Showing 1 – 14 of 14 results.
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Developing Knowledge About What Works to Make Schools Safe: Implementation and Evaluation of Tools for Life to Improve School Climate and Safety in Jackson Public School District, Mississippi, 2016-2018 (ICPSR 37600)
Released/updated on: 2023-01-30
Geographic coverage: Jackson (Mississippi), Mississippi, United States
Time period: 2016-01-01--2018-01-01
Tools for Life: Relationship-Building Solutions (TFL) is a program designed to improve school climate and safety through the proactive development of elementary and middle school students' interpersonal skills (relationship-building and communication) and intrapersonal skills (self-regulation and resiliency). In the 2016-2017 and 2017-2018 school years, the Jackson (Mississippi) Public School District (JPSD) implemented TFL in grades 1 through 8. RAND researchers conducted a randomized controlled trial to determine whether TFL, integrated into existing school practices, positively affected school climate and safety in the district.
This project described the implementation of TFL in JPSD, calculated its costs, and evaluated the program's effectiveness. TFL was designed to improve whole-school change in relationships among staff and students, but the project researchers found that implementation of TFL in JPSD schools was generally shallow, and the program was rarely, if at all, implemented across a whole school as it was designed. TFL had little impact: After one year of implementation, there were no practically or statistically significant differences between schools that implemented TFL and those that did not in measures of students' social and emotional, school climate, behavioral, or achievement outcomes. In addition to the uneven implementation of the program, methodological limitations of the study and contextual factors in JPSD may have contributed to these finding.
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Evaluation of the Bully-Proofing Your School Program in Colorado, 2001-2006 (ICPSR 21840)
Released/updated on: 2009-03-31
Geographic coverage: United States, Colorado
Time period: 2001-01-01--2006-01-01
Bully-Proofing Your School (BPYS) was a school-based intervention program designed to reduce bullying and school violence. The BPYS program differed from other anti-bullying programs by providing teachers with a specific curriculum that could be implemented in the classroom. The purpose of this study was to evaluate the BPYS program at the elementary school and middle school level. The BPYS outcome evaluation consisted of school climate surveys administered to elementary school students (Part 1), middle school students (Part 2), and staff (Part 3) in both treatment and comparison schools. The design of the data collection for the study was a repeated cross-sectional design. The evaluation of BPYS took place over five years. In the spring semesters of 2002, 2003, 2004, 2005, and 2006, all participating schools completed a school climate survey. The researchers collected 4,136 completed elementary school surveys (Part 1), 1,627 completed middle school surveys (Part 2), and 1,209 completed staff surveys (Part 3). For the elementary and middle school students, the mode of data collection was an in-class (group administration) anonymous self-completed survey. For the 1,209 staff surveys (Part 3), the mode of data collection was a mail questionnaire. Part 1 variables include sociodemographic and general school information items, school climate variables, school safety variables, and home and family environment variables. Also included is a filter variable which can be used to select the 3,497 cases that were used in the original analyses. Part 2 variables include sociodemographic and general school information variables, school climate variables, school safety variables, substance use variables, home and family environment variables, variables about guns, variables on activities the respondent participated in, and school attendance variables. Part 3 variables include school and staff characteristics variables, questions about general conditions in the school, questions on how the respondent felt about other people working at the school, questions concerning the resources and participation in the school and the community, and questions regarding staff perceptions of safety at the school.
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Interconnecting Positive Behavioral Interventions and Supports (PBIS) and School Mental Health to Improve School Safety, South Carolina and Florida, 2013-2020 (ICPSR 37908)
Released/updated on: 2023-11-16
Geographic coverage: United States, Florida, South Carolina
Time period: 2013-01-01--2020-01-01
Bullying, fighting, and other forms of interpersonal violence occur frequently in elementary schools, and are associated with student distress, poor school functioning, and increases in aggression, delinquency, and other behavior problems. Positive Behavioral Intervention and Supports (PBIS) is a holistic, multi-tiered, evidence-based approach for preventing and reducing aggression and other problem behavior in school. However, the majority of PBIS schools struggle with more intensive interventions, which many students who present aggressive and disruptive behaviors need. School mental health (SMH) offers promise for addressing these limitations in PBIS. However, SMH lacks an implementation structure and as a result a student must effectively be at a crisis level to be referred for services. Because PBIS and SMH have operated separately, the impacts of both initiatives have been limited.
To address these limitations, the Interconnected Systems Framework (ISF) has been developed by leaders from national centers for both initiatives, providing specific guidance on PBIS-SMH interconnection through effective teams, data-based decision making, implementation support for evidence-based practices, and ongoing quality improvement to assure responsiveness to school and student needs. Involving partnerships with school districts and community mental health agencies in two school districts located in South Carolina and Florida, 24 schools implementing PBIS with fidelity were randomly assigned to the three conditions: the ISF, PBIS and SMH, or PBIS alone (8 schools per condition). Data were collected from school records, teacher and student reports, and school implementation teams. The impacts of ISF were compared to the other two conditions on school climate and safety, student exposure to violence, problem behavior and discipline problems, and access to and quality of services.
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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.
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Monitoring the Future: A Continuing Study of American Youth (8th- and 10th-Grade Surveys), 1993 (ICPSR 2523)
Released/updated on: 2005-11-04
Geographic coverage: United States
These surveys of 8th- and 10th-grade students are part of a series that explores changes in important values, behaviors, and lifestyle orientations of contemporary American youth. Students in each grade are randomly assigned to complete one of two questionnaires, each with a different subset of topical questions but containing a set of "core" questions on demographics and drug use. There are about 300 variables across the questionnaires. Drugs covered by this survey include amphetamines (stimulants), barbiturates (tranquilizers), other prescription drugs, tobacco, alcohol, inhalants, steroids, marijuana, hashish, LSD, hallucinogens, cocaine, crack, and injection drugs such as heroin.
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Monitoring the Future: A Continuing Study of American Youth (8th- and 10th-Grade Surveys), 1994 (ICPSR 2475)
Released/updated on: 2005-11-04
Geographic coverage: United States
These surveys of 8th- and 10th-grade students are part of a series that explores changes in important values, behaviors, and lifestyle orientations of contemporary American youth. Students in each grade are randomly assigned to complete one of two questionnaires, each with a different subset of topical questions but containing a set of "core" questions on demographics and drug use. There are about 300 variables across the questionnaires. Drugs covered by this survey include amphetamines (stimulants), barbiturates (tranquilizers), other prescription drugs, tobacco, alcohol, inhalants, steroids, marijuana, hashish, LSD, hallucinogens, cocaine, crack, and injection drugs such as heroin.
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Monitoring the Future: A Continuing Study of American Youth (8th- and 10th-Grade Surveys), 1995 (ICPSR 2390)
Released/updated on: 2005-11-04
Geographic coverage: United States
These surveys of 8th- and 10th-grade students are part of a series that explores changes in important values, behaviors, and lifestyle orientations of contemporary American youth. Students in each grade are randomly assigned to complete one in a set of questionnaires, each with a different subset of topical questions but containing a set of "core" questions on demographics and drug use. There are about 300 variables in each questionnaire. Drugs covered by this survey include amphetamines (stimulants), barbiturates (tranquilizers), other prescription drugs, tobacco, alcohol, inhalants, steroids, Rohypnol, MDMA, marijuana, hashish, LSD, hallucinogens, cocaine, crack, and injection drugs such as heroin.
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Monitoring the Future: A Continuing Study of American Youth (8th- and 10th-Grade Surveys), 1996 (ICPSR 2350)
Released/updated on: 2006-03-06
Geographic coverage: United States
These surveys of 8th- and 10th-grade students are part of a series that explores changes in important values, behaviors, and lifestyle orientations of contemporary American youth. Students in each grade are randomly assigned to complete one of two questionnaires, each with a different subset of topical questions but containing a set of 'core' questions on demographics and drug use. There are about 300 variables across the questionnaires. Drugs covered by this survey include amphetamines (stimulants), barbiturates (tranquilizers), other prescription drugs, tobacco, alcohol, inhalants, steroids, Rohypnol, MDMA, marijuana, hashish, LSD, hallucinogens, cocaine, crack, and injection drugs such as heroin.
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Monitoring the Future: A Continuing Study of American Youth (8th- and 10th-Grade Surveys), 1997 (ICPSR 2476)
Released/updated on: 2005-11-04
Geographic coverage: United States
These surveys of 8th- and 10th-grade students are part of a series that explores changes in important values, behaviors, and lifestyle orientations of contemporary American youth. Students in each grade are randomly assigned to complete one in a set of questionnaires, each with a different subset of topical questions but containing a set of "core" questions on demographics and drug use. There are about 300 variables in each questionnaire. Drugs covered by this survey include amphetamines (stimulants), barbiturates (tranquilizers), other prescription drugs, tobacco, alcohol, inhalants, steroids, Rohypnol, MDMA, marijuana, hashish, LSD, hallucinogens, cocaine, crack, and injection drugs such as heroin.
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Monitoring the Future: A Continuing Study of American Youth (8th- and 10th-Grade Surveys), 1999 (ICPSR 2940)
Released/updated on: 2005-11-04
Geographic coverage: United States
These surveys of 8th- and 10th-grade students are part of a series that explores changes in important values, behaviors, and lifestyle orientations of contemporary American youth. Students in each grade are randomly assigned to complete one of four questionnaires, each with a different subset of topical questions but containing a set of "core" questions on demographics and drug use. There are about 300 variables across the questionnaires. Drugs covered by this survey include amphetamines (stimulants), barbiturates (tranquilizers), other prescription drugs, tobacco, alcohol, inhalants, steroids, marijuana, hashish, LSD, hallucinogens, cocaine, crack, and injection drugs such as heroin.
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Monitoring the Future: A Continuing Study of American Youth (8th- and 10th-Grade Surveys), 2000 (ICPSR 3183)
Released/updated on: 2005-11-04
Geographic coverage: United States
These surveys of 8th- and 10th-grade students are part of a series that explores changes in important values, behaviors, and lifestyle orientations of contemporary American youth. Students in each grade are randomly assigned to complete one of four questionnaires, each with a different subset of topical questions but containing a set of "core" questions on demographics and drug use. There are about 300 variables across the questionnaires. Drugs covered by this survey include amphetamines (stimulants), barbiturates (tranquilizers), other prescription drugs, tobacco, alcohol, inhalants, steroids, marijuana, hashish, LSD, hallucinogens, cocaine, crack, and injection drugs such as heroin.
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Monitoring the Future: A Continuing Study of American Youth (8th- and 10th-Grade Surveys), 2001 (ICPSR 3426)
Released/updated on: 2006-03-30
Geographic coverage: United States
These surveys of 8th- and 10th-grade students are part of a series that explores changes in important values, behaviors, and lifestyle orientations of contemporary American youth. Students in each grade are randomly assigned to complete one of four questionnaires, each with a different subset of topical questions but containing a set of "core" questions on demographics and drug use. There are about 300 variables across the questionnaires. Drugs covered by this survey include amphetamines (stimulants), barbiturates (tranquilizers), other prescription drugs, tobacco, alcohol, inhalants, steroids, marijuana, hashish, LSD, hallucinogens, cocaine, crack, and injection drugs such as heroin.
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Outcome Evaluation of Tribes Learning Communities in California, 2007-2010 (ICPSR 32821)
Released/updated on: 2012-12-20
Geographic coverage: San Francisco, United States, California
Time period: 2007-01-01--2010-01-01
This study was an outcome evaluation that employed a group randomized experimental design to assess the effectiveness of a school-based violence prevention program known as Tribes in preventing youth violence. The study took place in elementary schools in the San Francisco Unified School District and targeted students in Kindergarten through Fifth grade. Within each school, teachers (and their students) were randomly assigned to the experimental condition, with teachers assigned to the intervention condition using Tribes in their classrooms and control teachers delivering usual lessons. Multiple, repeated measures, including teacher surveys and checklists, parent checklists, direct evaluator observations of classrooms, and individual student interviews were employed between May 2007 and November 2010. Researchers gathered data in four major outcome areas: classroom environment, teacher practices, and student behavior and reasoning.
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Project SECURE: Keeping Kids Safe in San Francisco Unified School District, California, 2017-2021 (ICPSR 38302)
Released/updated on: 2024-01-16
Geographic coverage: San Francisco, United States, California
Time period: 2017-01-01--2021-12-31
The purpose of Project SECURE (Safety, Equity, Caring, Understanding, and Resilience) was to evaluate the impact of a multi-tiered framework to strengthen the resilience of students who are the most vulnerable to adverse childhood experiences and trauma. Through Project SECURE, the team of researchers from SRI International and practitioners from San Francisco Unified School District (SFUSD) implemented and evaluated an evidence-based primary prevention program (Second Step) and targeted trauma-informed intervention (Bounce Back) in the district's elementary schools while developing a model for replication and expansion that reverses the negative trajectory and boosts the social-emotional and coping skills of students.