Impact of Legal Advocacy on Intimate Partner Homicide in the United States, 1976-1997 (ICPSR 25621)
National Initiative for Building Community Trust and Justice, 6 United States cities, 2011-2018 (ICPSR 37492)
The National Initiative for Building Community Trust and Justice (the National Initiative) is a joint project of the National Network for Safe Communities, the Center for Policing Equity, the Justice Collaboratory at Yale Law School, and the Urban Institute, designed to improve relationships and increase trust between communities and law enforcement.
Funded by the Department of Justice, this mixed-methods evaluation aimed to assess outcomes and impacts in six cities that participated in the National Initiative, which include Birmingham, AL; Fort Worth, TX; Gary, IN; Minneapolis, MN; Pittsburgh, PA; and Stockton, CA. The data described herein represent two waves of surveys of residents living in the highest-crime, lowest-income residential street segments in the six National Initiative cities.
The first wave was conducted between September 2015 and January 2016, and the second wave was conducted between July and October 2017. Survey items were designed to measure neighborhood residents' perceptions of their neighborhood conditions--with particular emphases on neighborhood safety, disorder, and victimization--and perceptions of the police as it relates to procedural justice, police legitimacy, officer trust, community-focused policing, police bias, willingness to partner with the police on solving crime, and the law.
The data described herein are from pre- and post-training assessment surveys of officers who participated in three trainings: 1) procedural justice (PJ) conceptual training, which is the application of PJ in the context of law enforcement-civilian interactions, as well as its role in mitigating historical tensions between law enforcement and communities of color; 2) procedural justice tactical, which provided simulation and scenario-based exercises and techniques to operationalize PJ principles in officers' daily activities; and 3) implicit bias, which engaged officers in critical thought about racial bias, and prepared them to better identify and handle identity traps that enable implicit biases. Surveys for the procedural justice conceptual training were fielded between December 2015 and July 2016; procedural justice tactical between February 2016 and June 2017; and implicit bias between September 2016 and April 2018. Survey items were designed to measure officers' understanding of procedural justice and implicit bias concepts, as well as officers' levels of satisfaction with the trainings.
Process and Outcome Evaluation of the Gang Resistance Education and Training (G.R.E.A.T.) Program, 2006-2011 [UNITED STATES] (ICPSR 34899)
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 goal of the study was to determine what effect, if any, the Gang Resistance Education and Training (G.R.E.A.T.) program had on students. The G.R.E.A.T., a 13-lesson general prevention program taught by uniformed law enforcement officers to middle school students, had three stated goals: 1) to reduce gang membership, 2) to reduce delinquency, especially violent offending, and 3) to improve students' attitudes toward the police.
To assess program effectiveness, researchers conducted a randomized control trial involving 3,820 students nested in 195 classrooms in 31 schools in 7 cities. A process evaluation consisted of multiple methods to assess program fidelity: 1) observations of G.R.E.A.T. Officer Trainings, 2) surveys and interviews of G.R.E.A.T.-trained officers and supervisors, 3) surveys of school personnel, and 4) "on-site," direct observations of officers delivering the G.R.E.A.T. program in the study sites. Only the data from the student surveys, law enforcement officer surveys, and school personnel surveys are available.
Data file 1 (Student Survey Data) has 3,820 cases and 1,926 variables. Data file 2 (Law Enforcement Survey Data) has 137 cases and 140 variables. Data file 3 (School Personnel Survey Data) has 230 cases and 148 variables.