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Indicators of School Crime and Safety: 2019
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
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Providing Services to English Learners During the COVID-19 Outbreak
From the Document: "This fact sheet outlines States' responsibilities to English learners (ELs) and their parents during the extended school closures and, in some cases, the move to remote learning due to the national emergency caused by the novel Coronavirus disease 2019 (COVID-19). A local educational agency (LEA) should collaborate with its State educational agency (SEA) and local public health department, as appropriate, in implementing the guidance provided below. This document does not create any rights for any person and does not impose any additional requirements beyond those included in applicable law and regulations. It is intended to provide additional information about requirements in the Elementary and Secondary Education Act of 1965 (ESEA) and other Federal laws related to ELs in light of COVID-19 and this specific situation."
United States. Department of Education
2020-05-18
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Supplemental Fact Sheet: Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities
From the Document: "No one wants to have learning coming to a halt across America due to the COVID-19 [coronavirus disease 2019] outbreak, and the U.S. Department of Education (Department) does not want to stand in the way of good faith efforts to educate students on-line. The Department stands ready to offer guidance, technical assistance, and information on any available flexibility, within the confines of the law, to ensure that all students, including students with disabilities, continue receiving excellent education during this difficult time. The Department's Office for Civil Rights (OCR) and the Office of Special Education and Rehabilitative Services (OSERS) have previously issued non-regulatory guidance addressing these issues. [...] The Department encourages parents, educators, and administrators to collaborate creatively to continue to meet the needs of students with disabilities. Consider practices such as distance instruction, teletherapy and tele-intervention, meetings held on digital platforms, online options for data tracking, and documentation. In addition, there are low-tech strategies that can provide for an exchange of curriculum-based resources, instructional packets, projects, and written assignments."
United States. Department of Education. Office for Civil Rights; United States. Office of Special Education and Rehabilitative Services
2020-03-21
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Fact Sheet: Addressing the Risk of COVID-19 in Schools While Protecting the Civil Rights of Students
From the Document: "The U.S. Department of Education (Department) has established a working group to provide information and resources to parents, students, teachers, schools, and school personnel related to the possible outbreak of COVID-19 ('coronavirus') in school districts and postsecondary schools. Schools play an important role in disseminating information about and limiting the spread of the coronavirus. In addressing the possible risk of an outbreak of coronavirus in school districts and postsecondary schools, school officials must keep students safe and secure. In doing so, school officials should keep in mind federal civil rights requirements and respond appropriately to allegations of discrimination on the basis of race, color, national origin, sex, or disability. [...] This document provides information representing the interpretation of the Department of the applicable statutory or regulatory requirements in the context of the specific facts presented here and is not legally binding. The information in this document is not intended to be a replacement for the careful study of Section 504, Title II, or Title VI and their implementing regulations."
United States. Department of Education. Office for Civil Rights
2020-03-16
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Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak
From the Document: "The Centers for Disease Control and Prevention (CDC) is responding to an outbreak of respiratory disease caused by a new coronavirus named coronavirus disease 2019 (COVID-19). The CDC has issued interim guidance to help administrators of public and private childcare programs and K-12 [kindergarten to 12th grade] schools plan for and prevent the spread of COVID-19 among students and staff. [...] This Questions and Answers document outlines states' responsibilities to infants, toddlers, and children with disabilities and their families, and to the staff serving these children."
United States. Department of Education
2020-03
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Student Victimization in U.S. Schools: Results from the 2017 School Crime Supplement to the National Crime Victimization Survey
From the Document: "As the body of research on school violence grows, so does our understanding of the features, causes, and consequences of student victimization (Chouhy, Madero-Hernande, and Turanovic 2017). While variations in rates of student victimization continue to exist for specific student and family characteristics, Finkelthor et al. (2016) suggest that community characteristics also have a large impact on the rates of student victimization whereby communities with signs of disorder and criminal activities are associated with more at-school victimization. Examining experiences of student victimization, Fisher, Mowen, and Boman (2018) report a varied relationship between the presence of security measures in schools and student victimization, finding that schools with higher levels of security measures also have more reports of students being threatened with harm, but not of students being physically attacked or having something stolen."
United States. Department of Education
Yanez, Christina; Seldin, Melissa; Hansen, Rachel
2019-09
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Role of Districts in Developing High-Quality School Emergency Operations Plans: A Companion to the 'School Guide'
From the Background: "From the time of the horrific February 14, 2018 shooting at Marjory Stoneman Douglas High School through the present, the Trump Administration has committed considerable time and resources to determine the best practices and policies to prevent future tragedies and keep our students safe. Consisting of the Secretaries of Education, Health and Human Services, Homeland Security and the Attorney General, the Federal Commission on School Safety presented its final report of best practices and policies to President Trump in December 2018. The report acknowledges that the problem of school violence is longstanding and complex, that each state is different, and that there are certain limits to what the federal government can do. Indeed, the report recognizes there is 'no universal school safety plan that will work for every school across the country' and that '[s]uch a prescriptive approach by the federal government would be inappropriate, imprudent, and ineffective.'"
United States. Department of Education; United States. Department of Justice; United States. Department of Health and Human Services . . .
2019-09
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Parent and Educator Guide to School Climate Resources
From the Background: "The Parent and Educator Guide to School Climate Resources (Guide) is intended to provide parents, teachers, administrators, and other interested parties with a general understanding of school climate, school climate improvement activities, and the availability of additional resources. It should serve as a starting point from which the reader may choose to do further research; ultimately, it may result in the identification of practices or strategies a school, district or State may wish to implement. This document does not impose any new requirements on schools, districts, or States or convey any rights or additional responsibilities. The document includes Frequently Asked Questions (FAQ), several examples of school climate improvement activities from the field, a discussion of a contemporary, rigorous research study, and an appendix that lists additional resources."
United States. Department of Education
2019-04-10
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Indicators of School Crime and Safety: 2018
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
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Final Report of the Federal Commission on School Safety
From the Disclaimer: "The Federal Commission on School Safety was designed to both research and recommend solutions to advance the safety of our schools. The Commission's observations and recommendations are contained in this report. The Commission recognizes that the problem of school violence is long-standing and complex and that there are certain limits to what the federal government can do. This Commission was not established to provide a single solution to this problem, nor did the Commissioners set out to mandate uniform policy to every community. In fact, it is our considered belief that doing so would prove counterproductive. There can be no 'one-size-fits-all' approach for an issue this complex. [...] In the pages that follow, the Commission makes recommendations that address multiple aspects of school safety. It does so based on the insights, experiences, and expertise of a wide range of individuals. The recommendations are predicated on the policies already working in state and local communities. They outline steps we all can take--families, communities, schools, houses of worship, law enforcement, medical professionals, government, and others. Each of us has a role to play in improving the safety of our students and the security of our schools. Only by working together can we help prevent future tragedies and, when those incidents do occur, mitigate their effects and continue to learn from them."
United States. Department of Education; United States. Department of Justice; United States. Department of Health and Human Services . . .
2018-12-18
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Student Victimization in U.S. Schools: Results from the 2015 School Crime Supplement to the National Crime Victimization Survey
From the Document: "Student victimization and school violence have been an ongoing cause of national concern, resulting in a concerted effort among educators, administrators, parents, and policymakers to determine the gravity of the issue and consider approaches to crime prevention. However, reducing criminal victimization in schools can be a complex task, given factors outside of school that have been found to be associated with criminal victimization, such as the neighborhood environment, family influences, and individual student characteristics (Foster and Brooks-Gunn 2013). Focusing on the school environment, disruptive behaviors such as student bullying, gang presence, and adolescent substance use continue to be associated with school crime and student victimization, which eventually lead to school avoidance (Gordon et al. 2014; Hughes, Gaines, and Pryor 2015). Previous attempts to counteract these problems with increased security measures in schools have also been associated with negative effects on perceived safety, which may also lead to school avoidance in students. (PerumeanChaney and Sutton 2013). With students who have experienced victimization at school being more likely to struggle both emotionally and academically (Patton, Woolley, and Hong 2012; Wang et al. 2014), finding successful solutions to crime and violence in schools is vital in providing an adequate education."
United States. Department of Education
Yanez, Christina; Lessne, Deborah; Hansen, Rachel
2018-12
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2015-16 Civil Rights Data Collection: School Climate and Safety
"The 2015-16 Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC measures student access to courses, programs, staff, and resources that impact education equity and opportunity for students. The CRDC has long provided critical information used by the Department of Education's Office for Civil Rights in its enforcement and monitoring activities. In addition, the CRDC is a valuable resource for other federal agencies, policymakers, researchers, educators, school officials, parents, students, and other members of the public who seek data on student equity and opportunity."
United States. Department of Education. Office for Civil Rights
2018-04
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Indicators of School Crime and Safety: 2017
"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 covers topics such as victimization, teacher injury, bullying and cyberbullying, 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."
United States. Department of Education; National Center for Education Statistics; United States. Bureau of Justice Statistics . . .
Musu-Gillette, Lauren; Zhang, Anlan; Wang, Ke . . .
2018-03
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Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety: 2015-16
"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
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Building Technology Infrastructure for Learning
From the Introduction: "The U.S. Department of Education's National Educational Technology Plan (NETP) presents a model of learning powered by technology to help the nation's schools provide all students with engaging and powerful learning content, resources, and experiences. Technology can give students 24/7 access to information and resources that enable them to find, curate, and create content and connect with people all over the world to share ideas, collaborate, and learn new things. For the vision established by the NETP to be fully realized, access to online tools and resources needs to be reliable and ubiquitous inside as well as outside school. [...] This guide provides practical, actionable information intended to help both technical personnel and educational leaders navigate the many decisions required to deliver broadband connectivity to students. It presents a variety of options for school and district leaders to consider when making technology infrastructure decisions, recognizing that circumstances and context vary greatly from district to district."
United States. Department of Education
Bearden, Susan
2017-06
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Indicators of School Crime and Safety: 2016
"Our nation's schools should be safe havens for teaching and learning, free of crime and violence. Any instance of crime or violence at school not only affects the individuals involved, but also may disrupt the
educational process and affect bystanders, the school itself, and the surrounding community. 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 covers topics such as victimization, teacher injury, bullying and cyber-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."
United States. Department of Education; National Center for Education Statistics; United States. Bureau of Justice Statistics . . .
Musu-Gillette, Lauren; Zhang, Anlan; Wang, Ke . . .
2017-05
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Training Guide for Administrators and Educators on Addressing Adult Sexual Misconduct in the School Setting
From the Overview: "Schools are entrusted with the paramount responsibility of educating youths, and within this 'in loco parentis' role, keeping them safe throughout the school day and while completing school activities (Beyer, 1997). Yet each year, students in elementary and secondary education fall victim to unacceptable behaviors with sexual overtones, ranging from inappropriate touching and online conversations to physical sexual assault. Most schools have policies and procedures for keeping children safe from a range of threats and hazards, such as natural disasters, flu outbreaks, and active shooter situations. However, schools and school districts also must demonstrate a strong commitment to the elimination of behaviors known as adult sexual misconduct (ASM) by school personnel, including teachers, coaches, administrative staff, bus drivers, and others who interact with children before and after school. To safeguard the well-being of the whole school community, school and school district administrators must provide staff members with knowledge of the behaviors that constitute ASM and help them take steps to protect students; prevent ASM; recognize signs of potential ASM; report and investigate possible ASM incidents with their partners (e.g., law enforcement); meaningfully respond to incidents of ASM; and provide immediate, short-, and long-term supports to the victim as the child recovers. Efforts to address ASM are strengthened by policies and procedures that describe appropriate, allowable behaviors, identify inappropriate and illegal actions, and outline methods for addressing allegations of ASM in schools."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.); United States. Department of Education
2017-03
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Crecer Libre de Drogas: Guía de Prevención para Los Padres de Familia
"Tenga en cuenta que los términos 'sustancias', 'drogas', 'estupefacientes' o 'narcóticos' en esta guía se refieren al alcohol, tabaco y otras drogas dañinas. En la sección 6 de esta guía se listan lugares donde puede encontrar más información sobre cómo evitar el abuso de las drogas y el alcohol. La sección 2, contiene información sobre sustancias específicas. En estas páginas nos referimos a infantes, niños, adolescentes, y jóvenes de toda edad. Hasta que se convierten en adultos, todos ellos son niños que necesitan ejemplos sanos sobre cómo comportarse. Esta guía es para todos los cuidadores en la vida de su hijo. Esperamos que la comparta con los hermanos mayores, parientes, amistades, padrastros, abuelos, y otros que puedan influir sobre su hijo."
United States. Drug Enforcement Administration; United States. Department of Education
2017
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Growing Up Drug-Free: A Parent's Guide to Prevention
This resource is also available in Spanish [https://www.dea.gov/sites/default/files/2018-06/GUDF_Bklt_Spanish_090717_508-revised.pdf]. From the Document: "This guide offers information that can help you raise drug-free children. [...] On these pages, we refer to children, adolescents, kids, youngsters, and young people without regard to age. Until they become adults, they are all children who need healthy adult role models. This guide is for all of the caregivers in your child's life. We hope you share it with your child's older siblings, aunts and uncles, family friends, stepparents, grandparents, extended family members, and others who have the power to influence your child."
United States. Drug Enforcement Administration; United States. Department of Education
2017
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Data Interpretation Guide on Making School Climate Improvements
From the Introduction: "Congratulations! You have made an important commitment to improve the climate in your state, district, or school. Measuring and understanding how students, staff, and parents/guardians perceive the climate in their schools are key steps in making wise decisions on how to use resources to focus on areas in need of improvement. This document contains detailed information and resources to help you interpret and use results from the school climate surveys you have administered."
United States. Department of Education
2017-01
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Reference Manual on Making School Climate Improvements
From the Introduction: "'School climate' reflects how members of the school community experience the school, including interpersonal relationships, teacher and other staff practices, and organizational arrangements School climate includes factors that serve as conditions for learning and that support physical and emotional safety, connection and support, and engagement. A positive school climate reflects attention to fostering social and physical safety, providing support that enables students and staff to realize high behavioral and academic standards, as well as encouraging and maintaining respectful, trusting, and caring relationships throughout the school community."
United States. Department of Education
2017-01
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Post-Disaster Reunification and K-12 Schools
"Emergencies are always local events--they affect the individuals and area immediately surrounding them. However, sometimes the scope of an emergency event expands to include entire communities and even whole regions. These large-scale disasters and catastrophic incidents (hereafter referred to as 'disasters') range from natural hazards (e.g., hurricanes, earthquakes, floods, mudslides, tornados, winter storms) to human-caused threats (e.g., terrorist attacks). Furthermore, these disasters present unique challenges, such as the opportunity for children to become separated from their parents or legal guardians (hereafter referred to as 'family'). Children may be alone or with someone other than their family at the time of the disaster, and can be either unintentionally separated from or abandoned by their families during or after a disaster, exposing them to such dangers as assault, abduction and exploitation. In some cases, children may be the only surviving family members in disasters involving mass casualties."
United States. Department of Education
2016-12-13
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Handbook for Campus Safety and Security Reporting: 2016 Edition
"Choosing a postsecondary institution is a major decision for students and their families. Along with academic, financial and geographic considerations, the issue of campus safety is a vital concern. In 1990, Congress enacted the 'Crime Awareness and Campus Security Act of 1990' (Title II of Public Law 101-542), which amended the 'Higher Education Act of 1965 (HEA)'. This act required all postsecondary institutions participating in HEA's Title IV student financial assistance programs to disclose campus crime statistics and security information. The act was amended in 1992, 1998, 2000 and 2008. The 1998 amendments renamed the law the 'Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act' in memory of a student who was slain in her dorm room in 1986. It is generally referred to as the 'Clery Act' and is in section 485(f) of the HEA. [...] This handbook reflects the Department's interpretations and guidance, as of the date of publication, and was written to assist you, in a step-by-step and readable manner, in understanding and meeting the various HEA requirements. It is intended for use by the Department's program reviewers who are responsible for evaluating an institution's compliance with the requirements as well as postsecondary institutions and outside reviewers."
United States. Department of Education. Office of Postsecondary Education
2016-06
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Indicators of School Crime and Safety: 2015
"Our nation's schools should be safe havens for teaching and learning, free of crime and violence. Any instance of crime or violence at school not only affects the individuals involved, but also may disrupt the educational process and affect bystanders, the school itself, and the surrounding community. 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 is the 18th 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."
United States. Bureau of Justice Statistics; United States. Department of Education; National Center for Education Statistics . . .
Zhang, Anlan; Musu-Gillette, Lauren; Oudekerk, Barbara A.
2016-05
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Quick Guide on Making School Climate Improvements
From the Introduction: "Students learn best when they are in environments in which they feel safe, supported, challenged, and accepted. In addition, environments that have strong school climates foster the social, emotional, and academic well-being of all students. Research shows that when schools and districts effectively focus on improving school climate, students are more likely to engage in the curriculum, achieve academically, and develop positive relationships; students are less likely to exhibit problem behaviors; and teacher turnover is lower and teacher satisfaction is higher. This 'Quick Guide' provides district and school leaders, teachers, school staff, and other members of the school community with information about how to initiate, implement, and sustain school climate improvements. You can use the 'Quick Guide' in combination with the other tools and resources available within the School Climate Improvement Resource Package (Resource Package), including self-assessments to identify which resources would be most helpful to you as well as pointers on how to approach school climate improvements. You can create a positive school climate through a coordinated, purposeful effort."
National Center on Safe Supportive Learning Environments; United States. Department of Education
2016-03
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Indicators of School Crime and Safety: 2014
"Our nation's schools should be safe havens for
teaching and learning, free of crime and violence. Any
instance of crime or violence at school not only affects
the individuals involved, but also may disrupt the
educational process and affect bystanders, the school
itself, and the surrounding community (Brookmeyer,
Fanti, and Henrich 2006; Goldstein, Young, and Boyd
2008).
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 is the seventeenth 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."
United States. Bureau of Justice Statistics; National Center for Education Statistics; United States. Department of Education . . .
Robers, Simone; Zhang, Anlan; Morgan, Rachel E. . . .
2015-07
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Public School Safety and Discipline: 2013-14, First Look
"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
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Human Trafficking in America's Schools
From the Introduction, "Human trafficking is modern slavery. It involves exploiting a person through force, fraud, or coercion for the purpose of forced labor, commercial sex, or both. Victims of human trafficking include men, women, boys, girls, and transgender individuals lured by the promise of a better life in the United States and adults and children who were born and raised in the United States. The International Labour Organization estimated, in 2012, that children represented 26 percent (or 5.5 million) of the 20.9 million victims worldwide. Both U.S. citizen and foreign national children are trafficked for sex and labor in the United States. In fact, many child victims of human trafficking are students in the American school system. School administrators and staff need to be aware that cases of child trafficking are being reported in communities throughout the nation. No community--urban, rural, or suburban--school, socioeconomic group, or student demographic is immune. Few crimes are more abhorrent than child trafficking, and few crimes are more challenging for communities to recognize and address. For many people, the reality of trafficking in their community is difficult to comprehend, let alone confront. For educators and school personnel, the reality of these crimes and the severity of their impact are cause for a call to action."
United States. Department of Education
Littrell, Jeneé
2015-01
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Indicators of School Crime and Safety: 2013
From the Executive Summary's Introduction: "This report is the sixteenth 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 cyber-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."
United States. Bureau of Justice Statistics; National Center for Education Statistics; United States. Office of Justice Programs . . .
Robers, Simone; Kemp, Jana; Snyder, Thomas D. . . .
2014-06
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Guiding Principles: A Resource Guide for Improving School Climate and Discipline
"Schools must be both safe and supportive for effective teaching and learning to take place. Three key principles can guide efforts to create such productive learning environments. First, work in a deliberate fashion to develop positive and respectful school climates and prevent student misbehavior before it occurs. Ensure that clear, appropriate, and consistent expectations and consequences are in place to prevent and address misbehavior. And finally, use data and analysis to continuously improve and ensure fairness and equity for all students. Principle 1: Climate and Prevention: Schools that foster positive school climates can help to engage all students in learning by preventing problem behaviors and intervening effectively to support struggling and at-risk students. […] Principle 2: Expectations and Consequences: Schools that have discipline policies or codes of conduct with clear, appropriate, and consistently applied expectations and consequences will help students improve behavior, increase engagement, and boost achievement. […] Principle 3: Equity and Continuous Improvement: Schools that build staff capacity and continuously evaluate the school's discipline policies and practices are more likely to ensure fairness and equity and promote achievement for all students."
United States. Department of Education
2014-01
