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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 project utilized data originally collected for the project Breaking Schools' Rules (Fabelo et al., 2011), a joint project of the Public Policy Research Institute at Texas A and M University and the Council of State Governments Justice Center on which the Principal Investigator, Miner Marchbanks was a lead data analyst and co-author. Research was conducted at the Education Research Centers of the University of Texas, Austin, and Texas A and M University utilizing individual-level data from the Public Education Information Management System (PEIMS), a data system of the Texas Education Agency (TEA), and CASEWORKER, a data management system of the Texas Probation Commission (now the Texas Juvenile Justice Department). The link between these records was conducted by TEA and is described in greater detail in Fabelo et al.

Through secondary analyses of these data, researchers attempted to measure the institutional and individual mechanisms that disproportionately pull and push students of color into the "school-to-prison pipeline." The project explores the predictors of school discipline contact and the resulting consequences of encountering this discipline. The project then moves to an examination of the determinants of progressing through the various decision points in a juvenile justice case. Additionally, the project explores the relationship between school strictness and various educational and juvenile justice outcomes. The "school-to-prison pipeline" (Wald and Losen, 2003) describes an "increasingly punitive and isolating" path through the education system for African American and other at-risk students.

The study collection includes 1 Stata (.do) syntax file (master_final.do) that was used by the researcher(s) in secondary analyses.

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.

Although delinquency among adolescent girls is rising, little research exists on the long-term effects of prevention programs meant for them. This project is a long-term evaluation of a gender-specific program, the Young Women Leaders Program (YWLP), a one-on-one and group-based mentoring program, in preventing delinquency and related outcomes in girls at-risk for delinquency. The primary research questions included:

1) Is YWLP effective long-term in preventing or reducing delinquency and associated risk outcomes in at-risk adolescent girls?

2) What do mentees and mentors identify as key mentoring and relationship processes related to effective mentoring?

3) Do key mentoring and relationship processes moderate the effects of the mentoring intervention in preventing or reducing girls' delinquency and associated risk outcomes during high school?

Researchers collected five-year follow-up surveys from girls who participated in an evaluation of YWLP from 2007-2010. The sample includes two cohorts of girls (2008-09 and 2009-10) who were randomly assigned to participate in YWLP or in a control group during their seventh grade year, as well as a third cohort (2007-2008) of non-randomized program and control girls used to pilot test recruitment strategies and measures, and to boost the sample size for analyses. In the original study, girls were nominated at the end of sixth grade because of individual or demographic characteristics related to delinquency risk and were assigned to YWLP or a control group condition; they completed one pre- and two post-assessments during seventh grade. The research team followed up with the girls five years later and administered surveys focused on key academic, social, emotional, and behavioral indicators.

A secondary goal is to assess the role of mentoring processes and relationship quality in explaining girls' long-term outcomes. The research team interviewed a subset of girls and their mentors who were identified as having the highest and lowest quality mentoring relationships during the program (based on their scores on a relational quality scale from the original study). The interview data explores what girls and mentors remember about their mentoring relationships five years later, how they think the program affected them, if at all, and what aspects of the relationships they recalled as helping or hindering the relationship.

Data in this release contain two parts: DS1--survey data and DS2--interview transcripts.