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Momentum toward removing school-based law enforcement (SBLE) has increased since the summer of 2020. This change has occurred due to issues of equity with the hope that removing SBLE will reduce existing racial and ethnic disparities in the criminal justice system. SBLE refers to sworn law enforcement stationed in schools on either a part- or full-time basis. Some SBLE are known as school resource officers, who often receive special training in juvenile law and interacting with students in schools, although this varies from state to state. Other SBLE do not receive any special training in working with young people.

Although the move toward removing SBLE may have intuitive appeal to some school districts, no empirical evidence exists regarding what happens to students' frequency of contact with the criminal justice system after schools remove SBLE. Similarly, current research has not examined the impacts on the attendant racial and ethnic disparities.

All the data used in this study are secondary data from the National Center for Education Statistics (NCES), including both the publicly available Civil Rights Data Collection (CRDC) and the restricted-use School Survey on Crime and Safety (SSOCS). All data cleaning, manipulation, and analysis will be done using syntax files in Stata. This study is a collection of these three Stata .do syntax files.

This study compared changes in three measures of criminal justice contact (i.e., arrests, referrals to law enforcement, and crimes reported to police) in schools that removed SBLE relative to the changes in schools that did not remove SBLE. The study examined within-school racial and ethnic differences in rates of arrest and referrals to law enforcement, and between-school differences in all three measures of criminal justice system contact by school racial composition.

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 study was designed to examine how districts that experienced an incident of school employee sexual misconduct in 2014 defined, interpreted, and implemented key elements of Title IX before, during, and after an incident. The study used a qualitative case study design with a purposeful sample of five districts recruited from a database of 459 districts who experienced a case of school employee sexual misconduct in 2014. The study was conducted between January 2016 and September 2017.

Data collected included: 1) various district documents, 2) 41 interviews with primary actors (school employees and county officials directly involved in responding to the incident), 3) 10 focus groups with 51 secondary actors (school employees who were not directly involved with the incident but who might have been indirectly affected by it), and 4) offender, victim and district characteristics. Documents reviewed included written policies and protocols, training materials and handbooks for staff and students, case documents, and other guiding documents as applicable. In interviews and focus groups, participants were asked to discuss their knowledge of district policies and procedures, to describe the dissemination of and any changes to these policies and procedures, and to provide recommendations for improvement. To protect the confidentiality all district and participant identifying information is confidential and has been removed from any reporting.

The Wisconsin School Violence and Bullying Prevention Study sought to understand the impact of comprehensive bullying prevention programs on outcomes related to violence, safety, and bullying rates. This study focused on 24 middle schools (grades 6 to 8) in Wisconsin.

To examine the effectiveness of the school's current anti-bullying program, the Bullying Prevention Program Assessment tool (BPPAT) was completed at the end of the school year. The BPPAT focused on administrative policy and procedures geared towards students, faculty, parents, or administrators. This tool examined the following items: policy and procedures, program implementation, staff training, parental education and communication, student training, reporting systems, and continuous quality improvement (CQI). Students and faculty were given surveys to determine bullying rates and perceptions of school safety. The school safety survey was given to all students concerning their bullying victimization and perception of school safety. This survey contains the following demographic variables: age, sex, grade, and race. The verified bullying incident data contains incident reporting from faculty, which focused on the type of bullying and the demographics of the perpetrator and victim. After new bullying prevention programs were implemented, students were given the safety and bullying victimization survey which focused on perceptions of bullying and school safety.

The number of bullying incidents, number of student victims and perpetrators, and the demographic characteristics of victims and perpetrators were retained in aggregate form for each school were submitted to the Department of Public Instruction (DPI) for analysis.