Clients of Street Prostitutes in Portland, Oregon, San Francisco and Santa Clara, California, and Las Vegas, Nevada, 1996-1999 (ICPSR 2859)
Comprehensive Assessment of School Climate to Improve Safety in Maryland Middle Schools, 2015-2018 (ICPSR 37488)
The major aims of this project were to: 1) Adapt for middle schools and assess the feasibility and acceptability of the Maryland Safe and Supportive Schools (MDS3) Model; 2) Test the efficacy of MDS3 for improving school safety and climate, problem behaviors, engagement, and achievement using a group of randomized controlled trial design in 20 middle schools; and 3) Measure the programmatic costs and benefits associated with implementation of the MDS3 model. Toward that end, during Spring 2015, the study team adapted and finalized the middle school version of Maryland Safe and Supportive Schools (MDS3) model, ensuring that it was feasible and acceptable to implement in middle schools, thereby addressing aim 1. The study team then began a randomized controlled trial in Summer 2015, whereby they recruited, enrolled, and randomized 40 middle schools to intervention and control conditions. The study team then collected baseline (Spring 2015- Fall 2015) and annual follow-up data in the Spring of the 2015-2016, 2016-2017, and 2017-2018 school years. These data included: student, staff, and parent indicators via the online MDS3 School Climate Survey; implementation of positive behavior supports and multi-tiered interventions; classroom and environment observations using two measures: Assessing School Settings: Interactions of Students and Teachers (ASSIST; Rusby et al., 2001) and School Assessment for Environmental Typology (SAfETy; Bradshaw, Milam, Furr-Holden, and Lindstrom Johnson, 2015); and cost data assessing the cost of program delivery in all 40 schools. Additionally, the team collected implementation data from coaches in the 20 intervention schools, which included information on coaching fidelity and ratings of the school engagement.
Family, Peer and Neighborhood-level Protective Factors within the Developmental Assets Framework: A Longitudinal Analysis of Behavioral Adaptation for Urban Youth Exposed to Community Violence in Chicago, 1994-2002 (ICPSR 22661)
ICPSR Instructional Subset: Justifying Violence: Attitudes of American Men, 1969 (ICPSR 7517)
Monitoring the Future: A Continuing Study of American Youth (12th-Grade Survey), 2005 (ICPSR 4536)
Monitoring the Future: A Continuing Study of American Youth (12th-Grade Survey), 2006 (ICPSR 20022)
Monitoring the Future: A Continuing Study of American Youth (12th-Grade Survey), 2007 (ICPSR 22480)
Monitoring the Future: A Continuing Study of American Youth (12th-Grade Survey), 2008 (ICPSR 25382)
Monitoring the Future: A Continuing Study of American Youth (12th-Grade Survey), 2009 (ICPSR 28401)
Monitoring the Future: A Continuing Study of American Youth (12th-Grade Survey), 2010 (ICPSR 30985)
Monitoring the Future: A Continuing Study of American Youth (12th-Grade Survey), 2011 (ICPSR 34409)
Monitoring the Future: A Continuing Study of American Youth (12th-Grade Survey), 2012 (ICPSR 34861)
Monitoring the Future: A Continuing Study of American Youth (12th-Grade Survey), 2013 (ICPSR 35218)
Monitoring the Future: A Continuing Study of American Youth (12th-Grade Survey), 2014 (ICPSR 36263)
Monitoring the Future: A Continuing Study of American Youth (12th-Grade Survey), 2015 (ICPSR 36408)
Monitoring the Future: A Continuing Study of American Youth (12th-Grade Survey), 2016 (ICPSR 36798)
Monitoring the Future: A Continuing Study of American Youth (12th-Grade Survey), 2017 (ICPSR 37182)
Monitoring the Future: A Continuing Study of American Youth (12th-Grade Survey), 2021 (ICPSR 38503)
This survey of 12th-grade students is part of a series that explores changes in important values, behaviors, and lifestyle orientations of contemporary American youth. Students are randomly assigned to complete one of six questionnaires, each with a different subset of topical questions, but all containing a set of "core" questions on demographics and drug use. There are about 1,400 variables across the questionnaires. Drugs covered by this survey include tobacco, smokeless tobacco, alcohol, marijuana, hashish, prescription medications, over-the-counter medications, LSD, hallucinogens, amphetamines (stimulants), Ritalin (methylphenidate), Quaaludes (methaqualone), barbiturates (tranquilizers), cocaine, crack cocaine, GHB (gamma hydroxy butyrate), ecstasy, methamphetamine, and heroin. Other topics include attitudes toward religion, changing roles for women, educational aspirations, self-esteem, exposure to drug education, and violence and crime (both in and out of school).
Highlights for 2021:
- Data collection resumed in 2021, with a change to all web-based surveys.
- Students completed the surveys on their personal or school-provided device.
- Non-survey variables have been changed or added to facilitate analyses. For details, please see the codebook section "MTF Variable Information - Non-survey variables included in the data files - Survey mode and design variables for 2021"
- Information about "screen break" issues, where series of questions were originally presented differently in the web-based survey as compared to the 2019/2020 tablet surveys. Please see the codebook and Appendix D for details.
- For 12th grade: two additional changes to the survey presentation. Please see the codebook section "MTF Variable Information - Non-survey variables included in the data files", and respective appendices for details.
- Introduction of randomized blocks of questions presented to students. Please see Appendix E.
- Test of presentation of items in the substance use consequences section on form 3. Please see Appendix F.
- Additional information is documented in the MTFQchanges2021byForm.pdf and MTFQchanges2021byType.pdf files available for download.