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Assessing Different Levels and Dosages of the Shifting Boundaries Intervention to Prevent Youth Dating Violence in New York City Middle Schools: A Randomized Control Trial, 2011-2014 (ICPSR 36355)

Released/updated on: 2016-05-31
Geographic coverage: New York City, United States
Time period: 2011-12-01--2014-09-01

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 a randomized controlled trial of a dating violence and sexual harassment (DV/H) prevention program called the Shifting Boundaries (SB) Program. Thirty-five public middle schools in New York City were randomly assigned to one of four treatment conditions of the SB program. The project includes a baseline and two follow-up surveys with 6th, 7th and 8th grade students to assess short to medium term impact on rates of DV/H. The classroom curriculum intervention (SBC) covered the consequences for perpetrators of DV/H, state laws and penalties for DV/H, and respectful relationships. The school (building-level) intervention (SBS) included the use of school-based restraining orders, higher levels of faculty and security presence in areas identified through student mapping of safe/unsafe "hot spots," and the use of posters to increase awareness and reporting of DV/H.

The project examined (1) the effects of saturating a school environment by providing the SB intervention to all three middle school grades compared to only two grades or one grade and (2) the effects of two dosages of SB across two years compared to one dosage of the SB intervention across one year which was explored in two prior evaluations of the program.

Curated

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.

Curated

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.
Curated

Evaluation of the Children at Risk Program in Austin, Texas, Bridgeport, Connecticut, Memphis, Tennessee, Savannah, Georgia, and Seattle, Washington, 1993-1997 (ICPSR 2686)

Released/updated on: 2006-03-30
Geographic coverage: Bridgeport, Seattle, Savannah, United States, Texas, Tennessee, Connecticut, Memphis, Georgia, Austin, Washington
Time period: 1993-01-01--1997-01-01
The Children at Risk (CAR) Program was a comprehensive, neighborhood-based strategy for preventing drug use, delinquency, and other problem behaviors among high-risk youth living in severely distressed neighborhoods. The goal of this research project was to evaluate the long-term impact of the CAR program using experimental and quasi-experimental group comparisons. Experimental comparisons of the treatment and control groups selected within target neighborhoods examined the impact of CAR services on individual youths and their families. These services included intensive case management, family services, mentoring, and incentives. Quasi-experimental comparisons were needed in each city because control group youths in the CAR sites were exposed to the effects of neighborhood interventions, such as enhanced community policing and enforcement activities and some expanded court services, and may have taken part in some of the recreational activities after school. CAR programs in five cities -- Austin, TX, Bridgeport, CT, Memphis, TN, Seattle, WA, and Savannah, GA -- took part in this evaluation. In the CAR target areas, juveniles were identified by case managers who contacted schools and the courts to identify youths known to be at risk. Random assignment to the treatment or control group was made at the level of the family so that siblings would be assigned to the same group. A quasi-experimental group of juveniles who met the CAR eligibility risk requirements, but lived in other severely distressed neighborhoods, was selected during the second year of the evaluation in cities that continued intake of new CAR participants into the second year. In these comparison neighborhoods, youths eligible for the quasi-experimental sample were identified either by CAR staff, cooperating agencies, or the staff of the middle schools they attended. Baseline interviews with youths and caretakers were conducted between January 1993 and May 1994, during the month following recruitment. The end-of-program interviews were conducted approximately two years later, between December 1994 and May 1996. The follow-up interviews with youths were conducted one year after the program period ended, between December 1995 and May 1997. Once each year, records were collected from the police, courts, and schools. Part 1 provides demographic data on each youth, including age at intake, gender, ethnicity, relationship of caretaker to youth, and youth's risk factors for poor school performance, poor school behavior, family problems, or personal problems. Additional variables provide information on household size, including number and type of children in the household, and number and type of adults in the household. Part 2 provides data from all three youth interviews (baseline, end-of-program, and follow-up). Questions were asked about the youth's attitudes toward school and amount of homework, participation in various activities (school activities, team sports, clubs or groups, other organized activities, religious services, odd jobs or household chores), curfews and bedtimes, who assisted the youth with various tasks, attitudes about the future, seriousness of various problems the youth might have had over the past year and who he or she turned to for help, number of times the youth's household had moved, how long the youth had lived with the caretaker, various criminal activities in the neighborhood and the youth's concerns about victimization, opinions on various statements about the police, occasions of skipping school and why, if the youth thought he or she would be promoted to the next grade, would graduate from high school, or would go to college, knowledge of children engaging in various problem activities and if the youth was pressured to join them, and experiences with and attitudes toward consumption of cigarettes, alcohol, and various drugs. Three sections of the questionnaire were completed by the youths. Section A asked questions about the youth's attitudes toward various statements about self, life, the home environment, rules, and norms. Section B asked questions about the number of times that various crimes had been committed against the youth, his or her sexual activity, number of times the youth ran away from home, number of times he or she had committed various criminal acts, and what weapons he or she had carried. Items in Section C covered the youth's alcohol and drug use, and participation in drug sales. Part 3 provides data from both caretaker interviews (baseline and end-of-program). Questions elicited the caretaker's assessments of the presence of various positive and negative neighborhood characteristics, safety of the child in the neighborhood, attitudes toward and interactions with the police, if the caretaker had been arrested, had been on probation, or in jail, whether various crimes had been committed against the caretaker or others in the household in the past year, activities that the youth currently participated in, curfews set by the caretaker, if the caretaker had visited the school for various reasons, school performance or problems by the youth and the youth's siblings, amount of the caretaker's involvement with activities, clubs, and groups, the caretaker's financial, medical, and personal problems and assistance received in the past year, if he or she was not able to obtain help, why not, and information on the caretaker's education, employment, income level, income sources, and where he or she sought medical treatment for themselves or for the youth. Two sections of the data collection instruments were completed by the caretaker. Section A dealt with the youth's personal problems or problems with others, and the youth's friends. Additional questions focused on the family's interactions, rules, and norms. Section B items asked about the caretaker's alcohol and drug use, and any alcohol and drug use or criminal justice involvement by others in the household older than the youth. Part 4 consists of data from schools, police, and courts. School data include the youth's grades, grade-point average (GPA), absentee rate, reasons for absences, and whether the youth was promoted each school year. Data from police records include police contacts, detentions, violent offenses, drug-related offenses, and arrests prior to recruitment in the CAR program and in Years 1-4 after recruitment, court contacts and charges prior to recruitment and in Years 1-4 after recruitment, and how the charges were disposed.
Curated

Evaluation of Violence Prevention Programs in Four New York City Middle Schools, 1993-1994 (ICPSR 2704)

Released/updated on: 2005-11-04
Geographic coverage: United States, New York (state)
Time period: 1993-02-01--1994-06-01
This research project sought to evaluate the impact of broad-based multifaceted violence prevention programs versus programs that have a more limited focus. Two specific programs were evaluated in four New York City middle schools. The more limited program used Project S.T.O.P.(Students Teaching Options for Peace), a conflict resolution and peer mediation training program. The full multi-faceted program combined Project S.T.O.P. with Safe Harbor, a program that provided victimization counseling and taught violence prevention. The effects of this combined program, offered in three of the middle schools, were compared to those of just the Project S.T.O.P. program alone in one middle school. To study the program models, researchers used a quasi-experimental pre-post design, with nonequivalent comparison groups. Questionnaires were given to students to assess the impact of the two programs. Students were asked about their knowledge and use of prevention programs in their schools. Data were also collected on students' history of victimization, such as whether they were ever attacked at school, stolen from, mugged, or threatened with a weapon. Students were also asked about their attitudes toward verbal abuse, victims of violence, and conditions when revenge is acceptable, and their exposure to violence, including whether they knew anyone who was sexually abused, beaten, or attacked because of race, gender, or sexual orientation. Additional questions covered students' use of aggressive behaviors, such as whether they had threatened someone with a weapon or had beaten, slapped, hit, or kicked someone. Data were also gathered on the accessibility of alcohol, various drugs, weapons, and stolen property. Demographic variables include students' school grade, class, sex, number of brothers and sisters, and household composition.
Curated

Examining the Efficacy of Circles on School Safety and Student Outcomes in Boston Public Schools, Massachusetts, 2017-2020 (ICPSR 39254)

Released/updated on: 2025-12-02
Geographic coverage: United States
Time period: 2017-01-01--2018-01-01, 2018-01-01--2019-01-01, 2019-01-01--2020-01-01
There is increasing evidence that promoting social-emotional learning and positive teacher-student relationships can prevent school violence. Many schools are turning to restorative practices to promote safe schools. When engaging in restorative practices, the emphasize focuses on learning and growth. When harm has occurred, restorative practices emphasize communication and accountability. Restorative practices in schools have been associated with decreased bullying and school violence, improvements in positive school climate and decreased use of suspensions. The current study presents implementation and impact findings of a cluster randomized control trial examining a school-wide restorative practices model called Circle Forward.
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Impact Evaluation of Complementarities Between Positive Behavioral Interventions and Supports (PBIS) and Restorative Justice, Maryland, 2018-2021 (ICPSR 38863)

Released/updated on: 2024-12-10
Geographic coverage: United States, Maryland
Time period: 2018-01-01--2021-12-31

Across the United States (U.S.), school districts have grappled with how to create safe community- and achievement-oriented schools and how to ensure the necessary discipline is applied transparently, fairly, and without bias. Two programs that many schools have turned to in order to achieve these goals are Schoolwide Positive Behavioral Interventions and Supports (PBIS) and Restorative Justice (RJ). PBIS is an evidence-driven schoolwide behavioral management approach that aims to outline clear expectations for students and to cultivate shared norms and practices across classrooms and school spaces. PBIS has become a popular approach in schools and districts: as of 2020; over 19,000 schools in the U.S. have implemented PBIS.

A second program, Restorative Justice (RJ), has grown in popularity in recent years. RJ typically focuses on restorative relationship building between affected parties, peaceful reconciliation, and non-punitive approaches to rectifying harm, using a structured circle discussion format. RJ schools use both community circles, designed to build a safe space for students and staff to share and listen to each other, and restorative circles, designed to share perspectives on and redress a behavioral issue.

Working with a large school district in a mid-Atlantic state, researchers set out to test whether these two programs substitute for or complement each other. In partnership with the school district researchers conducted two separate school-level randomized controlled trials (RCTs). The first RCT (RCT 1) sought to uncover the marginal impact of RJ by adding the program to a set of randomly selected schools that were already implementing PBIS. The second RCT (RCT 2) was designed to discover the impact of introducing both programs together into schools that had neither program at baseline. Researchers conducted student and staff surveys to collect measures of school climate, teacher logs to record program implementation, and researchers also received administrative data from the district on student test scores, teacher and student absences, student disciplinary infractions, and school costs.

There is growing evidence of the effectiveness of each of these programs in isolation. A recent meta-analysis of 32 experimental and quasi-experimental impact studies of PBIS found that PBIS reduced disciplinary exclusions and problem behavior and increased academic achievement. The findings were statistically significant and showed small to medium effect sizes. Individual studies have found that PBIS reduces the use of office disciplinary referrals and other exclusionary disciplinary measures (including the use of in-school and out-of-school suspensions), while improving student behavior and attitudes across school levels. Individual studies show variable--some statistically significant and some null--impacts on academic outcomes.

The empirical evidence on the effect of RJ in U.S. schools is more limited, with little rigorous casual evidence published to date. Based on patterns across rigorous and non-rigorous research, restorative justice is associated with decreases in suspension rates and disciplinary disparities, improved student behavior, and improved school climate and relationships.

Curated

Improving School Safety in the District of Columbia: Evaluating the Safe School Certification Program, 2016-2020 (ICPSR 37892)

Released/updated on: 2022-06-29
Geographic coverage: District of Columbia, United States
Time period: 2016-01-01--2020-01-01
From 2016 through 2020, Child Trends, in partnership with the D.C. Office of Human Rights and the D.C. Office of the State Superintendent of Education, and with funding from the National Institute of Justice's Comprehensive School Safety Initiative, implemented and evaluated the Safe School Certification (SSC) Program, a three-year technical assistance model to support schools in strengthening organizational capacity across eight elements key to improving school climate: leadership, data, buy-in, policy and policy enforcement, student engagement, family and community engagement, training, and programs and practices. To help support schools' efforts, and to evaluate SSC's effectiveness, survey data were collected annually from students, parents, instructional staff, and non-instructional staff at participating schools using the U.S. Department of Education's School Climate Survey (EDSCLS), which was adapted to include measures of sexual orientation and gender identity, grit, and personal experiences of bullying and fights. Additionally, observations using the Classroom Assessment Scoring System - Secondary (CLASS-S) were conducted in a random sample of five classrooms in each participating school each year. Finally, as part of the implementation evaluation, interviews were conducted with the technical assistance providers, points of contact or leadership at participating schools, the SSC developer, and the manager of the Certification Advisory Board (CAB), which provided feedback to schools over the course of implementation through reviews of compiled workbooks.
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Investigating the Effectiveness of the School Security Climate on Student Connectedness and School Performance, New York City, New York, 2018-2021 (ICPSR 38254)

Released/updated on: 2024-02-12
Geographic coverage: New York City, United States, New York (state)
Time period: 2018-01-01--2021-01-01

School safety research rarely considers the school security climate as a product of the simultaneous implementation of several school safety interventions. This is potentially problematic, as schools seldom employ only one safety intervention. Rather, schools today employ several interventions simultaneously to meet their safety and security needs. The purpose of this study is to investigate and identify effective types of school security climates and examine student growth within these climates. This multi-year project attempts to meet two goals: 1) Identify effective types of school security climates; and 2) Determine how the school security climate affects individual students. Data were collected from approximately 600 students attending 10 schools over the course of three years. Measures included an adapted version of the School Survey on Crime and Safety (SSOCS) and the Maryland Safe and Supportive Schools Survey (MDS3). The survey also included questions to obtain respondent demographics (age, gender, race/ethnicity) and other descriptive information about students and their experiences.

Curated

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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National Crime Victimization Survey: School Crime Supplement, 1995 (ICPSR 6739)

Released/updated on: 1998-04-06
Geographic coverage: United States
This supplement to the National Crime Victimization Surveys (formerly the National Crime Surveys) was designed to collect data on crime victimization in schools in the United States. Student respondents were asked a series of questions to determine their school attendance in the last six months. Other questions concerning schools were posed, including type of school, distance from home, and general attendance and monitoring policies. The data present information on the response of the school to student violation of rules, accessibility of drugs, and violence in school, including types of violence and student reaction. Other variables cover general violent crimes, personal larceny crimes, and household crimes and offer information on date, time, and place of crime. Demographic characteristics of household members such as age, sex, race, education, employment, median family income, and marital status are provided.
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National Crime Victimization Survey: School Crime Supplement, 1999 (ICPSR 3137)

Released/updated on: 2001-09-20
Geographic coverage: United States
This supplement to the National Crime Victimization Survey (formerly the National Crime Surveys) was designed to collect data on crime victimization in schools in the United States. Student respondents were asked a series of questions to determine their school attendance in the last six months. Other questions concerning schools were posed, including preventive measures employed by schools, students' participation in after-school activities, students' perception of school rules and enforcement of these rules, the presence of weapons, drugs, alcohol, and gangs in school, student bullying, hate-related incidents, and attitudinal questions relating to the fear of victimization at school. Other variables cover general violent crimes, personal larceny crimes, and household crimes and offer information on date, time, and place of crime. Demographic characteristics of household members such as age, sex, race, education, employment, median family income, and marital status are provided.
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National Crime Victimization Survey: School Crime Supplement, 2001 (ICPSR 3477)

Released/updated on: 2002-09-19
Geographic coverage: United States
This supplement to the National Crime Victimization Survey (formerly the National Crime Surveys) was designed to collect data on crime victimization in schools in the United States. Student respondents were asked a series of questions to determine their school attendance in the last six months. Other questions concerning schools were posed, including preventive measures employed by schools, students' participation in after-school activities, students' perception of school rules and enforcement of these rules, the presence of weapons, drugs, alcohol, and gangs in schools, student bullying, hate-related incidents, and attitudinal questions relating to the fear of victimization at school. Other variables cover general violent crimes, personal larceny crimes, and household crimes and offer information on date, time, and place of crime. Demographic characteristics of household members such as age, sex, race, education, employment, median family income, and marital status are provided.
Curated

National Crime Victimization Survey: School Crime Supplement, 2003 (ICPSR 4182)

Released/updated on: 2005-07-29
Geographic coverage: United States
This supplement to the National Crime Victimization Survey (formerly the National Crime Surveys) was designed to collect data on crime victimization in schools in the United States. Student respondents were asked a series of questions to determine their school attendance in the last six months. Other questions concerning schools were posed, including preventive measures employed by schools, students' participation in after-school activities, students' perception of school rules and enforcement of these rules, the presence of weapons, drugs, alcohol, and gangs in schools, student bullying, hate-related incidents, and attitudinal questions relating to the fear of victimization at school. Other variables cover general violent crimes, personal larceny crimes, and household crimes and offer information on date, time, and place of crime. Demographic characteristics of household members such as age, sex, race, education, employment, median family income, and marital status are provided.
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National Crime Victimization Survey: School Crime Supplement, 2005 (ICPSR 4429)

Released/updated on: 2008-04-30
Geographic coverage: United States
This supplement to the National Crime Victimization Survey (formerly the National Crime Surveys) was designed to collect data on crime victimization in schools in the United States. Student respondents were asked a series of questions to determine their school attendance in the last six months. Other questions concerning schools were posed including preventive measures employed by schools, students' participation in after-school activities, students' perception of school rules and enforcement of these rules, the presence of weapons, drugs, alcohol, and gangs in schools, student bullying, hate-related incidents, and attitudinal questions relating to the fear of victimization at school. Other variables cover general violent crimes, personal larceny crimes, and household crimes and offer information on date, time, and place of crime. Demographic characteristics of household members such as age, sex, race, education, employment, household income, and marital status are provided.
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National Crime Victimization Survey: School Crime Supplement, 2007 (ICPSR 23041)

Released/updated on: 2009-03-26
Geographic coverage: United States
The primary purpose of the School Crime Supplement (SCS) is to obtain additional information about school-related victimizations so that policymakers, academic researchers, practitioners at the federal, state and local levels, and special interest groups who are concerned with crime in schools can make informed decisions concerning policies and programs. The SCS asks questions related to students' experiences with, and perceptions of crime and safety at school, including preventive measures employed by schools, students' participation in after school activities, students' perception of school rules and enforcement of these rules, the presence of weapons, drugs, alcohol, and gangs in school, student bullying, hate-related incidents, and attitudinal questions relating to the fear of victimization at school. These responses are linked to the National Crime Victimization Survey (NCVS) survey instrument responses for a more complete understanding of the individual student's circumstances.
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National Crime Victimization Survey: School Crime Supplement, 2009 (ICPSR 28201)

Released/updated on: 2011-01-21
Geographic coverage: United States
The primary purpose of the School Crime Supplement (SCS) is to obtain additional information about school-related victimizations so that policymakers; academic researchers; practitioners at the federal, state, and local levels; and special interest groups who are concerned with crime in schools can make informed decisions concerning policies and programs. The SCS asks questions related to students' experiences with, and perceptions of crime and safety at school, including preventive measures employed by schools; students' participation in after school activities; students' perception of school rules and enforcement of these rules; the presence of weapons, drugs, alcohol, and gangs in school; student bullying; hate-related incidents; and attitudinal questions relating to the fear of victimization at school. These responses are linked to the National Crime Victimization Survey (NCVS) survey instrument responses for a more complete understanding of the individual student's circumstances.
Curated
Simple Crosstabs

National Crime Victimization Survey: School Crime Supplement, 2011 (ICPSR 33081)

Released/updated on: 2013-03-26
Geographic coverage: United States
The primary purpose of the School Crime Supplement (SCS) is to obtain additional information about school-related victimizations so that policymakers; academic researchers; practitioners at the federal, state, and local levels; and special interest groups who are concerned with crime in schools can make informed decisions concerning policies and programs. The SCS asks questions related to students' experiences with, and perceptions of crime and safety at school, including preventive measures employed by schools; students' participation in after school activities; students' perception of school rules and enforcement of these rules; the presence of weapons, drugs, alcohol, and gangs in school; student bullying; hate-related incidents; and attitudinal questions relating to the fear of victimization at school. These responses are linked to the National Crime Victimization Survey (NCVS) survey instrument responses for a more complete understanding of the individual student's circumstances.
Curated
Simple Crosstabs

National Crime Victimization Survey: School Crime Supplement, 2013 (ICPSR 34980)

Released/updated on: 2014-12-02
Geographic coverage: United States
The primary purpose of the School Crime Supplement (SCS) is to obtain additional information about school-related victimizations so that policymakers; academic researchers; practitioners at the federal, state, and local levels; and special interest groups who are concerned with crime in schools can make informed decisions concerning policies and programs. The SCS asks questions related to students' experiences with, and perceptions of crime and safety at school, including preventive measures employed by schools; students' participation in after school activities; students' perception of school rules and enforcement of these rules; the presence of weapons, drugs, alcohol, and gangs in school; student bullying; hate-related incidents; and attitudinal questions relating to the fear of victimization at school. These responses are linked to the National Crime Victimization Survey (NCVS) survey instrument responses for a more complete understanding of the individual student's circumstances.
Curated
Simple Crosstabs

National Crime Victimization Survey: School Crime Supplement, 2015 (ICPSR 36354)

Released/updated on: 2016-12-20
Geographic coverage: United States
The primary purpose of the School Crime Supplement (SCS) is to obtain additional information about school-related victimizations so that policymakers; academic researchers; practitioners at the federal, state, and local levels; and special interest groups who are concerned with crime in schools can make informed decisions concerning policies and programs. The SCS asks questions related to students' experiences with, and perceptions of crime and safety at school, including preventive measures employed by schools; students' participation in after school activities; students' perception of school rules and enforcement of these rules; the presence of weapons, drugs, alcohol, and gangs in school; student bullying; hate-related incidents; and attitudinal questions relating to the fear of victimization at school. These responses are linked to the National Crime Victimization Survey (NCVS) survey instrument responses for a more complete understanding of the individual student's circumstances.
Curated
Simple Crosstabs

National Crime Victimization Survey: School Crime Supplement, [United States], 2017 (ICPSR 36982)

Released/updated on: 2020-02-27
Geographic coverage: United States
The primary purpose of the School Crime Supplement (SCS) is to obtain additional information about school-related victimizations so that policymakers; academic researchers; practitioners at the federal, state, and local levels; and special interest groups who are concerned with crime in schools can make informed decisions concerning policies and programs. The SCS asks questions related to students' experiences with, and perceptions of crime and safety at school, including preventive measures employed by schools; students' participation in after school activities; students' perception of school rules and enforcement of these rules; the presence of weapons, drugs, alcohol, and gangs in school; student bullying; hate-related incidents; and attitudinal questions relating to the fear of victimization at school. These responses are linked to the National Crime Victimization Survey (NCVS) survey instrument responses for a more complete understanding of the individual student's circumstances.
Curated
Simple Crosstabs

National Crime Victimization Survey: School Crime Supplement, [United States], 2019 (ICPSR 37816)

Released/updated on: 2021-06-08
Geographic coverage: United States
The primary purpose of the School Crime Supplement (SCS) is to obtain additional information about school-related victimizations so that policymakers; academic researchers; practitioners at the federal, state, and local levels; and special interest groups who are concerned with crime in schools can make informed decisions concerning policies and programs. The SCS asks questions related to students' experiences with, and perceptions of crime and safety at school, including preventive measures employed by schools; students' participation in after school activities; students' perception of school rules and enforcement of these rules; the presence of weapons, drugs, alcohol, and gangs in school; student bullying; hate-related incidents; and attitudinal questions relating to the fear of victimization at school. These responses are linked to the National Crime Victimization Survey (NCVS) survey instrument responses for a more complete understanding of the individual student's circumstances.
Curated
Simple Crosstabs

National Crime Victimization Survey: School Crime Supplement, [United States], 2022 (ICPSR 38666)

Released/updated on: 2024-02-28
Geographic coverage: United States
The primary purpose of the School Crime Supplement (SCS) is to obtain additional information about school-related victimizations so that policymakers; academic researchers; practitioners at the federal, state, and local levels; and special interest groups who are concerned with crime in schools can make informed decisions concerning policies and programs. The SCS asks questions related to students' experiences with, and perceptions of crime and safety at school, including preventive measures employed by schools; students' participation in after school activities; students' perception of school rules and enforcement of these rules; the presence of weapons, drugs, alcohol, and gangs in school; student bullying; hate-related incidents; and attitudinal questions relating to the fear of victimization at school. These responses are linked to the National Crime Victimization Survey (NCVS) survey instrument responses for a more complete understanding of the individual student's circumstances.
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National Survey of Youth, 1972 (ICPSR 7593)

Released/updated on: 2006-03-30
Geographic coverage: United States
Conducted five years after NATIONAL SURVEY OF YOUTH, 1967 (ICPSR 3509), this study also was designed to measure the frequency and seriousness of delinquent activity among a representative sample of American boys and girls. Interviews were conducted in the spring of 1972 with 1,395 respondents who were 11 to 18 years old. Part 1 contains data gathered about the teenager's and his or her family's characteristics, including job history, family size, parents' education, attitudes toward school, school grades, peer group activities, dating history, self image, body image, physical health and maturation, attitudes about authority and youth culture, relationship with parents, political opinions and participation, and job aspirations. Part 2 contains each respondent's indication of which of 17 specific offenses he or she had committed in the previous three years. Information was coded on up to three incidents of each type of delinquency for each respondent. Data detailing the circumstances of each offense is also included. The 17 offenses are: (1) hitting a parent, (2) skipping school, (3) damaging property on purpose, (4) trying to get something by lying about age or identity, (5) trying to get something by lying about what you would do for a person, (6) taking something not belonging to you, even if you return it, (7) hurting or injuring someone on purpose, (8) threatening to hurt or injure someone, (9) trespassing on property, (10) trespassing in a house or building, (11) drinking beer or liquor without parental permission, (12) smoking marijuana, (13) using drugs (other than marijuana) or chemicals, (14) taking part in a fight with friends against other kids, (15) carrying a gun or knife, (16) taking a car without permission of the owner, and (17) "going all the way" with a member of the opposite sex. All but one offense match the list presented in the 1967 study. The additional offense, marijuana use, was added to reflect changes in American society since the first study was done.
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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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Police Human Resource Planning: National Surveys, 2011-2013 [United States and Canada] (ICPSR 34885)

Released/updated on: 2016-09-13
Geographic coverage: Canada, United States
Time period: 2011-01-01--2013-01-01

This study utilized: a national survey of law enforcement officials; a national survey of criminal justice faculty; a survey of criminal justice students at Arizona State University, Kutztown University, Michigan State University, and Sam Houston State University; four separate surveys of a small expert panel; and mini-case studies to investigate issues associated with police human resource management and planning, such as recruitment, selection, training, and promotion.

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Protective Behaviors of Student Victims of Bullying: A Rare Events Analysis of the 2009 School Crime Supplement to the National Crime Victimization Survey (ICPSR 32741)

Released/updated on: 2015-02-25
Geographic coverage: United States
This study explored whether bullied students (ages 12 through 18, in grades 6 through 12, enrolled during the current school year, and not homeschooled) engage in specific protective behaviors that inhibit learning, put other students' safety at risk, or foster a negative school climate. It also explored whether bullied students' behaviors varied by the type of bullying (direct, verbal, indirect, or cyber) endured. The researchers conducted secondary analyses of the NATIONAL CRIME VICTIMIZATION SURVEY: SCHOOL CRIME SUPPLEMENT, 2009 (ICPSR 28201), using rare events logistic regression, a technique that enables examination of the effects of several independent variables on a dichotomous dependent variable. The dataset produced contains a total of 65 variables, including 18 variables describing direct, verbal, indirect, and cyber bullying behaviors, 4 variables describing response behaviors by those bullied, and 28 variables describing student and school characteristics.
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Pursuing Equitable Restorative Communities, Pittsburgh, PA, 2015-2017 (ICPSR 37387)

Released/updated on: 2023-01-31
Geographic coverage: United States, Pennsylvania, Pittsburgh
Time period: 2015-01-01--2017-01-01
This study represents one of the first randomized controlled trials of the impacts of restorative practices on classroom and school climate and suspension rates. The research team collected extensive data about implementation to help examine how it is related to effects and to develop operational guidance for school district leaders. The studied schools, all part of the Pittsburgh Public Schools district, implemented restorative practices for two school years (2015-16 and 2016-17) under the leadership of the International Institute for Restorative Practices.
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A Randomized Impact Evaluation of Capturing Kids' Hearts, South Carolina, 2016-2018 (ICPSR 37954)

Released/updated on: 2021-07-29
Geographic coverage: United States, South Carolina
Time period: 2016-01-01--2018-12-31

Funded by the National Institute of Justice, and in collaboration with the Flippen Group, the South Carolina Department of Education, and the districts of Charleston, Georgetown, Greenville, and Richland County Schools, WestEd conducted a randomized controlled trial of violence prevention and a school climate improvement program known as Capturing Kids' Hearts Campus by Design (CKH).

CKH is a skill intensive, systematic process, whole-school intervention, designed to strengthen students' connectedness to school through enhancing protective factors (strong bonds with teachers, clear rules of conduct that are consistently enforced) and targeting modifiable risk factors (inappropriate behavior, poor social coping skills). The CKH training program aims to address the mechanisms and processes of social skills instruction that lead to improved student behavior by promoting skills acquisition (i.e., modeling, coaching, and behavioral rehearsal), enhancing skills performance, removing competing behavior, and facilitating maintenance of social skills.

Components of CKH have been widely used throughout the United States. As of 2013, CKH training has been offered to over 200,000 staff in more than 7,000 schools. Although widely used, the whole package of CKH training and service has not been sufficiently subjected to a rigorous evaluation to assess the effectiveness of the program.

The purpose of this study is to test and evaluate the Capturing Kids' Hearts package of programs and processes offered in the school-wide model, CKH Campus by Design, which includes Capturing Kids' Hearts, Process Champions-Plus, Campus TrAction Pacs, Teen Leadership, CKH Recharged, and Leadership Blueprint.

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Simple Crosstabs

A Roadmap to Evidence-Based School Safety: Safe Communities Safe Schools, Colorado, 2016-2020 (ICPSR 37913)

Released/updated on: 2023-03-29
Geographic coverage: United States, Colorado
Time period: 2016-01-01--2020-01-01

Researchers from the University of Colorado Boulder's Center for the Study and Prevention of Violence (CSPV) partnered with educators in 46 middle schools to implement Safe Communities Safe Schools (SCSS). SCSS seeks to prevent and reduce behavioral incidents, address mental and behavioral health concerns, and increase prosocial behavior in the school setting through three core program components: developing a functioning multidisciplinary school team, building capacity around data use, and selecting and implementing evidence-based programs. The study explored research questions in three areas: readiness (whether schools met baseline criteria and experienced changes in readiness over time), implementation (whether the SCSS model was implemented as intended; whether it is feasible, acceptable, and effective when implemented schoolwide), and associated outcomes (effects on school climate, safety, related behavioral and mental health indicators, and academic outcomes). To explore questions in these three areas, CSPV and external evaluators from American Institutes for Research conducted a mixed-methods randomized control trial with a staggered implementation design using qualitative data (open-ended questions on implementation surveys, focus groups) and quantitative data (staff and student school climate data, attendance/truancy rates, and suspension rates, and academic achievement data).

This collection is organized into 12 parts and includes administrative school record data, student and staff climate surveys, and fidelity data. School record data from years 1 and 2 of the study include school-level attendance, truancy, and suspension rates, as well as student-level assessment data. Qualitative focus group data is not currently included in the collection.

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School Survey on Crime and Safety (SSOCS), 2000: [United States] (ICPSR 3964)

Released/updated on: 2010-06-10
Geographic coverage: United States
Time period: 2000-03-27--2000-08-15
The School Survey on Crime and Safety (SSOCS) is managed by the National Center for Education Statistics (NCES) on behalf of the United States Department of Education (ED). SSOCS collects extensive crime and safety data from principals and school administrators of public schools in America. Data from this collection can be used to correlate school characteristics with violent and serious violent crimes in American schools. Furthermore, data from SSOCS can be used to assess what school programs, practices, and policies are used by schools in their efforts to prevent crime. SSOCS has been conducted three times, in school years 1999-2000, 2003-2004, and 2005-2006. The 1999-2000 School Survey on Crime and Safety (SSOCS:2000) was developed by the National Center for Education Statistics (NCES) and conducted by Abt Associates Inc. Funding for the survey was provided by the Office of Safe and Drug Free Schools. Questionnaire packets were mailed to 3,366 public primary, middle, high, and combined schools. A total of 2,270 public schools submitted usable questionnaires for a weighted response rate of 70 percent. Data were collected from March 27, 2000 to August 15, 2000.
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