Search results

Showing 1 – 3 of 3 results.

Curated

Restricted

Effective School Staff Interactions with Students and Police: A Training Model (ESSI), Connecticut, 2013-2018 (ICPSR 37486)

Released/updated on: 2021-04-28

Geographic coverage: United States, Connecticut

Time period: 2013-01-01--2018-01-01

This project assesses the effectiveness of a one-day, 5-hour workshop (ESSI training, hereafter) designed for joint instruction by school staff and police to all school staff. The goal was to promote positive outcomes and reduce police involvement in interactions between staff and students exhibiting inappropriate behavior through increased staff awareness of youth behavior, the functions of the juvenile justice system, and disproportionate minority contact (DMC) in disciplinary action.

1,024 school staff participated in 51 ESSI training sessions throughought the 2015/16 academic year, which also serves as the training year in the longitudinal data. Schools which did not participate in the training served as controls for the participating school. Data were drawn from a panel of students enrolled in either a training or control school, with ten schools in each group. Data on this panel of students was collected for a five-year period, from the 2013/14 through the 2017/18 academic years.

School-level data serves as the unit of analysis, as the study's main goal was to test the effects of training on school-wide outcomes. The estimated coefficient indicates small attendance reductions during the post-training phase for the training group. This indicates that most of the differences between the training and control group were statistically insignificant and that there was no pattern of statistically significant positive effects across the training schools. The second set of analyses, performed on student-level data, indicates that male and minority students are more likely to be involved in disciplinary incidents and to receive suspensions or expulsions as a consequence of their behaviors than White and female students.

Curated

Restricted

Evaluation of a Principal Training Program to Promote Safe and Civil Schools, Oklahoma, 2017-2022 (ICPSR 39076)

Released/updated on: 2026-04-29

Geographic coverage: United States, Oklahoma

Time period: 2017-01-01--2021-01-01

The Principal and School Climate project was a National Institute of Justice (NIJ) funded study in participating schools across the state of Oklahoma investigating the efficacy of Safe and Civil School Leadership (SCSL) with an additional program called START on Time (START). START was a training program for school principals teaching them skills to foster a safe and positive learning environment for students. This training program consisted of student support as well as resources for principals to use efficacious and data-driven discipline with students. Although first developed over a decade ago, there have been no evidence-based studies investigating the central role principals play within school environments.

Curated

Restricted

School Culture, Climate, and Violence: Safety in Middle Schools of the Philadelphia Public School System, 1990-1994 (ICPSR 2026)

Released/updated on: 2006-03-30

Geographic coverage: United States, Philadelphia, Pennsylvania

Time period: 1992-01-01--1994-01-01

This study was designed to explore school culture and climate and their effects on school disorder, violence, and academic performance on two levels. At the macro level of analysis, this research examined the influences of sociocultural, crime, and school characteristics on aggregate-level school violence and academic performance measures. Here the focus was on understanding community, family, and crime compositional effects on disruption and violence in Philadelphia schools. This level included Census data and crime rates for the Census tracts where the schools were located (local data), as well as for the community of residence of the students (imported data) for all 255 schools within the Philadelphia School District. The second level of analysis, the intermediate level, included all of the variables measured at the macro level, and added school organizational structure and school climate, measured with survey data, as mediating variables. Part 1, Macro-Level Data, contains arrest and offense data and Census characteristics, such as race, poverty level, and household income, for the Census tracts where each of the 255 Philadelphia schools is located and for the Census tracts where the students who attend those schools reside. In addition, this file contains school characteristics, such as number and race of students and teachers, student attendance, average exam scores, and number of suspensions for various reasons. For Part 2, Principal Interview Data, principals from all 42 middle schools in Philadelphia were interviewed on the number of buildings and classrooms in their school, square footage and special features of the school, and security measures. For Part 3, teachers were administered the Effective School Battery survey and asked about their job satisfaction, training opportunities, relationships with principals and parents, participation in school activities, safety measures, and fear of crime at school. In Part 4, students were administered the Effective School Battery survey and asked about their attachment to school, extracurricular activities, attitudes toward teachers and school, academic achievement, and fear of crime at school. Part 5, Student Victimization Data, asked the same students from Part 4 about their victimization experiences, the availability of drugs, and discipline measures at school. It also provides self-reports of theft, assault, drug use, gang membership, and weapon possession at school.