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• Serial No. 106-111: School Violence: What is Being Done to Combat School Violence? What Should Be Done? Hearing Before the Committee on Government Reform, Subcommittee on Criminal Justice, Drug Policy, and Human Resources, House of Representatives, One Hundred Sixth Congress, First Session, May 20, 1999

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  From the opening statement of John L. Mica: "While student deaths receive the most media attention, the Department of Justice Bureau of Justice statistics tells us that thousands of violent crimes occur everyday in, and near our schools. In 1996, approximately 225,000 non-fatal, serious crimes occurred at schools, and about 671,000 away from schools. The tragic events at Columbine High School in Littleton, CO and its aftermath have riveted our national attention on this pressing and perplexing issue. Needless acts of violence are always reprehensible, but vicious and multiple killings in our schools that take the lives of our innocent children are among the most tragic and heartwrenching events imaginable…. School violence at all levels is an issue that Congress has a responsibility to address. We are obligated to determine what more can be done to protect children of all ages, particularly from acts of violence associated with our schools. […] Today, our Federal Government has a number of Federal programs and agencies that spend hundreds of millions of taxpayer dollars to address the problem of school violence. It is an especially important matter for this subcommittee that our Federal programs provide the targeted and effective assistance that is needed by our States, our cities, and our local communities and schools." Statements, letters, and materials submitted for the record include those of the following: Nelba Chavez, William Modzeleski, Charlie Condon, Gary L. Walker, Reuben Greenberg, Kevin Dwyer, James Baker, Jan Gallagher, Bill Hall, Gary M. Fields, Clarence Cain, Anthony Snead, Jeffrey Schurott, Lawrence Sherman, and Dennis J. Kucinich.

  United States. Government Printing Office

  2000
• 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
• 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: 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
• 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: 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
• Safe School Initiative: An Interim Report on the Prevention of Targeted Violence in Schools

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  "As reports from the U.S. Department of Education and others have shown, school id one of the safest places for our nation's children. However, several high-profile shootings in schools over the past decade have resulted in increased fear among students, parents, and educators. The Secret Service Safe Schools Initiative focuses on a rare but significant component of the problem of school violence- incidents of targeted violence in school. 'Targeted violence' is a term developed by the Secret Service to refer to any incident of violence where a known (or knowable) attacker selects a particular target prior to violent attack. This paper looks at how certain individuals might be at particular risk."

  United States. Secret Service

  Fein, Robert A.; Vossekuil, Bryan; Randazzo, Marisa R. (Marisa Reddy), 1967-

  2000-10
• 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
• Prior Knowledge of Potential School-Based Violence: Information Students Learn May Prevent a Targeted Attack

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  "In the wake of several high-profile shootings at schools in the United States, most notably the shootings that occurred at Columbine High School on April 20, 1999, the United States Secret Service (Secret Service) and the United States Department of Education (ED) embarked on a collaborative endeavor to study incidents of planned (or targeted) violence in our nation's schools. Initiated in 1999, the study, termed the Safe School Initiative (SSI), examined several issues, most notably whether past school-based attacks were planned, and what could be done to prevent future attacks. The SSI employed a method similar to an earlier Secret Service study, the Exceptional Case Study Project (ECSP), that examined targeted attacks on public officials and public figures (Fein & Vossekuil, 1999). […] As with the ECSP, the SSI employed an operational focus to assist those involved with school safety to improve prevention efforts by increasing knowledge of targeted violence in schools. By studying past incidents of targeted violence in schools, the Secret Service and ED examined whether pre-attack behaviors of perpetrators could be identified to prevent future attacks. […] The SSI findings highlight that in most targeted school-based attacks, individuals, referred to as bystanders in this report, had some type of advanced knowledge about planned school violence. Despite this advanced knowledge, the attacks still occurred. This study aimed to further the prevention of targeted school-based attacks by exploring how students with prior knowledge of attacks made decisions regarding what steps, if any, to take after learning the information. The study sought to identify what might be done to encourage more students to share information they learn about potential targeted school-based violence with one or more adults."

  United States. Secret Service; United States. Department of Education

  Pollack, William S.; Modzeleski, William; Rooney, Georgeann

  2008-05
• School Health Guidelines to Prevent Unintentional Injuries and Violence

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  "Approximately two thirds of all deaths among children and adolescents aged 5--19 years result from injury-related causes: motor-vehicle crashes, all other unintentional injuries, homicide, and suicide. Schools have a responsibility to prevent injuries from occurring on school property and at school-sponsored events. In addition, schools can teach students the skills needed to promote safety and prevent unintentional injuries, violence, and suicide while at home, at work, at play, in the community, and throughout their lives. This report summarizes school health recommendations for preventing unintentional injury, violence, and suicide among young persons. These guidelines were developed by CDC [Centers for Disease Control and Prevention] in collaboration with specialists from universities and from national, federal, state, local, and voluntary agencies and organizations. They are based on an in-depth review of research, theory, and current practice in unintentional injury, violence, and suicide prevention; health education; and public health. Every recommendation is not appropriate or feasible for every school to implement. Schools should determine which recommendations have the highest priority based on the needs of the school and available resources. The guidelines include recommendations related to the following eight aspects of school health efforts to prevent unintentional injury, violence, and suicide: [1] a social environment that promotes safety; [2] a safe physical environment; [3] health education curricula and instruction; [4] safe physical education, sports, and recreational activities; [5] health, counseling, psychological, and social services for students; [6] appropriate crisis and emergency response; [7] involvement of families and communities; and [8] staff development to promote safety and prevent unintentional injuries, violence, and suicide."

  Centers for Disease Control and Prevention (U.S.)

  2001-12-07
• Understanding School Violence: Fact Sheet 2012

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  "School violence is youth violence that occurs on school property, on the way to or from school or school-sponsored events, or during a school-sponsored event. A young person can be a victim, a perpetrator, or a witness of school violence. Youth violence includes various behaviors. Some violent acts-such as bullying, slapping, or hitting-can cause more emotional harm than physical harm. Other forms of violence, such as gang violence and assault (with or without weapons), can lead to serious injury or even death."

  Centers for Disease Control and Prevention (U.S.)

  2012
• 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
• Through Our Eyes: Children, Violence, and Trauma: Interventions in Schools Transcript

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  This is the text transcript of the video, "Children, Violence, and Trauma-Interventions in Schools" which can be found at https://www.hsdl.org/?abstract&did=752863. "Exposure to violence can impede a child's ability to learn and thrive in school. Teachers, coaches, and other school staff and volunteers can play a critical role in recognizing and reporting signs of violence and trauma in a child's life." The video "identifies some types of violence that children may experience at school or on their way to or from school, and highlights preventative measures that some schools are taking to protect their students."

  United States. Office of Justice Programs. Office for Victims of Crime

  2014-04
• Understanding School Violence: Fact Sheet 2010

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  "In the United States (U.S.), an estimated 55.5 million students are enrolled in pre-kindergarten through 12th grade. Another 15 million students attend colleges and universities across the country. While U.S. schools remain relatively safe, any amount of violence is unacceptable. Parents, teachers, and administrators expect schools to be safe havens of learning. Acts of violence disrupt the learning process and have a negative effect on students, the school itself, and the broader community. School violence is a subset of youth violence, a broader public health problem. Youth violence refers to harmful behaviors that may start early and continue into young adulthood. It includes a variety of behaviors such as bullying, slapping, punching, and weapon use. Victims can suffer serious injury, significant social and emotional damage, or even death. The young person can be a victim, an offender, or a witness to the violence--or a combination of these."

  Centers for Disease Control and Prevention (U.S.)

  2010-01-13?
• Children, Violence, and Trauma -- Interventions in Schools [video]

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  This video is from the webpage, "Through Our Eyes: Children, Violence, and Trauma" of the Office for Victims of Crime. "Exposure to violence can impede a child's ability to learn and thrive in school. Teachers, coaches, and other school staff and volunteers can play a critical role in recognizing and reporting signs of violence and trauma in a child's life. This video identifies some types of violence that children may experience at school or on their way to or from school, and highlights preventative measures that some schools are taking to protect their students." Run time: 7:49 (seven minutes, forty-nine seconds). The source webpage is entered separately as https://www.hsdl.org/?abstract&did=732257. The video's transcript is entered separately as https://www.hsdl.org/?abstract&did=752862.

  United States. Department of Justice

  2014-04-10
• Firefighters' Role at School or Workplace Violence Incidents

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  "The problem was that the St. Johns County Department of Emergency Services (SJCDES) did not have a policy that identified the roles and responsibilities of SJCDES firefighters during responses to in-progress incidents involving school or workplace violence. The purpose of this research was to create a policy that identified the role and responsibilities of SJCDES firefighters during a response to an in-progress incident involving school or workplace violence. This research project was conducted using the action research method. The following research questions were posed. 1) What are the necessary components of a policy for response to in-progress incidents involving school or workplace violence? 2) How have other departments like SJCDES dealt with policies for response to in-progress incidents involving school or workplace violence? 3) what limitations are there in the SJCDES to adopting other agencies policies?"

  National Fire Academy

  McElroy, Frank

  2000-02
• 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
• Shifting Boundaries: Final Report on an Experimental Evaluation of a Youth Dating Violence Prevention Program in New York City Middle Schools

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  "The purpose of this multi-level experiment was to provide high-quality scientific evidence concerning the effectiveness of targeting a young, universal primary prevention audience with classroom-based curricula and school-level interventions. We randomly assigned a schoolbased intervention to 30 public middle schools in New York City, and within these schools we identified 117 sixth-and seventh-grade classes (over 2,500 students) to randomly receive our interventions called Shifting Boundaries. The classroom intervention was delivered through a six-session curriculum that emphasized the consequences for perpetrators of DV/H [Dating Violence and Harassment], state laws and penalties for DV/H, the construction of gender roles, and healthy relationships. The building-based intervention included the use of temporary school-based restraining orders, higher levels of faculty and security presence in areas identified through student mapping of safe/unsafe 'hot spots,' and the use of posters to increase awareness and reporting of DV/H to school personnel."

  National Criminal Justice Reference Service (U.S.)

  Taylor, Bruce G.; Stein, Nan D., 1947-; Mumford, Elizabeth A.

  2011-10-16
• High School Youths, Weapons, and Violence: A National Survey

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  "Recent shootings by students of peers and teachers in school settings, where such events were markedly unexpected, have provoked fear and outrage in America. For many, the 'youth-gun problem' seems to be spreading beyond inner cities to suburbs and small towns and from 'bad boy' cultures (i.e., those characterized by relatively high poverty, crime, unemployment, and school dropout rates) to 'good boy' cultures (characterized by fewer such social ills). Yet, generalizable and systematic knowledge about gun-related violence among youths is relatively scarce. Most national studies to date have asked only the broadest questions about weapon-related behavior. Studies using more select samples have provided more information but, in turn, have been hampered by questions of generalizability. The most detailed studies available,1 for example, are based on samples of the most serious confined offenders and recently arrested youths (hardly populations from which to generalize) and students from inner-city schools previously identified as having gun-related problems (rendering questionable the extent to which the results pertain to other students, whether from the suburbs or inner cities). This Research in Brief examines the extent to which a national sample of male high school sophomores and juniors was involved in, or otherwise affected by, firearm-related activity. Data were gathered by means of a survey mailed to high school students. It sought information on their firearm- and crime-related activities for the 12 months prior to the survey as well as social, demographic, and personal information for each respondent. (The survey contents and goals are described more fully in 'The Tulane University National Youth Study, see page 4.') Despite what is likely a partial 'good boy' bias in the sample (see Methodology), the present study is the first to pose reasonably indepth questions to youths from a broad range of social and geographic environments about exposure to weapons."

  National Institute of Justice (U.S.)

  Sheley, Joseph F.; Wright, James D.

  1998-10
• Preventing School Shootings: A Public Health Approach to Gun Violence

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  From the thesis abstract: "Gun violence in America must be addressed at the highest levels of society. Newtown, Aurora, and Virginia Tech were attacks on the very fabric of America. School shootings represent attacks on our nations' future. A public health approach to gun violence focuses on prevention. Public safety professionals, educators and community leaders are squandering opportunities to prevent horrific acts of extreme violence. Preparedness is derived by planning, which is critical to mobilizing resources when needed. Rational public policy can work. Sensible gun legislation, which is accessible through a public health approach to gun violence, neither marginalizes nor stigmatizes any one group. University administrators must fully engage the entire arsenal of resources available to confront this pernicious threat. The academic community can create powerful networks for research, collaboration and information sharing. These collective learning environments are investments in the knowledge economy. In order for the police to remain relevant, they must actively engage the community they serve by developing the operational art necessary to cultivate knowledge, relationships and expertise. Police departments must emphasize strategies that improve performance. Police officers must understand the mission and meaning of 'To Protect and Serve' and the consequences of public safety, which often comes at their personal peril. Gun violence in America is a public health epidemic and preventing it requires a collective responsibility."

  Naval Postgraduate School (U.S.). Center for Homeland Defense and Security; Naval Postgraduate School (U.S.)

  Welch, Edward J.

  2013-03
• Viewpoints in Homeland Defense and Security: Thesis Series: Preventing School Shootings: A Public Health Approach to Gun Violence [video]

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  From the webpage description: "Gun violence in America must be addressed at the highest levels of society. Newtown, Aurora, and Virginia Tech were attacks on the very fabric of America. School Shootings represent attacks on our nations' future. A public health approach to gun violence focuses on prevention. Public safety professionals, educators and community leaders are squandering opportunities to prevent horrific acts of extreme violence. Preparedness is derived by planning, which is critical to mobilizing resources when needed, Rational public policy can work. Sensible gun legislation, which is accessible through a public health approach to gun violence, neither marginalizes nor stigmatizes any one group."

  Naval Postgraduate School (U.S.). Center for Homeland Defense and Security

  Welch, Edward J.

  2013-05-14
• Subject Bibliography: School Violence

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  This is an FBI (Federal Bureau of Investigation) Library subject bibliography on "School Violence." Additional information about each source can be found in the abstracts beneath the citations.

  FBI Academy

  Holley-Harris, Nzinga

  2009-11
• Wanton Violence at Columbine High School

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  This report is an analysis of the fire service and emergency medical service (EMS) operations and the overall response to the assault on Columbine High School at Littleton, Colorado, on April 20, 1999. Incident command, special operations, and mass casualty emergency medical services are featured.

  United States. Federal Emergency Management Agency

  1999-04-20
• Trends in the Prevalence of Behaviors that Contribute to Violence on School Property National YRBS: 1991-2011

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  "The national Youth Risk Behavior Survey (YRBS) monitors priority health risk behaviors that contribute to the leading causes of death, disability, and social problems among youth and adults in the United States. The national YRBS is conducted every two years during the spring semester and provides data representative of 9th through 12th grade students in public and private schools throughout the United States."

  Centers for Disease Control and Prevention (U.S.)
• 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
• Criminal Justice Institute: Safe Schools Program [website]

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  "The Safe Schools Initiative Division (SSID) provides programs and resources that assist in reducing violence and violence-related behaviors in Arkansas schools. The Division takes a proactive approach to responding to crime and violence, both on the school campus and within the community. The Institute has been awarded a grant from the U.S. Department of Justice, Office of Community Oriented Policing to support SSID's School Resource Officer (SRO) Program. The program provides basic and specialty school safety training courses for school resource officers, school security officers, and school personnel. Additionally, the Safe Schools Initiative Division, in conjunction with the Arkansas Safe Schools Association, the Arkansas Attorney General's Office, the Arkansas Department of Human Services, and the Arkansas Department of Education, co-sponsors an annual statewide safe school conference. This partnership is aimed at providing cutting edge training in school safety and its newest technologies to law enforcement, school administration, school security, or anyone responsible for school safety or emergency response."

  University of Arkansas; Criminal Justice Institute
• Understanding Environmental Factors that Affect Violence in Salinas, California

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  "When a community is plagued by violence, the natural tendency is to determine how to change or reduce the violence levels. In the process, an equally important question of why violence occurs is often overlooked. This thesis analyzes the why with respect to violence levels in Salinas, California. In order to determine specific environmental factors that affect violence in Salinas, the authors postulate nine broad independent variables (IVs) for analysis: Economy; Population; Housing; Education; Police Force; Prison Influence; Gang Rivalry; Social Service Programs; and Community Involvement. These independent variables were compared to the violence rate per capita in Salinas to determine which environmental factors influence violence in Salinas. Although data was not available for all of the IVs, the authors determined that the following factors influence violence in Salinas: the unemployment rate, average persons per household, vacant housing units, housing units per capita, the high school dropout rate, the high school graduation rate, the school average daily attendance, and the school budget. To lower overall violence levels, officials in Salinas should focus on: reducing the unemployment rate, the number of vacant housing units, and the high school dropout rate; and increasing the high school graduation rate and average daily attendance."

  Naval Postgraduate School (U.S.)

  Clarke, Jason; Onufer, Tracy L.

  2009-12
• Guide for Developing High-Quality School Emergency Operations Plans

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  "Each school day, our nation's schools are entrusted to provide a safe and healthy learning environment for approximately 55 million elementary and secondary school students1in public and nonpublic schools. Families and communities expect schools to keep their children and youths safe from threats (human-caused emergencies such as crime and violence) and hazards (natural disasters, disease outbreaks, and accidents). In collaboration with their local government and community partners, schools can take steps to plan for these potential emergencies through the creation of a school Emergency Operations Plan (school EOP). Lessons learned from school emergencies highlight the importance of preparing school officials and first responders to implement emergency operations plans. By having plans in place to keep students and staff safe, schools play a key role in taking preventative and protective measures to stop an emergency from occurring or reduce the impact of an incident. Although schools are not traditional response organizations, when a school-based emergency occurs, school personnel respond immediately. They provide first aid, notify response partners, and provide instructions before first responders arrive. They also work with their community partners, i.e., governmental organizations that have a responsibility in the school emergency operations plan to provide a cohesive, coordinated response. Community partners include first responders (law enforcement officers, fire officials, and emergency medical services personnel) as well as public and mental health entities. We recommend that planning teams responsible for developing and revising school EOPs use this document to guide their efforts. It is recommended that districts and individual schools compare existing plans and processes against the content and processes outlined in this guide. To gain the most from it, users should read through the entire document prior to initiating their planning efforts and then refer back to it throughout the planning process."

  United States. Federal Emergency Management Agency

  2013-06
• School and Campus Safety Programs and Requirements in the Elementary and Secondary Education Act and Higher Education Act [Updated April 27, 2007]

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  "In the United States, more than 72 million students are enrolled in elementary and secondary schools and institutions of higher education (IHEs). Safeguarding their security while they pursue an education is a paramount concern of federal, state, and local governments, as well as the school districts, schools, and institutions that enroll these students. Both the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLBA; P.L. 107-110), and the Higher Education Act of 1965 (HEA) contain requirements regarding crime and student safety. The ESEA also includes specific grant programs that support efforts to prevent school violence. ESEA authorizes the federal government's major programs to assist disadvantaged students, address teacher quality issues, provide support to limited English proficient and immigrant students, prevent school violence and drug abuse, and provide support for public school choice in elementary and secondary schools. While the prevention of school violence is not the primary focus of the ESEA, several ESEA programs could potentially contribute to this effort, most notably ESEA Title IV, Part A, the Safe and Drug-Free Schools and Communities Act (SDFSCA). In addition, the ESEA contains specific provisions related to students attending unsafe schools-the Unsafe School Choice Option."

  Library of Congress. Congressional Research Service

  McCallion, Gail; Skinner, Rebecca

  2007-04-27