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Date: April 30, 2024 Tue
Time: 1:33 am
Time: 1:33 am
Results for school crime (u.s.)
2 results foundAuthor: Cantor, David Title: A closer Look at Drug and Violence Prevention Efforts in American Schools: Report on the Study on School Violence and Prevention Summary: As part of the 1994 reauthorization of SDFSCA, Congress mandated that the U.S. Department of Education (ED) collect information on efforts to prevent violence in schools nationally. Consequently, ED initiated the Study on School Violence and Prevention to describe the level of problem behavior, including violence, in schools; to learn about the measures that schools are taking to prevent problem behavior and promote school safety; and to examine the use of funds allocated through SDFSCA. The Study on School Violence and Prevention was a cooperative effort between the U.S. Department of Education (ED) and the National Institute of Justice, U.S. Department of Justice (NIJ). At the same time that ED commissioned the Study on School Violence and Prevention, NIJ awarded a grant to conduct the National Study of Delinquency Prevention in Schools. To maximize resources and minimize the burden to schools, the agencies and external researchers agreed to merge many of the study activities. In this report, we refer to the project as the Study on School Violence and Prevention; in NIJ and other publications, the project is called the National Study of Delinquency Prevention in Schools. This report focuses on one of three study components, referred to as the “intensive level.” It is the first study in over 20 years to examine in detail what schools are doing to promote school safety. While the intensive level component is an in-depth examination of a limited number of schools, the two other study components (national and intermediate level components) are based on broad surveys of national probability samples of schools. This report is organized in accordance with the topics covered by the study questions: • Extent of problem behavior in schools, including the types of victimization experienced by students and teachers, and how students and teachers perceive the safety of their schools. Also included is a description of incident reporting systems. • Efforts used by schools to prevent problem behavior and the quality of their implementation. These efforts include formal curricular programs as well as disciplinary practices and policies, and security measures. Observations on school climate are presented here. • Planning processes used by schools and districts for prevention activities and the use of information (e.g., on effectiveness) in doing so. • Results of efforts to compare schools that differed on the extent of problem behavior. These results allowed us to consider the characteristics and processes that distinguish safe and unsafe schools. Details: Washington, DC: U.S. Department of Education, Planning and Evaluation Service, 2001. 102p. Source: Internet Resource: U.S. Department of Education DOC #2001-36; Accessed April 19, 2012 at: http://www2.ed.gov/offices/OUS/PES/studies-school-violence/closer-look.pdf Year: 2001 Country: United States URL: http://www2.ed.gov/offices/OUS/PES/studies-school-violence/closer-look.pdf Shelf Number: 125032 Keywords: School Crime (U.S.)School SecuritySchool Violence |
Author: Cantor, David Title: School Crime Patterns: A National Profile of U.S. Public High Schools Using Rates of Crime Reported to Police. Report on the Study of School Violence and Prevention Summary: This report profiles violence in U.S. public high schools. It is based on analysis of data from a U.S. Department of Education survey of school principals that asked about the number and types of crimes they reported to police for the 1996-97 school year. The analysis shows that violence is clustered within a relatively small percentage of locations, with about 60 percent of the violence occurring in 4 percent of the schools. This is about four times higher than would be expected based on national rates of crime. High schools are grouped by the nature and level of crimes occurring in the school. Four patterns emerge from this grouping: 1) No Crime, 2) Isolated Crime, 3) Moderate Crime and 4) Violent Crime. High schools in each group are described in terms of their student population characteristics, community characteristics, and school violence prevention efforts. The results indicate that the characteristics (size, location, socio-economic make-up) of high-violence schools differ markedly from the other schools. High schools with the highest levels of violence tended to be located in urban areas and have a high percentage of minority students, compared to high schools that reported no crime to the police. They also tended to be located in areas with high social disadvantage and residential mobility. It should be noted, however, that a relatively large minority of the schools in the Violent Crime group were located in rural areas (36%), so that the image of school violence being solely restricted to central cities is not accurate. The types of violence prevention programs differed between crime groups. The schools that experience a high level of serious violence also reported high use of prevention measures and programs that were specifically aimed at controlling violence. Schools in the Violent Crime group appeared to put more emphasis on programs geared toward changing individual behavior, such as behavioral modification or other types of individual attention. This contrasted with high schools in the other three crime groups, which tended to place a higher priority on prevention instruction or counselors within the school. Similarly, the Violent Crime group was more likely than the other groups to adopt a variety of security measures to reduce risk of crimes, particularly random metal detectors, used by about one-third of the Violent Crime group (compared to 10% or less in the other groups). The crime groups also differed in their use of law enforcement and security personnel. The schools in the Violent Crime group were more likely to use this as a measure to control disorder than were schools with lower levels of crime. These observations indicate that schools with the greatest need (i.e., highest rate of violent crime) took action at a fairly high rate (e.g., around two-thirds of the schools reported using many of the programs/activities). A follow-up question is whether these programs are effective at reducing violence. The current analysis did not allow for assessment of whether programs were implemented in an effective way and/or significantly reduced the amount of violence in the school. The report suggests that methods to prevent school violence be tailored to the level and type of crime problems that schools are experiencing. Also, future evaluation of prevention methods should put some emphasis on schools experiencing the most severe problems. Comparing these schools to those with a similar profile but lower levels of disorder would be especially useful. This would provide an efficient and cost-effective way to better understand how to significantly reduce crime in the nation’s high schools. Details: Washington, DC: U.S. Department of Education, Planning and Evaluation Service, 2002. 34p. Source: Internet Resource: U.S. Department of Education DOC #2001-37: Accessed April 19, 2002 at: http://www2.ed.gov/offices/OUS/PES/studies-school-violence/school-crime-pattern.pdf Year: 2002 Country: United States URL: http://www2.ed.gov/offices/OUS/PES/studies-school-violence/school-crime-pattern.pdf Shelf Number: 125033 Keywords: High SchoolsSchool Crime (U.S.)School SecuritySchool Violence |