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• 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
• Comparison of Averted and Completed School Attacks from the Police Foundation Averted School Violence Database

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  "In 2014, the U.S. Department of Justice, Office of Community Oriented Policing Services (COPS Office) and the National Institute of Justice (NIJ) provided funding to the Police Foundation to initiate the Averted School Violence (ASV) project. Through this project, the Police Foundation developed a database (Police Foundation 2018) to collect, analyze, and publish (in an online library [Police Foundation 2018b]) incidents of averted and completed acts of school violence that have occurred since the attack on Columbine High School in Littleton, Colorado, on April 20, 1999. The data are drawn from the public domain as well as from law enforcement, school officials, and others entering reports into the database. The database is intended to serve as a resource to law enforcement, schools, mental health professionals, and others involved in preventing school violence by sharing ways in which other school attacks across the country have been identified and prevented. In this report, 51 completed and 51 averted incidents of school violence, drawn from the ASV database, were analyzed to help further our understanding of averted and completed school attacks. The report also seeks to provide important lessons about how school violence can be prevented."

  United States. Department of Justice. Office of Community Oriented Policing Services

  Straub, Frank; Langman, Peter

  2019
• Protecting America's Schools: A U.S. Secret Service Analysis of Targeted School Violence

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  From the Executive Summary: "Ensuring the safety of children at school is a responsibility that belongs to everyone, including law enforcement, school staff, mental health practitioners, government officials, and members of the general public. To aid in these efforts, the U.S. Secret Service National Threat Assessment Center (NTAC) studied 41 incidents of targeted school violence that occurred at K-12 schools in the United States from 2008 to 2017. This report builds on 20 years of NTAC research and guidance in the field of threat assessment by offering an in-depth analysis of the motives, behaviors, and situational factors of the attackers, as well as the tactics, resolutions, and other operationally-relevant details of the attacks. The analysis suggests that many of these tragedies could have been prevented, and supports the importance of schools establishing comprehensive targeted violence prevention programs as recommended by the Secret Service in 'Enhancing School Safety Using a Threat Assessment Model: An Operational Guide for Preventing Targeted School Violence.' This approach is intended to identify students of concern, assess their risk for engaging in violence or other harmful activities, and implement intervention strategies to manage that risk. The threshold for intervention should be low, so that schools can identify students in distress before their behavior escalates to the level of eliciting concerns about safety."

  United States. Secret Service. National Threat Assessment Center

  2019-11
• 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: 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
• 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
• 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
• Enhancing School Safety Using a Threat Assessment Model: An Operational Guide for Preventing Targeted School Violence [Brief]

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  "Over the last 20 years, the U.S. Secret Service National Threat Assessment Center (NTAC) has conducted research, training, and consultation on threat assessment and the prevention of various forms of targeted violence. Following the tragedy at Columbine High School in April 1999, the Secret Service partnered with the Department of Education on two studies related to school safety. Published in 2002, the Safe School Initiative (SSI) examined 37 incidents of targeted violence that occurred at elementary and secondary schools to analyze the thinking and behavior of students who commit these attacks. The report, and accompanying guide, served as the impetus for establishing threat assessment programs in schools. In 2008, the agencies released the Bystander Study, a report that explored a key SSI finding that prior to most attacks, other students knew of the attackers' plans, yet most did not report it to an adult. The report highlighted the importance of creating safe school climates in which students are empowered to share their concerns. Since then, NTAC has continued to provide and update training to schools, law enforcement, and others on threat assessment and prevention practices."

  United States. Secret Service. National Threat Assessment Center

  2018-07
• 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
• Enhancing School Safety Using a Threat Assessment Model: An Operational Guide for Preventing Targeted School Violence

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  "When incidents of school violence occur, they leave a profound and lasting impact on the school, the community, and our nation as a whole. Ensuring safe environments for elementary and secondary school students, educators, administrators, and others is essential. This operational guide was developed to provide fundamental direction on how to prevent incidents of targeted school violence, that is, when a student specifically selects a school or a member of the school community for harm. The content in this guide is based on information developed by the U.S. Secret Service, Protective Intelligence and Assessment Division, National Threat Assessment Center (NTAC)."

  United States. Secret Service. National Threat Assessment Center

  2018-07
• 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
• 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
• 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
• Challenge, A Publication of the Office of Safe and Drug-Free Schools--Preventing School Violence: Plans Make it Possible

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  This publication provides several articles on school safety including preventing school violence, certain school-related threats, and lessons learned that will help school officials contend with crises.

  United States. Department of Education

  2007-12
• White House Conference on School Safety, Panel I: Preventing Violence in Schools

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  In response to several school shootings, President Bush asked Attorney General Alberto Gonzales and Education Secretary Margaret Spellings to convene a meeting of leading experts and stakeholders to discuss how federal, state, and local governments can work together with schools, communities, and families to help ensure our schools are safe places for students to learn. The conference took place on October 10, 2006, at the National 4-H Youth Conference Center in Chevy Chase, Maryland. This document includes the opening remarks and panel I: preventing violence in schools.

  White House Commission on Aviation Safety and Security (U.S.)

  2006-10-10?
• 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
• Preliminary Report on the Police Foundation's Averted School Violence Database

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  "In this report, 51 averted incidents of school violence, a sample drawn from the Averted School Violence (ASV) database, were analyzed to help further our understanding of averted school attacks. The ASV project defines an incident of averted school violence as a violent attack planned with or without the use of a firearm that was prevented either before or after the potential perpetrator arrived on school grounds but before any injury or loss of life occurred. The 51 averted attacks do not constitute every incident of school violence that has occurred in the United States since April 20, 1999, nor do they constitute a representative sample. Rather, averted attacks (those that were identified from open sources) were selected based on the amount of information available in open sources and with an effort made to find reports in a wide range of states."

  United States. Department of Justice. Office of Community Oriented Policing Services

  Daniels, Jeffrey A., 1965-

  2019
• 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
• Preventing School Violence: Plenary Papers of the 1999 Conference on Criminal Justice Research and Evaluation--Enhancing Policy and Practice Through Research, Volume 2

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  From the Foreword: "Sociologist Joseph Sheley, who has written extensively on the explosive nexus of youth, violence, and firearms, first puts school violence in perspective by demonstrating that it occurs much less often than in communities where students live, but that, on the other hand, weapons carrying by young people is not uncommon and guns are easy to obtain. Perhaps one of the most important research findings he notes is that the prime motive for carrying weapons is fear. To be sure, schools are taking steps to lower the risk of weapon-related incidents, but whether they choose techniques that have had a record of success is unknown. Ron Prinz offers the insights of psychology, persuasively arguing that because problem behavior stems from prior maladjustment, prevention has to be considered from a 'developmental' perspective--by analyzing what gives rise to that behavior. Prevention requires understanding and changing social environments more so than targeting specific individuals. Finally, public health psychiatrist Sheppard Kellam uses his decades-long work in Chicago and Baltimore to illustrate the imperative of community involvement in designing prevention programs. The papers convincingly demonstrate that preventing school violence is not the exclusive preserve of the criminal justice community. The resources of multiple research-based disciplines--whether their province is human behavior or the workings of the mind or community health--need to be tapped to find the path to an enduring solution."

  National Institute of Justice (U.S.)

  Kellam, Sheppard G.; Prinz, Ron; Sheley, Joseph F.

  2000-05
• 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
• 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
• Shifting Boundaries: Final Report on an Experimental Evaluation of a Youth Dating Violence Prevention Program in New York City Middle Schools

  Show summary     Open resource [pdf]     (open full abstract)

  "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