Showing 1 – 5 of 5 results.
Curated
Law-Related Education Evaluation Project [United States], 1979-1984 (ICPSR 8406)
Released/updated on: 2006-01-18
Geographic coverage: United States
Time period: 1979-01-01--1984-01-01
This data collection contains information gathered to evaluate certain activities of a number of organizations dedicated to the advancement of law-related education (LRE) in elementary, junior high, and senior high schools. The organizations whose activities were evaluated were (1) the Constitution Rights Foundation, (2) Law in a Free Society, (3) the National Street Law Institute, (4) the American Bar Association's Special Committee on Youth Education for Citizenship, (5) the Children's Legal Rights Information and Training Program, and (6) the Phi Alpha Delta Committee for Juvenile Justice. The evaluation research dealt primarily with two types of issues: (1) the degree of increase in awareness of and receptivity toward LRE among the nation's educators, juvenile justice, and other related professionals, as well as the degree of institutionalization of LRE in certain targeted states (i.e., California, Michigan, and North Carolina), and (2) the degree to which LRE could produce changes in students' knowledge of and attitudes about the law, and reduce juvenile delinquency (measured both by self-reported delinquency rates and by attitudes previously shown to be correlated with delinquent behavior). In 1981 (Part 1) and again in 1982 (Part 2), questionnaires were mailed to a sample of professionals in state educational organizations as well as to elementary and secondary school principals, juvenile justice specialists, juvenile and family court judges, police chiefs, and law school deans. Respondents were asked whether they had heard of the various projects, what they thought of LRE in terms of its impact on students and usefulness in the curriculum, whether LRE should be required, what type of publicity had contributed to their awareness of LRE, and the degree of involvement they would be willing to have in promoting or developing LRE programs. In a second component of the study, primary and secondary school students were selected for an impact evaluation of the LRE activities run by the six organizations under evaluation. Questionnaires were administered to students during academic years 1982-1983 (Part 3) and 1983-1984 (Part 4), before and after participating in LRE courses offered by the programs under evaluation. Control students (not taking LRE courses) were also used for the comparisons. The questionnaires tested the knowledge, attitudes (measuring such factors as isolation from school, delinquent peer influence, negative labeling, and attitudes toward violence), and self-reported delinquency of school children. Demographic information collected about the student respondents includes sex, age, race, grade in school, and grade-point average.
Curated
Longitudinal Study of Violent Criminal Behavior in the United States, 1970-1984 (ICPSR 6103)
Released/updated on: 2005-11-04
Geographic coverage: United States
Time period: 1970-01-01--1984-01-01
The primary objective of this project was to explore the familial, physical, psychological, social, and cultural antecedents and correlates of violent criminal offending. This research used an extensive longitudinal database collected on 1,345 young adult male offenders admitted to the Federal Correctional Institution (FCI) in Tallahassee, Florida, from November 3, 1970, to November 2, 1972. Using FBI arrest records ("rap sheets"), each inmate was classified on the basis of the National Crime Information Center Uniform Offense Codes into one of four distinct categories: (1) "angry violent," in which the apparent goal was to injure the victim, (2) "instrumentally violent," in which the aggressive behavior was a means to an end (as in a robbery), (3) "potentially violent," as evidenced by making threats or carrying weapons but in which the offender was not accused of any violent offenses, and (4) "nonviolent," in which the offender had not been charged with violent criminal behavior. Violent offenders were also subdivided into those who had been repetitively violent and those who had been charged with just one violent offense. As part of the classification process, each inmate was administered an extensive battery of tests by the research project staff. The two primary personality assessment instruments utilized were the Minnesota Multiphasic Personality Inventory (MMPI) and the California Psychological Inventory (CPI). Each inmate's caseworker filled out a series of of standard Bureau of Prisons forms recording the results of the medical, educational, and psychological evaluations, as well as salient aspects of the case and criminal history. The researchers also obtained copies of each offender's Presentence Investigation Report (PSI) that had been prepared by the federal probation officer, and then devised a series of scales to quantify the PSI data. In addition, an hour-long structured intake interview was administered to each inmate by his team psychologist. Global scales were constructed from these intake interviews. After each interview, the psychologists performed an evaluative Q-sort. Nine scales were later constructed based on these Q-sorts. Also, every dormitory officer and every work supervisor completed scales assessing each subject's interpersonal adjustment and work performance at 90-day intervals. Immediately prior to release, as many inmates as possible were reinterviewed and retested on the MMPI and the CPI. Follow-ups using FBI rap sheets were conducted in 1976 and 1984. Variables obtained from the Bureau of Prisons forms include age upon entry, race, marital status, age at first arrest, number of prior adult convictions, commitment offense(s), highest school grade completed, drug dependency, and alcoholism. Scales developed from the PSIs provide data on father, mother, and siblings, family incohesiveness, adequacy of childhood dwelling, social deviance of family, school problems, employment problems, achievement motivation, problems with interpersonal relations, authority conflicts, childhood and adolescent or adult maladjustment and deviance, poor physical health, juvenile conviction record, adult arrest and conviction record, violence of offense, group influence on illegal behavior, and prior prison adjustment. The intake interview inquired about the developmental family history and the child's development, the inmate's marriage, educational, and work history and attitudes, attitudes toward sex, military service and attitudes, self-reported use of alcohol and other substances, religious preferences and practices, and problems during any previous confinements. Scales based on the psychologists' Q-sorts evaluated aggression, hostility avoidance, authority conflict, sociability, social withdrawal, social/emotional constriction, passivity, dominance, and adaptation to the environment. Data are also provided on global dorm adjustment and the number of shots, cell house days, sick calls, and infractions for the offenders' first and second 90-day periods at the FCI.
Curated
Simple Crosstabs
A National Evaluation of Internet Crimes Against Children Task Force Training, [United States], 2019-2022 (ICPSR 38880)
Released/updated on: 2024-03-13
Geographic coverage: United States
Time period: 2019-10-01--2020-09-01, 2020-10-01--2021-09-01, 2021-10-01--2022-09-01
The Office of Juvenile Justice and Delinquency Prevention (OJJDP)'s Internet Crimes Against Children (ICAC) Training and Technical Assistance (TTA) Program provides TTA to ICAC task force members and their affiliate agencies to support the investigation of ICAC cases. However, little is known about the quality, implementation fidelity, outcomes, and costs associated with ICAC TTA Program training. This study was designed to fill this gap and focused on examining the quality, implementation fidelity, and costs of OJJDP-funded ICAC trainings, as well as participant reactions to training such as perceptions of quality and satisfaction, perceived changes in knowledge and skills, and perceived training results. Using a descriptive design, this study used multiple data collection and analysis approaches, including those that involved extant data collected by TTA providers (i.e., surveys, pre-post tests, implementation data, cost data) and original data collected by the evaluation team (i.e., observations, surveys, interviews, cost data). Findings suggest that overall, ICAC investigative training was rated highly by both trainees and their ICAC commanders in terms of the quality of training delivery, expertise of instructors, knowledge gains, and applicability to on-the-job ICAC investigations. Costs associated with ICAC training suggest a total cost of about $10.3 million to provide ICAC training over the three-year evaluation period, with annual average costs ranging from $2.9 million to $4.3 million over this period. Findings from this study are intended to support OJJDP in its understanding of the ICAC TTA Program to develop and deliver investigative TTA to ICAC task forces.
Curated
Restricted
Police Human Resource Planning: National Surveys, 2011-2013 [United States and Canada] (ICPSR 34885)
Released/updated on: 2016-09-13
Geographic coverage: Canada, United States
Time period: 2011-01-01--2013-01-01
This study utilized: a national survey of law enforcement officials; a national survey of criminal justice faculty; a survey of criminal justice students at Arizona State University, Kutztown University, Michigan State University, and Sam Houston State University; four separate surveys of a small expert panel; and mini-case studies to investigate issues associated with police human resource management and planning, such as recruitment, selection, training, and promotion.
Curated
Restricted
Trends in Juvenile Criminal Case Processing and Education, Connecticut, 2006-2012 (ICPSR 36141)
Released/updated on: 2018-05-18
Geographic coverage: United States, Connecticut
Time period: 2006-01-01--2012-12-31
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 goals of the study were to estimate the effect of juvenile versus criminal jurisdiction on recidivism and educational outcomes in Connecticut, and describe the relationships among education and juvenile justice outcomes from early to late adolescence. The study sample included all court-referred juveniles and adults in Connecticut between the years 2006 to 2012. The individual-level juvenile case records and educational variables for each year were acquired from the Connecticut Court Support Services Division (CSSD) and the Connecticut State Department of Education (CSDE). Data on court-involvement (CSSD) include juvenile referral history, detention data, service data, adult criminal history, and data on multiple risk assessments. Educational data (CSDE) include demographic information, student enrollment (i.e., number of days in attendance, graduation, dropout), statewide, standardized academic achievement test scores, disciplinary offense data, and special education data.