Indicators of School Crime and Safety: 2016 (original) (raw)

Indicators of School Crime and Safety, 2001

PsycEXTRA Dataset

This report, the fourth in a series of annual reports on school crime, presents the latest available data on school crime and student safety. National indicators affirm that the levels of crime in school have continued to decline, that acts that promote fear and detract from learning are decreasing, and that students feel safer in school than they did a few years ago. Despite deClining rates, students ages 12 through 18 were victims of about 2.5 million crimes of violence or theft at school in 1999. Violence, theft, bullying, drugs, and firearms still remain problems in many schools throughout the country. There are five sections to the report: (1) "Violent Deaths at School"; (2) "Nonfatal Student Victimization-Student Reports"; (3) "Violence and Crime at School-Public School Principal/Disciplinarian Reports"; (4) "Nonfatal Teacher Victimization at SchoolTeacher Reports"; and (5) "School Environment." Each section contains a set of indicators that, taken together, describe a distinct aspect of school crime and safety. This report uses a variety of independent data sources from federal departments and agencies including the Bureau of Justice Statistics, the National Center for Education Statistics, and the Centers for Disease Control and Prevention. Each data source has an independent sample design, data-collection method, and questionnaire design, all of which may be influenced by the unique perspective of the primary funding agency. Three appendices list school-safety practices and policies related to safety and discipline, technical notes, and a glossary of terms. (Contains 66 tables and 19 figures.) (MLF) Reproductions supplied by EDRS are the best that can be made from the original document.

Indicators of School Crime and Safety, 2002

PsycEXTRA Dataset

This report, the fifth in a series of annual reports on school crime, presents the latest available data on school crime and student safety. The data present a mixed picture of school safety. Rates of criminal victimization in school have declined or remained constant, and students seem to feel more secure at school than they did a few years ago. However, students ages 12 through 18 were victims of about 1.9 million crimes of violence or theft at school in 2000, and reports of bullying increased from 5 to 8 percent of students in 2001. There were also 47 school-associated violent deaths in the United States between July 1, 1998 and June 30, 1999. The report has five sections: (1) "Violent Deaths at School"; (2) "Nonfatal Student Victimization-Student Reports"; (3) "Violence and Crime at School-Public School Principal/Disciplinarian Reports"; (4) "Nonfatal Teacher Victimization at SchoolTeacher Reports"; and (5) "School Environment." Each section contains a set of indicators that, taken together, describe a distinct aspect of school crime and safety. Three appendices list schoolsafety practices and policies related to safety and discipline, technical notes, and a glossary of terms. (Contains 84 tables and 33 figures.) (RT) Reproductions supplied by EDRS are the best that can be made from the original document.

Indicators of School Crime and Safety, 1998

PsycEXTRA Dataset

The string of tragic, violent incidents that occurred during the 1997-98 school year has refocused the American public's attention on school crime and safety. This statistical compilation supports the "Annual Report on School Safety: 1998" by presenting the latest available data on school crime and student safety. The report presents a profile of school crime and its victims. Organized as a series of indicators, each one displaying data on different aspects of school crime and safety, the report consists of five sections: (1) Nonfatal Student Victimization-Student Reports; (2) Violence and Crime at School-Public School Principal/Disciplinarian Reports; (3) Violent Deaths at School; (4) Nonfatal Teacher Victimization at SchoolTeacher Reports; and (5) School Environment. Data were collected by a variety of federal departments and agencies, including the Bureau of Justice Statistics, the National Center for Education Statistics, the National Center for Health Statistics, and the Centers for Disease Control and Prevention. Appendices include School Practices and Policies Related to Safety and Discipline, Technical Notes, and a glossary of terms. (MKW)

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

2017

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless specifically noted, all information contained herein is in the public domain. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your comments to

Indicators of School Crime and Safety: 2004

PsycEXTRA Dataset

Indicators of School Crime and Safety 1999

2012

Indicators of School Crime and Safety

2017

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. The Bureau of Justice Statistics (BJS) is the primary federal entity for collecting, analyzing, publishing, and disseminating statistical information about crime, its perpetrators and victims, and the operation of the justice system at all levels of government. It fulfills a congressional mandate to provide valid statistics on crime and justice systems, support improvement to justice informat...

University of Missouri-St. Louis Comprehensive Safe Schools Initiative (UMSL CSSI)

CrimRxiv, 2020

The research was housed at the University of Missouri-St. Louis which is located in a metropolitan area that offers a diverse setting with respect to school contexts. This multi-year study investigates the causes and consequences of school victimization (e.g., property theft, minor assault, bullying, cyberbullying) as well as factors contributing to safe learning environments (e.g., school disciplinary practices, students' willingness to report dangerous behavior, availability and utilization of victim services). The project includes the following components: 1) three annual surveys of students initially enrolled in 12 middle schools in St. Louis County; 2) a summer component conducted over two summers consisting of in-depth interviews with a subsample of students; and 3) two anonymous surveys of school personnel. There are three areas of interest that guide our project and are associated with better understanding of the root causes and consequences and correlates of school violence: 1) identification of patterns of school violence: two student cohorts were surveyed over three years as they transitioned from middle to high school (7 th /8 th grades to 9 th /10 th); 2) identification of correlates of school violence from multiple contexts, including: the individual (e.g., gang membership, attitudes toward violence), the school and school climate (e.g., willingness to report, awareness and utilization of victim services, views on the procedural justice of school disciplinary practices, gang presence at the school) and the situation (e.g., where, when, and with whom violence occurs); and 3) a specific examination of bullying and cyberbullying as unique forms of school violence. Research Design The research design included three annual surveys of two cohorts of students initially enrolled in the 7 th and 8 th grades during the 2016-2017 school year. These same students were

Threats to the Quality of School Safety Data

Research in Education, 2003

S chool violence is not a new phenomenon in the United States, although the character of the incidents may have changed dramatically during its evolution. Traditionally, disturbances in schools seemed limited to acts of defiance or disruption. While this type of behaviour was serious enough to merit intervention from home or at school, recent shootings, suicides, and mass homicides have changed the focus of attention. The problem of safety has become critical for schools. Recent incidents of violence in schools have heightened public outcry to guarantee the safety of youth and teachers in educational facilities. The current trend toward school improvement and accountability has forced state departments of education, and district and school administrators, to deal with crime and violence in educational facilities. Policy makers, parents, and other stakeholders continue to bring the issue of safety to the forefront of their concerns. Schools are being held accountable for maintaining an understanding of safety, identifying their crime and violence issues, and implementing measures that ensure that their campuses and activities are safe for students and teachers. At the same time, educational administrators and staff do not necessarily have the time, resources, or expertise to implement all that is required for making a school safe (Scolley and Everson, 1985). Often, those schools identified as having a safety problem are penalised through community and state pressure or negative consequences. No one wants their child in a high crime and violent school. No state or community wants to admit that there exists a school that has severe problems, particularly with lack of safety. While there is an enthusiasm for improving decisions about programming and policy decisions in education institutions, there is also a lack of consensus on what it actually means to base these initiatives on scientific research (Feuer and Towne, 2002). Current knowledge on crime and violence and safety, particularly in educational institutions, is seriously deficient. Systematic, empirical methods to study and understand the issue are rarely applied. Data collection and analyses, if performed, lack rigour and are less than adequate. Unreliable and invalid instrumentation results in inaccurate data. Experts in the field of research and science are most likely not involved.

Schools As Criminal" Hot Spots": Primary, Secondary, and Beyond

Criminal Justice Review, 2007

Kautt, Paula M. and Dennis W. Roncek (2007) “Schools as Criminal ‘Hot Spots’: Primary, Secondary and Beyond” Criminal Justice Review. 32(4) pp. 339-357 Americans are deeply concerned about crime. Increasing crime problems in America’s schools and expanding youth involvement in crime are two reasons. These trends should be linked to criminological developments regarding crime incidents and the places where they occur. Routine Activities Theory emphasizes the conditions and locations where crime occurs. Research also indicates crime is concentrated in small areas called “hot spots,” often centered on locations integral to the offender’s routine activities. Schools are one focal point for the routine activities of youth. Accordingly, using Tobit analysis of block-level burglary rates, this research examines the importance of different types of schools as focal points of acquisitive crime.

Indicators of School Crime and Safety: 2016 (original) (raw)

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