Trevor Fronius - Academia.edu (original) (raw)

Papers by Trevor Fronius

Routledge eBooks, Aug 1, 2022

This research report, developed by researchers at the WestEd Justice & Prevention Research Center... more This research report, developed by researchers at the WestEd Justice & Prevention Research Center, focuses on how practitioners are integrating restorative justice (RJ) practices into their schools as an alternative to traditional responses to student misbehavior. The report covers how and when RJ is used in schools, and the successes and challenges schools face. The study findings are based on data from both a survey of and interviews with practitioners who are implementing RJ in schools

Proceedings of the 2020 AERA Annual Meeting

The WestEd Justice & Prevention Research Center highlights the rigorous research and evaluation w... more The WestEd Justice & Prevention Research Center highlights the rigorous research and evaluation work that WestEd researchers are conducting in the areas of school safety, violence and crime prevention, juvenile and criminal justice, and public health. A primary goal of the Center is to become a trusted source of evidence on the effects of policies and programs in these areas. In addition to conducting research and evaluation studies, Center staff promote the use of scientific evidence in making decisions about programs, policies, and practices relevant to justice and prevention.

Intervention: The SSYI program components include: (1) Specific identification of young men, ages... more Intervention: The SSYI program components include: (1) Specific identification of young men, ages 14-24, at highest risk for being involved in firearms violence; (2) Use of street outreach workers to find these young men, assess their needs, and act as brokers for services; (3) The provision of a continuum of comprehensive services including education, employment, and intensive supervision. Eleven cities with the highest count of violent offenses reported to the police in 2010 were selected for SSYI funding in 2011 and began implementing the program. Research Design: Short-interrupted time series design with a comparison group. The observed and predicted trends in monthly violent victimization rates for the 11 SSYI cities were compared to the next 23 cities (as they ranked in reported violent crime in 2010).

The Oxford Handbook of Developmental and Life-Course Criminology, 2018

This chapter summarizes nearly 30 randomized controlled trials (as reported through 2008) that co... more This chapter summarizes nearly 30 randomized controlled trials (as reported through 2008) that collectively provide evidence on the effectiveness of alternative methods for handling juveniles using meta-analytic techniques. It first discusses the theoretical and empirical literature on the impact of juvenile criminal justice processing on subsequent juvenile criminal behavior. The chapter also discusses the policy question of interest. Next, the chapter discusses how the research team systematically gathered and analyzed reports of randomized trials that tested the efficacy of justice-processing on subsequent juvenile outcomes. The results of this meta-analysis and the implications for researchers, policymakers, and practitioners are then explained.

In addition to conducting research and evaluation studies, Center staff promote the use of scient... more In addition to conducting research and evaluation studies, Center staff promote the use of scientific evidence in making decisions about programs, policies, and practices relevant to justice and prevention.

Handbook of Issues in Criminal Justice Reform in the United States, 2021

Background: The physical, emotional, and financial costs resulting from youth violence are well d... more Background: The physical, emotional, and financial costs resulting from youth violence are well documented. Purpose: This article summarizes the results of a quasi-experimental evaluation study to test a youth violence intervention program in eleven cities in Massachusetts. Setting: In 2011, Massachusetts initiated the Safe and Successful Youth Initiative (SSYI), which provides a comprehensive public health approach for young men believed to be at “proven risk” for being involved with firearms. Intervention: The SSYI program components include: (1) Specific identification of young men, ages 14-24, at highest risk for being involved in firearms violence; (2) Use of street outreach workers to find these young men, assess their needs, and act as brokers for services; (3) The provision of a continuum of comprehensive services including education, employment, and intensive supervision. Eleven cities with the highest count of violent offenses reported to the police in 2010 were selected f...

Juvenile and Family Court Journal, 2020

Contemporary School Psychology, 2020

This article provides an overview of restorative justice (RJ) in US K-12 schools, discusses imple... more This article provides an overview of restorative justice (RJ) in US K-12 schools, discusses implementation challenges, and summarizes the most recent two decades of quantitative studies regarding the effectiveness of RJ at achieving a range of outcomes. While RJ has become increasingly popular, there is still relatively little quantitative research regarding its effectiveness. Still, available evidence suggests that RJ programs can improve school climates and reduce student misbehavior and school discipline. Results are more mixed regarding RJ’s impact on bullying, student absenteeism, and academic performance.

Campbell Systematic Reviews, 2014

The presence of gangs, drugs, bullying, weapons, and other criminal activity is associated with n... more The presence of gangs, drugs, bullying, weapons, and other criminal activity is associated with negative effects on school culture and student learning (e.g., Henry, 2000). Schools and school districts have long turned to police interventions to address these and other challenges to improve school safety (Shaw, 2004). In turn, police departments have also recognized the importance of developing strategies in collaboration with schools, such as special truant units or police-school liaisons, to combat school-based crime and disorder or to develop more positive relationships with youth (Shaw, 2004). Although school-based police interventions are controversial (see below), American educators and the public are increasingly open to their implementation (Cook, Gottfredson, & Na, 2009). Police presence on school grounds has grown dramatically following several high-profile shootings (Brown, 2006). In particular, the recent massacre at the Sandy Hook Elementary School in December, 2012, has renewed calls for deploying armed police in schools, a proposal offered by both President Obama and the National Rifle Association. Increased police presence and intervention at schools has also been reported in the United Kingdom and other European nations (Smith, 2003). Research suggests that juvenile violence has been on the decline in the United States since the mid-1990s (Gottesman & Schwarz, 2011), and schools remain safe places for students (relative to their time outside of the school setting). However, a considerable amount of crime and misbehavior has always occurred in educational settings-a result of placing large numbers of children together in one setting. For example, the U.S. Departments of Education and Justice report that during the 2009-2010 school year, 85% of public schools reported that at least one violent crime, theft, or other crime occurred at their school (Robers, Zhang, & Truman, 2012). Over half of administrators surveyed in the 2009-2010 School Survey on Crime and Safety reported at least one student threat to physically attack another person, with or without a weapon (Neiman, 2011). Moreover, in 2007, 8% of students in high school reported being threatened or injured with a weapon during the previous 12 months (Dinkes, Kemp, & Baum, 2009). The problem of school violence, crime, and disorder is not just an American issue. Estimates of school-related crime from other countries are more difficult to obtain, but the European Observatory on School Violence (EOSV) has been collating data from nations such as the U.K., Germany, France, and Spain (Debarbieux, 2003). For example, the EOSV has found that nearly 6% of U.K. teachers report being threatened or attacked at school, 20% of Spanish students report that they have committed some form of vandalism at school, between 15-46% of German students report carrying a weapon to school, and over 25% of French students report being involved in a physical assault on school property (Debarbieux, 2003).

Incentives for climate mitigation in the land use sector-the effects of payment for environmental... more Incentives for climate mitigation in the land use sector-the effects of payment for environmental services (PES) on environmental and socioeconomic outcomes in low-and middle-income countries A mixed-method systematic review

Journal of Multidisciplinary Evaluation, Jan 10, 2012

Background: Schools experience a wide range of crime and disorder, victimizing students and staff... more Background: Schools experience a wide range of crime and disorder, victimizing students and staff, and undermining attempts to create a safe and orderly environment for student learning. Police have long established programs with schools, but there has been no systematic review of evaluations of these programs, outside of police-led prevention classroom curriculum programs such as D.A.R.E. Purpose: This paper documents a systematic search to identify experimental and quasiexperimental evaluations that assess the effectiveness of non-educational policing strategies and programs in schools. Setting: Included studies took place in or around K-12 schools in the United States, Canada, and the United Kingdom. Intervention: Studies were included if they reported on a specific school-based strategy that heavily involved police and did not exclusively involve the police teaching a curriculum or program such as Drug Abuse Resistance Education (D.A.R.E.). Research Design: Systematic review of experimental or quasi-experimental evaluations. Data Collection and Analysis: Only those impact studies that used experimental or quasiexperimental design, had at least one outcome measure of school crime or disorder, and were available through December 2009 were eligible. Electronic searches and other methods were used to identify published and unpublished evaluation reports. Findings: The searches identified a total of eleven quasi-experimental studies. Ten of the eleven studies would likely have received a "3" on the Maryland Scientific Methods Rating Scale, a common approach to classifying studies on the basis of internal validity. If evidence rating criteria from the U.S. Department of Education's What Works Clearinghouse (WWC) were applied, only one study would likely receive a grade of "Level 2" evidence (acceptable with reservations) and the other ten studies would likely not meet WWC evidence screening criteria.