's social networks like, and what roles do guns play in thesenetworks?

Interviews covered the following topics: neighborhood perceptions; perceptions of and experiences with the police, gangs, guns, and violence; substance use; criminal history; and demographics: race, gender, age, legal status, relationship status, living situation, location, number of children, drug use, and education.