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• Student Victimization in U.S. Schools: Results From the 2005 School Crime Supplement to the National Crime Victimization Survey, October 2008

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  "This report provides estimates of student victimization as defined by the 2005 School Crime Supplement (SCS) to the 2005 National Crime Victimization Survey (NCVS).1 NCVS is the nation's primary source of information on crime victimization and the victims of crime in the United States. SCS is a supplement to NCVS that was created to collect information about school-related victimization on a national level. SCS was conducted in 1989, 1995, 1999, 2001, 2003, and 2005. The survey is designed to assist policymakers as well as academic researchers and practitioners at the federal, state, and local levels in making informed decisions concerning crime in schools."

  National Center for Education Statistics; Institute of Education Sciences (U.S.)

  Nolle, Kacey Lee; Guerino, Paul; Bauer, Lynn

  2008-10
• Impacts of a Violence Prevention Program for Middle Schools: Findings From the First Year of Implementation

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  "This is the first of two reports that summarize the findings from an impact evaluation of a violence prevention intervention for middle schools. This report discusses findings after 1 year of implementation. A forthcoming report will discuss the findings after 2 years and 3 years of implementation. In 2004, the U.S. Department of Education (ED) contracted with RTI International (RTI) and its subcontractors, Pacific Institute for Research and Evaluation (PIRE) and Tanglewood Research, Inc., to conduct an evaluation of a hybrid intervention model that combines a curriculum-based program, Responding in Peaceful and Positive Ways (RiPP), and a whole-school approach, Best Behavior. The combined intervention was administered over the course of 3 successive years. Using a randomized control trial design (with entire schools randomly assigned either to receive the intervention or not), the evaluation assesses the intervention's effects on student violence and victimization and whether these effects vary by levels of student risk. Tanglewood Research, which assisted in the process by which the programs under study were selected, provided implementation oversight along with site-based liaisons and coordinated training and technical assistance for staff in intervention schools. The developers of the two programs that constitute the intervention--Prevention Opportunities and University of Oregon--provided the program materials and conducted staff training."

  United States. Department of Education; Institute of Education Sciences (U.S.)

  2010-04
• Safety in Numbers: Collecting and Using Crime, Violence, and Discipline Incident Data to Make a Difference in Schools

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  "Two priorities have emerged for public schools in recent years. One is for schools to demonstrate that all children are meeting high academic standards as measured by state assessments. The other is for schools to create an environment that is free of violence and other crimes. These are not separate missions. Children need safe and orderly schools in order to learn. Collecting and using incident data are essential steps for creating safe schools. With good data, it is possible to develop effective prevention and intervention plans."

  National Center for Education Statistics; Institute of Education Sciences (U.S.); United States. Department of Education

  2002-07
• Student Reports of Bullying: Results from the 2001 School Crime Supplement to the National Crime Victimization Survey, Statistical Analysis Report

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  "Students are victims of a spectrum of problem behaviors at school, ranging from minor disciplinary problems to criminal victimization. Bullying is one form of these problem behaviors that concerns students, educators, and parents because of its potential detriment to the students' well-being. Defining bullying is a difficult task; however, most research agrees that bullying comprises physical, verbal, and psychological behaviors such as hitting, teasing, taunting, and manipulating social relationships. The investigation of bullying is further complicated by the complex dynamics of bullying scenarios and the developmental context for social development in which bullying plays a role. Further, aggression among youth often serves varied purposes for children at different stages of development. Hawkins, Pepler, and Craig (2001) found that peers were present in 88 percent of bullying episodes. Thus, bullying frequently involves the support of peers within the school community and is often not an isolated event between two individuals. In addition, aggressive behavior, such as bullying, is expressed differently over time and may change in purpose, as children transition from middle to secondary school. As Cairns et al. (1989) discuss, patterns of, and motivation for aggression change over the course of childhood and cannot be examined independently of the developmental context in which aggression occurs. Cillessen and Mayeaux (2004) found that physical and relational aggression, peer approval, and popularity were intricately linked, but that the relationships between these variables vary with age, gender, and by type of aggression. While resolution to these definitional, contextual, and developmental complexities are unable to be addressed in the current investigation, this report provides a broad summary of bullying reported by student victims in 2001."

  National Center for Education Statistics; Institute of Education Sciences (U.S.); United States. Department of Education

  DeVoe, Jill F.; Kaffenberger, Sarah; Chandler, Kathryn

  2005-07
• Violence in U.S. Public Schools: 2000 School Survey on Crime and Safety, Statistical Analysis Report [Revised August 2005]

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  "In the United States, school safety continues to be a priority for educators, policymakers, parents, and the public. Schools are responsible for the effective education of their students, and creating an environment in which students and teachers are safe is an important component of the education process. A safe school is necessary for students to learn and teachers to teach. As a result of highly publicized acts of extreme violence, increased national attention has focused on crime and violence in public schools. Reliable data collection is important in order to understand the extent to which American schools experience crime and violence, and to prevent emerging problems. Because of the need for accurate information on crime, violence, and disorder, the National Center for Education Statistics (NCES) administered the 2000 School Survey on Crime and Safety (SSOCS), a survey of public schools in the United States. SSOCS is a nationally representative sample of 2,270 regular public elementary, middle, secondary, and combined public schools. It was designed to provide an overall picture of school crime and safety in the United States by asking school principals about the characteristics of school policies, school violence prevention programs and practices, violent deaths at school and elsewhere, frequency of crime and violence, disciplinary problems and actions, and other school characteristics that have been associated with school crime."

  National Center for Education Statistics; Institute of Education Sciences (U.S.); United States. Department of Education

  Chandler, Kathryn; Miller, Amanda K.

  2005-08
• 2007-08 School Survey on Crime and Safety (SSOCS): Survey Documentation for Public-Use Data File Users

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  "The School Survey on Crime and Safety (SSOCS) is managed by the National Center for Education Statistics (NCES) on behalf of the U.S. Department of Education. SSOCS collects extensive crime and safety data from principals and administrators of public schools in the United States. Data from this collection can be used to study the relationship of school characteristics with violent and serious violent crimes in American schools and examine what school programs, practices, and policies are used by schools in their efforts to prevent crime. SSOCS has been conducted four times: in school years 1999--2000, 2003--04, 2005--06, and 2007--08. It is being conducted again in school year 2009--10. The 2007--08 SSOCS (SSOCS:2008) was developed by NCES and conducted by the U.S. Census Bureau. Funding for the survey was provided by the Office of Safe and Drug-Free Schools of the U.S. Department of Education. Out of 3,484 primary, middle, high, and combined schools, questionnaire packets were mailed to 3,367 schools. A total of 2,560 public schools submitted usable questionnaires, for a weighted response rate of 77.2 percent. Data were collected from February 25, 2008, through, June 17, 2008."

  United States. Department of Education; Institute of Education Sciences (U.S.); National Center for Education Statistics

  Neiman, Samantha; Ruddy, Sally A.; Hryczaniuk, Cassie

  2010-07
• School Survey on Crime and Safety: 2007-08, Public-Use Data File Codebook

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  This document is the Data File Codebook for the School Survey on Crime and Safety: 2007-08. It presents all relevant data required for statistical analysis by the public.

  National Center for Education Statistics; Institute of Education Sciences (U.S.); United States. Department of Education

  Tonsager, Keith; Neiman, Samantha; Hryczaniuk, Cassie

  2010-06
• What Characteristics of Bullying, Bullying Victims, and Schools Are Associated with Increased Reporting of Bullying to School Officials?

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  "This study tested 51 characteristics of bullying victimization, bullying victims, and bullying victims' schools to determine which were associated with reporting to school officials. It found that 11 characteristics in two categories--bullying victimization and bullying victims-- showed a statistically significant association with reporting. The study also notes the high percentage (64 percent) of respondents who experienced bullying but did not report it."

  National Center for Education Evaluation and Regional Assistance (U.S.); Institute of Education Sciences (U.S.)

  Petrosino, Anthony J. (Anthony Joseph), 1961-; Guckenburg, Sarah; DeVoe, Jill F.

  2010-08
• Student Reports of Bullying and Cyber-Bullying: Results from the 2007 School Crime Supplement to the National Crime Victimization Survey

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  " In school year 2006--07, some 8,166,000 U.S. students ages 12 through 18, or about 31.7 percent of all such students, reported they were bullied at school, and about 940,000, or about 3.7 percent, reported they were cyber-bullied anywhere (i.e., on or off school property). These Web Tables use data from the 2007 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) to show the extent to which bullying and cyber-bullying are reported by students with different personal characteristics. Estimates are included for the following student characteristics: student sex, race/ ethnicity, grade, and household income. In addition, appended data from the 2006--07 Common Core of Data (CCD) and the 2007--08 Private School Universe Survey (PSS) show the extent to which bullying and cyber-bullying are reported by students in schools with different characteristics.2 School characteristics examined are region; sector (public or private); locale; level; enrollment size; student-to-full-time-equivalent (FTE) teacher ratio; percentage of combined American Indian/Alaska Native, Asian/ Pacific Islander, Black/African American, and Hispanic/Latino students; and percentage of students eligible for free or reduced-price lunch. Further, the tables use the SCS data to show the relationship between bullying and cyber-bullying victimization and other variables of interest such as the reported presence of gangs, guns, drugs, and alcohol at school; select school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon-carrying at school. The tables are grouped into four sections."

  United States. Department of Education; Institute of Education Sciences (U.S.); National Center for Education Statistics

  2011-05
• Student Victimization in U.S. Schools: Results from the 2007 School Crime Supplement to the National Crime Victimization Survey

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  "This report provides estimates of student criminal victimization as defined by the 2007 School Crime Supplement (SCS) to the 2007 National Crime Victimization Survey (NCVS). The NCVS is the nation's primary source of information on crime victimization and the victims of crime in the United States. The SCS is a supplement to the NCVS that was created to collect information about student and school characteristics on a national level. The first three administrations of the SCS were conducted in 1989, 1995, and 1999; beginning in 1999, it has been conducted biennially. The survey is designed to assist policymakers, as well as researchers and practitioners at the federal, state, and local levels, in making informed decisions concerning crime in schools. Criminal victimizations in this report are categorized as serious violent, violent, or theft. Serious violent victimization includes rape, sexual assault, robbery, and aggravated assault and is a subset of violent victimization. Violent victimization includes all serious violent victimizations and simple assault. Theft includes attempted and completed purse snatching, completed pickpocketing, and all attempted and completed thefts, excluding motor vehicle theft. Theft does not include robbery, in which the threat or use of force is involved. Victims of 'any' crime reported at least one of the victimizations above. 'Nonvictims' of any crime reported none of the victimizations above. All findings reported are statistically significant at the .05 level."

  Institute of Education Sciences (U.S.); United States. Department of Education; National Center for Education Statistics

  Hill, Monica R.; Bauer, Lynn; DeVoe, Jill F.

  2010-07
• Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety: 2009-10

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  "This report presents findings on crime and violence in U.S. public schools, using data from the 2009--10 School Survey on Crime and Safety (SSOCS:2010). First administered in school year 1999--2000 and repeated in school years 2003--04, 2005--06, 2007--08, and 2009--10, SSOCS provides information on school crime-related topics from the perspective of schools. Developed and managed by the National Center for Education Statistics (NCES) within the Institute of Education Sciences and supported by the Office of Safe and Drug-Free Schools of the U.S. Department of Education, SSOCS asks public school principals about the frequency of incidents, such as physical attacks, robberies, and thefts, in their schools. Portions of this survey also focus on school programs, disciplinary actions, and the policies implemented to prevent and reduce crime in schools."

  Institute of Education Sciences (U.S.); United States. Department of Education; National Center for Education Statistics

  Neiman, Samantha; Hill, Monica R.

  2011-05
• Student Victimization in U.S. Schools: Results from the 2009 School Crime Supplement to the National Crime Victimization Survey

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  "This report provides estimates of student criminal victimization as defined by the 2009 School Crime Supplement (SCS) to the 2009 National Crime Victimization Survey (NCVS). The NCVS is the nation's primary source of information on criminal victimization and the victims of crime in the United States. The SCS is a supplement to the NCVS that was created to collect national-level information about students ages 12 through 18 and school characteristics related to school crime. The first three administrations of the SCS were conducted in 1989, 1995, and 1999; since 1999, it has been conducted biennially. The survey is designed to assist policymakers, as well as researchers and practitioners at the federal, state, and local levels, in making informed decisions concerning crime in schools. Criminal victimizations in this report are categorized as 'serious violent,' 'violent,' or 'theft.' Serious violent victimization includes rape, sexual assault, robbery, and aggravated assault and is a subset of violent victimization. Violent victimization includes all serious violent victimizations and simple assault. Theft includes attempted and completed purse snatching, completed pick-pocketing, and all attempted and completed thefts, excluding motor vehicle theft. Theft does not include robbery, in which the threat or use of force is involved. Victims of 'any' crime reported at least one of the victimizations above. Nonvictims of any crime reported none of the victimizations above. All findings reported are statistically significant at the .05 level. The test procedure used in this report is Student's t statistic, which tests the difference between two sample estimates. Adjustments for multiple comparisons were not included. Readers should be aware of the limitations of the survey design and the analytical approach used here with regard to causality. Conclusions about causality between school or student characteristics and victimization cannot be made due to the cross-sectional, nonexperimental design of the SCS."

  National Center for Education Statistics; Institute of Education Sciences (U.S.); United States. Department of Education

  Hill, Monica R.; DeVoe, Jill F.; Bauer, Lynn

  2011-11
• Student Reports of Bullying and Cyber-Bullying: Results from the 2009 School Crime Supplement to the National Crime Victimization Survey

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  "In school year 2008--09, some 7,066,000 U.S. students ages 12 through 18, or 28.0 percent of all such students, reported they were bullied at school, and about 1,521,000, or 6.0 percent, reported they were cyber-bullied anywhere (i.e., on or off school property). These Web Tables use data from the 2009 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) 1 to show the extent to which bullying and cyber-bullying are reported by students with different personal characteristics. Estimates are included for the following student characteristics: student sex, race/ethnicity, grade, and household income. In addition, data appended from the 2008--09 Common Core of Data (CCD) and the 2009--10 Private School Universe Survey (PSS) show the extent to which bullying and cyber-bullying are reported by students in schools with different characteristics.2 School characteristics examined are region; sector (public or private); locale; level; enrollment size; student-to-full-time-equivalent (FTE) teacher ratio; percentage of combined American Indian/ Alaska Native, Asian/Native Hawaiian/Other Pacific Islander, Black/African American, Hispanic/Latino, and students of two or more races students; and percentage of students eligible for free or reduced-price lunch. Furthermore, the tables use the SCS data to show the relationship between bullying and cyber-bullying victimization and other variables of interest, such as the reported presence of gangs, guns, drugs, and alcohol at school; selected school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon carrying at school. The tables are grouped into four sections."

  National Center for Education Statistics; Institute of Education Sciences (U.S.); United States. Department of Education

  2011-08