Showing 1 – 3 of 3 results.
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Assessing Trends and Best Practices of Motor Vehicle Theft Prevention Programs in the United States, 2003 (ICPSR 4278)
Released/updated on: 2007-09-27
Geographic coverage: North Carolina, Vermont, United States, Tennessee, Arkansas, Utah, West Virginia, Colorado, Missouri, Virgin Islands of the United States, Phoenix, Arizona, Las Vegas, Nevada, District of Columbia, Montana, Sacramento, Seattle, Hawaii, Minnesota, California, Florida, Delaware, New York (state), New Jersey, Michigan, Pennsylvania, Mississippi, Iowa, Illinois, Connecticut, Maryland
Time period: 2002-10-01--2004-04-01
This trends and best practices evaluation geared toward motor vehicle theft prevention with a particular focus on the Watch Your Car (WYC) program was conducted between October 2002 and March 2004. On-site and telephone interviews were conducted with administrators from 11 of 13 WYC member states. Surveys were mailed to the administrators of auto theft prevention programs in 36 non-WYC states and the 10 cities with the highest motor vehicle theft rates. Completed surveys were returned from 16 non-WYC states and five of the high auto theft rate cities. Part 1, the survey for Watch Your Car (WYC) program members, includes questions about how respondents learned about the WYC program, their WYC related program activities, the outcomes of their program, ways in which they might have done things differently if given the opportunity, and summary questions that asked WYC program administrators for their opinions about various aspects of the overall WYC program. The survey for the nonmember states, Part 2, and cities, Part 3, collected information about motor vehicle theft prevention within the respondent's state or city and asked questions about the respondent's knowledge of, and opinions about, the Watch Your Car program.
Curated
Evaluation of Boot Camps for Juvenile Offenders in Cleveland, Denver, and Mobile, 1992-1993 (ICPSR 6922)
Released/updated on: 2006-03-30
Geographic coverage: United States, Colorado, Ohio, Denver, Alabama, Cleveland, Mobile
Time period: 1992-01-01--1993-01-01
Boot camps, a popular alternative to standard correctional facilities, are characterized by a strong emphasis on military structure, drill, and discipline and by an abbreviated period of incarceration. In 1990, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) launched a demonstration program to develop boot camp models for juveniles and to test the feasibility and appropriateness of their implementation. In September 1991, three groups received awards to develop and implement boot camps as intermediate sanctions: the Cuyahoga County Court of Common Pleas in Cleveland, Ohio, the Colorado Division of Youth Services in Denver, Colorado, and the Boys and Girls Clubs of Greater Mobile, Alabama. Simultaneously, the National Institute of Justice sponsored an evaluation of the implementation of the demonstration programs, focusing on the experiences of youths who entered the program during the first year of operation, from 1992 to 1993. This collection contains data from the program evaluation conducted on these three boot camps during the first year. The core of the assessment was a management information system that captured administrative data as the offenders progressed through the demonstration program. At intake, researchers collected demographic, criminal, and family and social information. Demographic information collected at intake includes age, race, education, and employment. Criminal data covers criminal history, current offense, and case information, while family and social history variables include whether the youths' parents had a criminal record, whether their family received public assistance, and whether they had delinquent friends, delinquent siblings, discipline problems at home or school, or a history of psychological problems. At the beginning and end of the boot camp term, staff rated the youths' performance on educational and behavioral measures. The youths were also surveyed about the rules of boot camp, their opinions of instructors, and their self-esteem, drug and alcohol use, and criminal behavior. At the end of the first 90 days (the residential period), data were collected on the date of graduation, infractions during boot camp, honors or awards, and special services received. Five months after graduation, youths were evaluated on their aftercare experiences. Some sites supplemented the basic management information with data collected on educational performance, employment history and expectations, physical fitness, and youth attitudes.
Curated
Evaluation of the First Incarceration Shock Treatment (FIST) Program for Youthful Offenders in Kentucky, 1993-1994 (ICPSR 2698)
Released/updated on: 2005-11-04
Geographic coverage: United States, Kentucky
Time period: 1993-01-01--1994-01-01
Boot camps, a popular alternative to incarceration, are characterized by a strong emphasis on military structure, drill, and discipline and by an abbreviated period of incarceration. Originally designed for young, adult, male offenders convicted of nonviolent crimes, boot camps have been expanded to encompass juveniles and women as well. In 1992 the Bureau of Justice Assistance funded three agencies to develop correctional boot camps for young offenders, and simultaneously, the National Institute of Justice supported an evaluation of these camps. By October 1993 the only operational boot camp of the three selected sites was the Kentucky Department of Corrections' First Incarceration Shock Treatment (FIST) program. This data collection is an evaluation of the first 18 months of operation of FIST from July 1993 through December 1994. The primary goal of this evaluation was to document the development of the Kentucky boot camp, the characteristics and experiences of the youthful offenders participating in it, and any changes in participants' attitudes and behaviors as a result of it. The evaluation consisted of an extensive case study, supplemented by pre- and post-test comparisons of boot camp offenders' attitudes, physical fitness, and literacy skills, descriptive information about their engagement in legitimate activities during aftercare, and an assessment of the rates, timing, and sources of program attrition. Variables in this collection include entrance and exit dates, sentence, crime type and class, pre- and post-program test scores in math, reading, and language skills, and demographic variables such as age, race, sex, and marital status.