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• Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety: 2017-18, First Look

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  From the Introduction: "Using data from the School Survey on Crime and Safety (SSOCS), this report presents findings both on crime and violence in U.S. public schools and on the practices and programs schools have implemented to promote school safety. [...] The findings presented in this report are based on a nationally representative, stratified, random sample of 4,803 U.S. public schools. [...] The purpose of this report is to introduce new NCES [National Center for Education Statistics] data through the presentation of tables containing descriptive information. The tables in this report contain totals and percentages generated from bivariate cross-tabulation procedures."

  National Center for Education Statistics

  Diliberti, Melissa; Jackson, Mickey; Correa, Samuel . . .

  2019-07
• Profile of Criminal Incidents at School: Results from the 2003-05 National Crime Victimization Survey Crime Incident Report

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  "This report provides estimates of criminal incidents that occur at school. Incident-level data were obtained from the National Crime Victimization Survey (NCVS), the nation's primary source of information on criminal victimization and criminal incidents in the United States. The NCVS collects demographic information on respondents in the NCVS Basic Screen Questionnaire (NCVS-1), and data on the characteristics of criminal incidents are collected in the NCVS Crime Incident Report (NCVS-2). In order to reach a sample size that was large enough to allow the reporting of estimates that meet the National Center for Education Statistics' (NCES) statistical standards, it was necessary to pool three NCVS data years to derive the estimates presented in this report. Estimates of criminal incidents at school provided in this report are from the most recently available, concatenated, incident-level data file and include data years 2003, 2004, and 2005. Incidents that were included in this analysis occurred inside the school building, on school property, or on the way to or from school, and were reported by respondents ages 12 through 18 attending middle and high school. While there may be variation in incidents across geographic location or categories of urbanicity, this report does not explore those possibilities. See the introduction and appendix A for a more detailed discussion of the data used in this report."

  National Center for Education Statistics

  Bauer, Lynn; Neiman, Samantha; Ruddy, Sally A.

  2010-05
• Issue Brief: Public School Practices for Violence Prevention and Reduction: 2003-2004

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  "School violence can lead to a disruptive and threatening environment, physical injury, and emotional stress, all of which can be obstacles to student achievement. Educators have responded to the perceived threat of school violence by implementing programs designed to prevent, deter, and respond to the potential for violence in schools. In addition, the No Child Left Behind Act of 2001 (P.L. 107-110) emphasizes the importance of safe learning environments by requiring schools to have a safety plan in place and to fund programs and practices intended to prevent and reduce violence in schools. The needs and capabilities of schools may differ; thus, schools implement a variety of practices intended to prevent and reduce violence. However, little is known about the prevalence of school practices and the extent to which they vary according to school characteristics. This Issue Brief (1) examines principals' reports of the prevalence of formal practices in public schools designed to prevent or reduce school violence and (2) describes the distribution of these practices by selected school characteristics."

  National Center for Education Statistics

  2007-09
• Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety 2003-04

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  "This report presents findings on crime and violence in regular public schools1 in the United States, using data from the 2003-04 School Survey on Crime and Safety (SSOCS:2004). First administered in the 1999-2000 school year, SSOCS provides information about school crime-related topics from the perspective of school administrators. Developed by the National Center for Education Statistics (NCES) and supported by the Office of Safe and Drug-Free Schools, SSOCS asks public school principals about the frequency of criminal incidents in their schools, such as physical attacks, robberies, and thefts. Portions of this survey also focus on school programs, disciplinary actions, and the policies implemented to prevent and reduce crime in schools. SSOCS:2004 is based on a nationally representative stratified random sample of 3,743 U.S. public schools. Questionnaires were mailed to principals on March 1, 2004, and data collection continued through June 4, 2004. A total of 2,772 public primary, middle, high, and combined schools provided useable questionnaires leading to an unweighted response rate of approximately 75 percent. When the responding schools were weighted to account for their original sampling probabilities, the response rate increased to approximately 77 percent. A nonresponse bias analysis was performed because the weighted response weight was less than 85 percent. For more information about the methodology and design of SSOCS, including the results of the nonresponse bias analysis, please see the Methodology and Technical Notes in appendix B of this report."

  National Center for Education Statistics

  Guerino, Paul; Hurwitz, Michael D.; Noonan, Margaret E.

  2006-12
• Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings From the School Survey on Crime and Safety: 2005-06

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  "This report presents findings on crime and violence in U.S. public schools, using data from the 2005-06 School Survey on Crime and Safety (SSOCS:2006). First administered in school year 1999-2000 and repeated in school years 2003--04 and 2005-06, SSOCS provides information about school crime-related topics from the perspective of the schools. Developed by the National Center for Education Statistics (NCES) 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."

  National Center for Education Statistics

  Guerino, Paul; Nolle, Kacey Lee; Dinkes, Rachel

  2007-09
• Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety: 2007-08

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  "This report presents findings on crime and violence in U.S. public schools, using data from the 2007--08 School Survey on Crime and Safety (SSOCS:2008). First administered in school year 1999--2000 and repeated in school years 2003--04, 2005--06, and 2007--08, SSOCS provides information about 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."

  National Center for Education Statistics

  DeVoe, Jill F.; Neiman, Samantha; Chandler, Kathryn

  2009-05
• Student Reports of Bullying and Cyber-Bullying: Results from the 2011 School Crime Supplement to the National Crime Victimization Survey

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  "This document reports data from the 2011 School Crime Supplement (SCS) of the National Crime Victimization Survey (NCVS). The Web Tables show the extent to which students with different personal characteristics report bullying and cyber-bullying. Estimates include responses by student characteristics: student sex, race/ethnicity, grade, and household income. The U.S. Census Bureau (Census) appended additional data from the 2009--10 Common Core of Data (CCD) and the 2009--10 Private School Universe Survey (PSS) to generate tables showing 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; and percentage of students eligible for free or reduced-priced lunch. The SCS data tables show the relationship between bullying and cyber-bullying victimization and other crime-related variables, such as 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."

  National Center for Education Statistics

  2013-08
• Crime and Safety in America's Public Schools: Selected Findings from the School Survey on Crime and Safety

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  "Crime and Safety in America's Public Schools: Selected Findings from the School Survey on Crime and Safety summarizes important findings from the 1999--2000 School Survey on Crime and Safety (SSOCS). This document presents selected national estimates of the amount of crime, violence, and disorder at public schools, and the practices and programs that schools use to identify and diffuse potential problems. Much of this document was adapted from analyses that were presented in two NCES publications, Violence in U.S. Public Schools: 2000 School Survey on Crime and Safety (2004--314) or Indicators of School Crime and Safety: 2003 (2004--004). Data on crime, violence, and disorder in our nation's schools are collected so that policymakers, parents, and educators will have information to identify emerging problems, and gauge the safety of American schools. Information on crime, violence, and disorder was collected in the 2000 SOCS, a survey of public schools in the United States, sponsored by the National Center for Education Statistics (NCES). The 2000 SSOCS was a nationally representative sample of 2,270 regular public elementary, middle, secondary, and combined schools in the United States. Data from SSOCS helps to provide an overall picture of school crime and safety in the United States, by asking school principals about 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 school characteristics that have been associated with school crime."

  National Center for Education Statistics

  2004-02
• 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
• Annual Report on School Safety: 1998

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  "The data in this report show a decline in school crime and a reduction in the percentage of students carrying weapons to school. At the same time, the data indicate a substantial amount of crime, including violent crime, against both students and teachers. It is also very important to note that students are more fearful at school today than in the past. These conditions highlight the importance of accurately measuring incidents of school crime so that we can improve our school environments and make them safer places."

  United States. Bureau of Justice Statistics; National Center for Education Statistics

  1999-10
• Public School Safety and Discipline: 2013-14, First Look

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  "This report provides nationally representative data on public school safety and discipline for the 2013-14 school year. The National Center for Education Statistics (NCES) previously collected data on this topic in the School Survey on Crime and Safety (SSOCS), which was last conducted in the 2009-10 school year (Neiman 2011). This report presents results from the survey, 'School Safety and Discipline: 2013-14', which collected information on specific safety and discipline plans and practices, training for classroom teachers and aides related to school safety and discipline issues, security personnel, frequency of specific discipline problems, and number of incidents of various offenses."

  National Center for Education Statistics; United States. Department of Education

  Gray, Lucinda; Lewis, Laurie; Ralph, John

  2015-05
• Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety: 2015-16

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  "This report presents findings on crime and violence in U.S. public schools, using data from the 2015-16 School Survey on Crime and Safety (SSOCS:2016). First administered in school year 1999-2000 and repeated in school years 2003-04, 2005-06, 2007-08, 2009- 10, and 2015-16, 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 of the U.S. Department of Education and supported by the National Institute of Justice of the U.S. Department of Justice, SSOCS asks public school principals about the prevalence of violent and serious violent crimes in their schools. Portions of this survey also focus on school security measures, disciplinary problems and actions, school security staff, the availability of mental health services in schools, and the programs and policies implemented to prevent and reduce crime in schools."

  United States. Department of Education; National Center for Education Statistics

  Diliberti, Melissa; Kemp, Jana; Hansen, Rachel . . .

  2017-07
• Are America's Schools Safe? Students Speak Out: 1999 School Crime Supplement, Statistical Analysis Report

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  "The American public continues to be concerned about crime in schools and the safety of students. In part, this concern has been shaped by highly publicized acts of extreme school violence, which have intensified the attention placed on student safety. To obtain a more complete picture of the prevalence of school violence and the safety of students in American schools, it is important to collect data to permit these issues of school safety to be studied. The School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) is one measure of the prevalence of criminal victimization at school and students' perceptions of their school environment. The SCS has collected data on school crime and related topics concerning the school safety of 12- through 18-year-old students in 1989, 1995, and 1999. This report is the first to focus on data collected by the 1999 SCS."

  National Center for Education Statistics; United States. Office of Educational Research and Improvement

  2002-11
• Education Policy Issues: Statistical Perspectives, Gangs and Victimization at School

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  "Public concern over violent juvenile behavior has intensified in recent years, especially in regard to safety inside schools. Included among the National Education Goals is a strong commitment to providing children with learning environments that are free of violence. Yet there are very limited data about the causes of either juvenile street violence or school-related crime. Journalists frequently blame street violence on the influence of gangs. This issue brief looks at the relationship between gang presence in schools and students' reports of victimization and fear."

  National Center for Education Statistics; United States. Office of Educational Research and Improvement

  Ralph, John H.; Colopy, Kelly W.; McRae, Christine

  1995-07
• Status of Data on Crime and Violence in Schools: Final Report

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  "Supported by Goal Six of the Goals 2000 Act, several Federal programs and initiatives currently are underway to counter and deter crime and violence in schools. In connection with these efforts, Congress passed legislation requiring the National Center for Education Statistics to collect data to determine the frequency, seriousness, and incidence of violence in elementary and secondary schools in the States. The data will be used to evaluate the impact of Federal programs and initiatives designed to prevent violence in schools. ESSI/AIR [Education Statistics Services Institute/American Institutes for Research] presents in this report an overview of the extant national datasets that can be used to satisfy the legislation. We describe the information related to school crime and violence present in the datasets, and, when possible, we provide a brief assessment of the quality of that information. We also identify and discuss the strengths and weaknesses of a report to Congress based upon the most recently collected data. Finally, we provide recommendations for developing a survey system designed to collect rigorous and detailed information on crime and violence in schools."

  National Center for Education Statistics; United States. Office of Educational Research and Improvement

  Khattri, Nidhi

  1997-04
• 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
• School Crime and Safety [presentation]

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  This presentation from Michael G. Planty of the Bureau of Justice Statistics provides an overview of school crime and safety. Some highlights from the presentation include: "[1] During the 2010-11 school year, 11 homicides of school-age youth occurred at school. [2] In 2011, students age In 2011, students ages 12 to 18 experienced about 1.2 million nonfatal victimizations at school, including 649,000 thefts and 598,000 violent victimizations. Total violence and theft are down since 1992. [3] In 2011, about 28% of 12- to 18-year-old students reported being bullied at school during the school year. [4] Between the 2000 and 2010 school years, public schools increased the use of safety and security measures."

  United States. Department of Justice; United States. Bureau of Justice Statistics; National Center for Education Statistics

  Planty, Michael

  2013-05-31
• 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
• Indicators of School Crime and Safety: 2018

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  From the Document: "This report is the 21st in a series of annual publications produced jointly by the National Center for Education Statistics (NCES), Institute of Education Sciences (IES), in the U.S. Department of Education, and the Bureau of Justice Statistics (BJS) in the U.S. Department of Justice. This report presents the most recent data available on school crime and student safety. The indicators in this report are based on information drawn from a variety of data sources, including national surveys of students, teachers, principals, and postsecondary institutions. [...] This report covers topics such as victimization, teacher injury, bullying and electronic bullying, school conditions, fights, weapons, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur away from school are offered as a point of comparison where available."

  National Center for Education Statistics; United States. Department of Education; United States. Bureau of Justice Statistics

  Musu-Gillette, Lauren; Zhang, Anlan; Wang, Ke . . .

  2019-04
• Indicators of School Crime and Safety: 2019

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  From the Executive Summary: "Establishing reliable indicators of the current state of school crime and safety across the nation and regularly updating and monitoring these indicators are important in ensuring the safety of our nation's students. This is the aim of 'Indicators of School Crime and Safety.' [...] This report presents the most recent data available on school crime and student safety. The indicators in this report are based on information drawn from a variety of data sources. [...] The most recent data collection for each indicator varied by survey, from 2016 to 2019. Each data source has an independent sample design, data collection method, and questionnaire design, or is the result of a universe data collection. Findings described in this report with comparative language (e.g., higher, lower, increase, and decrease) are statistically significant at the .05 level. Additional information about methodology and the datasets analyzed in this report may be found in appendix A. This report covers topics such as victimization, bullying and electronic bullying, school conditions, fights, weapons, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur away from school are offered as a point of comparison where available."

  National Center for Education Statistics; United States. Department of Education; United States. Bureau of Justice Statistics

  Wang, Ke; Chen, Yongqiu; Zhang, Jizhi . . .

  2020-07
• Report on Indicators of School Crime and Safety: 2020

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  From the Foreword: "'Report on Indicators of School Crime and Safety: 2020' provides the most recent national indicators on school crime and safety. The information presented in this report serves as a reference for policymakers and practitioners so that they can develop effective programs and policies aimed at violence and school crime prevention. Accurate information about the nature, extent, and scope of the problem being addressed is essential for developing effective programs and policies. This is the 23rd edition of Indicators of School Crime and Safety, a joint effort of the Bureau of Justice Statistics (BJS) and the National Center for Education Statistics (NCES). This report provides summary statistics to inform the nation about current aspects of crime and safety in schools. 'Report on Indicators of School Crime and Safety' includes the most recent available data, compiled from a number of statistical data sources supported by the federal government."

  National Center for Education Statistics; United States. Department of Education; United States. Bureau of Justice Statistics

  Irwin, Véronique; Wang, Ke; Cui, Jiashan . . .

  2021-07
• Indicators of School Crime and Safety: 2003

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  "This is the sixth edition of 'Indicators of School Crime and Safety,' a joint publication of the Bureau of Justice Statistics and the National Center for Education Statistics. This report provides detailed statistical information to inform the nation on the current status of crime in schools. The 2003 edition of 'Indicators' includes the most recent available data, including 2001 data and newly released data from the 2000 School Survey on Crime and Safety, a survey of our nation's public schools. The data in this report were compiled from a number of statistical data sources supported by the federal government. Such sources include results from a study of violent deaths in schools, sponsored by the U.S. Department of Education and the Centers for Disease Control and Prevention; the National Crime Victimization Survey and School Crime Supplement to the survey, sponsored by the Bureau of Justice Statistics and the National Center for Education Statistics, respectively; the Youth Risk Behavior Survey, sponsored by the Centers for Disease Control and Prevention; and the Schools and Staffing Survey, sponsored by the National Center for Education Statistics."

  United States. Bureau of Justice Statistics; National Center for Education Statistics; United States. Department of Education . . .

  DeVoe, Jill F.; Peter, Katharin; Kaufman, Phillip

  2003-10