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Date: April 30, 2024 Tue
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14 results foundAuthor: Lochner, Lance Title: Education Policy and Crime Summary: This paper discusses the relationship between education and crime from an economic perspective, developing a human capital-based model that sheds light on key ways in which early childhood programs and policies that encourage schooling may affect both juvenile and adult crime. The paper first discusses evidence on the effects of educational attainment, school quality, and school enrollment on crime. Next, the paper discusses evidence on the crime reduction effects of preschool programs like Perry Preschool and Head Start, school-age programs that emphasize social and emotional development, and job training programs for low-skill adolescents and young adults. Finally, the paper concludes with a broad discussion of education policy and its potential role as a crime-fighting strategy. Details: Cambridge, MA: National Bureau of Economic Research, 2010. 50p. Source: NBER Working Paper Series; Working Paper 15894 Year: 2010 Country: United States URL: Shelf Number: 118427 Keywords: Crime PreventionEarly Childhood EducationEducationHead StartPre-School ProgramsSchools |
Author: Sebba, Judy Title: Evaluation of UNICEF UK's Rights Respecting Schools Award Summary: Teaching children about their rights can reduce exclusions and bullying, improve behaviour and teacher-pupil relationships, raise attainment and make for more mature, responsible students according to new research published today by UNICEF UK. This evidence is highlighted in a three year qualitative study of UNICEF UK’s Rights Respecting School Award (RRSA). UNICEF UK’s Rights Respecting School Award recognises achievement in putting children’s rights at the heart of all of a school’s planning, policies, practices and ethos. The aim of the evaluation was to assess the impact of the initiative on the well-being and achievement of children in 31 schools participating in RRSA across English Local Authorities. At a Rights Respecting School, students’ are taught to distinguish between wants, needs and rights. Children learn that with rights come responsibilities and develop, with teachers, classroom and school charters of how to act within the classroom and school environment. Rights and responsibilities also becomes a central theme to many parts of the curriculum and students are encouraged to participate in how the school is run outside of the classroom. The research shows that this approach has a very positive impact on students’ attitude to learning, their behaviour in lessons and the respect they have for teachers and each other. Details: London: UNICEF UK, 2010. 48p. Source: Internet Resource: Accessed November 5, 2010 at: http://www.unicef.org.uk/tz/teacher_support/RRSAevaluationWEB.pdf Year: 2010 Country: United Kingdom URL: http://www.unicef.org.uk/tz/teacher_support/RRSAevaluationWEB.pdf Shelf Number: 120193 Keywords: BullyingSchools |
Author: Sheppard, Bede Title: Targets of Both Sides: Violence Against Students, teachers, and Schools in Thailand's Southern Border Provinces Summary: This report details how ethnic Malay Muslim insurgents, who view the government educational system as a symbol of Thai state oppression, have threatened and killed teachers, burned and bombed government schools, and spread terror among students and their parents. The insurgents have also used Islamic schools to indoctrinate and recruit students into their movement. At the same time, Thai army and paramilitary forces are disrupting education and placing students at unnecessary risk of insurgent attack by occupying schools for long periods as bases for their counterinsurgency operations. Details: New York: Human Rights Watch, 2010. 111p. Source: Internet Resource: Accessed December 17, 2010 at: http://www.hrw.org/en/reports/2010/09/21/targets-both-sides-0 Year: 2010 Country: Thailand URL: http://www.hrw.org/en/reports/2010/09/21/targets-both-sides-0 Shelf Number: 120538 Keywords: Criminal Violence (Thailand)Human RightsInsurgentsSchools |
Author: Willis, Dale Title: Place and Neighborhood Crime: Examining the Relationship between Schools, Churches, and Alcohol Related Establishments and Crime Summary: The objective of this research is to determine the degree to which neighborhood crime patterns are influenced by the spatial distribution of three types of places: schools, alcohol establishments, and churches. A substantial body of research has examined the relationship between places and crime. Empirically, this research indicates that there is more crime at certain types of places than at others (Sherman, Gartin, and Buerger, 1989; Spelmen, 1995; Block and Block, 1995). The criminological literature also provides several potential theoretical explanations for these patterns. The routine activity perspective (Cohen and Felson, 1979) argues that crime occurs when motivated offenders converge with potential victims in unguarded areas. Places that promote this convergence are expected to have elevated crime rates, while places that prevent or reduce this convergence are expected to have lower crime rates. The social disorganization perspective (Shaw and McKay, 1942; Bursik, 1988; Krivo and Peterson, 1996) argues that communities with more collective efficacy (in the form of internal social networks and access to external resources and values) are likely to have less crime, while communities lacking in efficacy are likely to have more crime. Places that promote the formation of positive social ties and grant the community access to external resources are expected to reduce crime, while places that inhibit positive social ties and separate the community from external resources are likely to increase crime. Much of the literature on place and crime has focused on the influence of bars on neighborhood crime rates, with a substantial body of research indicating that bars are associated with elevated crime rates (Roncek and Bell, 1981; Roncek and Pravatiner, 1989; Sherman, Gartin, and Buerger, 1989; Roncek and Maier, 1991; Block and Block, 1995). Sherman, Gartin, and Buerger (1989), for example, found that bars can account for upwards of 50% of police service calls in a given area. Here we examine the relationship not only between bars and crime rates, but other types of liquor establishments as well (e.g., liquor stores and restaurants that serve alcohol). In addition to the literature that characterizes bars as hot spots for crime, a smaller, yet growing, body of literature indicates that the presence of schools (Roncek and Lobosco, 1983; Roncek and Faggiani, 1985; Roman, 2004; Kautt and Roncek, 2007, Broidy, Willits, and Denman, 2009, Murray and Swatt, 2010) is also associated with neighborhood crime. The most recent of this research suggests that while high schools are associated with increased crime at the neighborhood level, elementary schools may have a protective influence. Research on churches and crime is limited relative to research focused on schools and bars, but suggests that churches may help protect neighborhoods from crime (Lee, 2006; Lee 2008; Lee 2010). Furthermore, there are theoretical reasons to suspect that churches, like schools and liquor establishments, may be an important type of place to consider when examining crime at the neighborhood level. The current research contributes to a criminological understanding of place and crime by examining whether and how all three location types operate to influence crime rates both independently and relative to one another. Details: Albuquerque, NM: New Mexico Statistical Analysis Center, 2011. 46p. Source: Internet Resource: Accessed September 28, 2011 at: nmsac.unm.edu/ Year: 2011 Country: United States URL: Shelf Number: 122927 Keywords: Alcohol Related Crime, DisorderChurchesCommunities and CrimeCrime AnalysisCrime Hot-SpotsCrime PatternsNeighborhoods and CrimeSchools |
Author: Petrosino, Anthony Title: What characteristics of bullying, bullying victims, and schools are associated with increased reporting of bullying to school officials? Summary: This study tested 51 characteristics of bullying victimization, bullying victims, and bullying victims' schools to deter-mine which were associated with reporting to school officials. It found that 11 characteristics in two categories—bullying victimization and bullying victims—showed a statistically significant association with reporting. The study also notes the high percentage (64 percent) of respondents who experienced bullying but did not report it. Details: Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands, 2010. 45p. Source: Issues & Answers Report, REL 2010-No.092: Internet Resource: Accessed on January 28, 2012 at http://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2010092.pdf Year: 2010 Country: United States URL: http://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2010092.pdf Shelf Number: 123848 Keywords: Bullying (U.S.)Juvenile OffendersJuvenile VictimsSchool CrimeSchools |
Author: Seeley, Ken Title: Bullying in Schools: An Overview Summary: The harmful effects of bullying cannot be overstated. Reports of bullying in the 1990s show that, in extreme cases, victims may face shooting or severe beatings and may even turn to suicide (Rigby and Slee, 1999). These reports have triggered public action, such that more than 20 states currently have laws that require schools to provide education and services directed toward the prevention and cessation of bullying. A well-known meta-analysis of school-based antibullying programs, conducted by the Swedish National Council for Crime Prevention, found that these programs result in a 17- to 23-percent reduction in bullying (Ttofi, Farrington, and Baldry, 2008). Ttofi and colleagues report that antibullying programs are less effective in the United States than in Europe in reducing the incidence and prevalence of bullying in schools that operate the bullying reduction programs. In response, the current study investigates how American schools can support victimized children and encourage them to graduate and thrive. To determine the causes of bullying in schools and to inform the development of effective intervention strategies, the Office of Juvenile Justice and Delinquency Prevention funded a series of studies in 2007 at the National Center for School Engagement. The research focused on the connection between different types and frequencies of bullying, truancy, and student achievement, and whether students’ engagement in school mediates these factors. The researchers completed three studies. The first was a quantitative analysis of students that would support the development of a predictive model to explain the relationships among bullying (referred to in the study as peer victimization), school attendance, school engagement, and academic achievement. The second study was a qualitative study in which researchers interviewed victims about their experiences to gain insight into how bullying in school affects attendance. The third study was a qualitative analysis of teachers’ experiences in working to ameliorate the impact of bullying in schools. In this bulletin, the authors compare the results of these studies with the results of the Swedish National Council for Crime Prevention report (Ttofi, Farrington, and Baldry, 2008), which is currently viewed as one of the most comprehensive studies on antibullying programs worldwide. Ttofi and her colleagues conducted a metaanalysis— Effectiveness of Programmes to Reduce School Bullying: A Systematic Review—that reviewed evaluations of 59 school-based antibullying programs in various countries, including the United States. In addition to their comparisons with the Swedish study, the authors recommend strategies and programs to combat bullying in schools that are based on the findings from the three studies described here and a literature review. Details: Washington, DC: U.S. Office of Juvenile Justice and Delinquency Prevention, 2011. 12p. Source: OJJDP Juvenile Justice Bulletin: Internet Resource: Accessed March 2, 2012 at https://www.ojjdp.gov/pubs/234205.pdf Year: 2011 Country: United States URL: Shelf Number: 124368 Keywords: Bullying (U.S.)Crime PreventionJuvenile OffendersJuvenile VictimsSchool CrimeSchools |
Author: The Sikh Coalition Title: Bullying in New York City Schools: Educators Speak Out 2009-2010 Summary: On September 3, 2008, Mayor Michael Bloomberg and Schools Chancellor Joel Klein announced Chancellor’s Regulation A-832, which established a procedure for preventing and addressing student-to-student bias-based harassment in New York City public schools. During the 2009-2010 school year, our organizations continued to monitor the implementation of Regulation A-832 as well as the Respect for All program. Rather than survey students again about the regulation’s implementation, we chose to survey teachers, who are at the frontlines of ensuring that city schools have safe, respectful climates. In all, we surveyed about 200 teachers and other school staff members from 117 schools to gather valuable anecdotal input on the DOE’s progress employing its anti-bullying measures. This report summarizes the findings from our 2009-2010 survey and provides an assessment of Chancellor’s Regulation A- 832 in its second year. We hope it will provide a road map for improving compliance with Regulation A-832 and expanding Respect for All programming, as well as encourage the DOE to quickly come into compliance with the Dignity for All Students Act, a new state law that requires schools to take affirmative measures (training, counseling, education) to prevent and respond to incidents of bullying and harassment. The results of our 2009-2010 survey of teachers and school staff about bias-based harassment reveal that, despite some progress, the New York City Department of Education (DOE) still has not dedicated adequate resources to fully employ its primary anti-bullying tool, Chancellor’s Regulation A-832. With media outlets reporting more and more horrific bias-based attacks in New York City schools and schools around the country, full implementation of the regulation is more urgent than ever. The DOE has, however, taken many important steps in the right direction. Spring 2010 brought the first ever Respect for All Week, which carried with it a promise to deliver more trainings for students on diversity issues. We applaud the DOE and City Council Speaker Quinn’s office for initiating this program, and are eager to work together in making it even more successful in the future. As our findings demonstrate, though, much more work is needed to provide all city students an educational environment free from discrimination and harassment. Details: New York: The Asian American Legal Defense and Education Fund, 2010. 16p. Source: Internet Resource: Accessed May 13, 2012 at http://aaldef.org/Bullying%20Report.pdf Year: 2010 Country: United States URL: http://aaldef.org/Bullying%20Report.pdf Shelf Number: 125253 Keywords: Bullying (New York City)Criminal Justice PolicySchool CrimeSchools |
Author: Hwang, Sophia Title: Supporting the Needs of Students Involved with the Child Welfare and Juvenile Justice System in the School District of Philadelphia Summary: In January 2013, PolicyLab at The Children's Hospital of Philadelphia (CHOP) was commissioned by the Mayor's Office of Education (MOE), School District of Philadelphia (SDP), Philadelphia School Reform Commission (SRC), and Philadelphia Department of Human Services (DHS) to examine the distribution, concentration, and academic outcomes of youth in Philadelphia's public schools involved with the child welfare and/or juvenile justice system. The research was requested to inform policy decisions intended to improve educational success for youth involved with DHS in Philadelphia. This report presents data from a targeted cross-system review of students in the 3rd, 7th, 9th, and 12th grades from the 2011-2012 academic year across all schools within the SDP. The goals of the review were to (1) describe the level of both ongoing and previous child welfare and juvenile justice involvement of students in the SDP and (2) better understand these students' educational needs. The key findings are highlighted below. KEY FINDINGS: I The population of students who have ever been involved with the child welfare and/or juvenile justice system across the School District of Philadelphia is substantial. A Overall, 17% of students have ever been involved with the child welfare and/or juvenile justice system-this increases to one in five for high school students. B Almost half of the high schools in the School District of Philadelphia have more than 100 students ever involved with DHS or more than 20% of the population ever involved with DHS-with some schools having both. C The enrollment of students ever involved with DHS is geographically dispersed across the School District of Philadelphia. II Students who have ever been involved with the child welfare and/or juvenile justice system have greater identified educational needs than their peers. A Nearly one in four students ever involved with the child welfare and/or juvenile justice system received special education services, a rate 64% greater than their peers who never had child welfare and/or juvenile justice involvement. B Educational outcomes (measured by Pennsylvania System of School Assessment scores, high school credit accumulation, and grade promotion) and attendance rates were poorer among students ever involved with the child welfare and/or juvenile justice system. III Although enrollment of students who have ever been involved with DHS is geographically dispersed across the school system, these students tend to cluster in certain school types and have lower educational outcomes than students without DHS involvement. However, within the same school type, the performance of students with DHS involvement over time is similar to that of their peers without DHS involvement. A Students ever involved with DHS are concentrated in Comprehensive and Alternative Education Schools compared to Traditional Charter or Special Admission and Citywide Schools. B Educational outcomes vary by school type, but within similar settings, students ever involved with DHS tend to mirror the performance of their peers who never had DHS involvement. Details: Philadelphia: PolicyLab, The Children's Hospital of Philadelphia, 2014. 23p. Source: Internet Resource: Accessed June 19, 2014 at: http://policylab.chop.edu/sites/default/files/pdf/publications/PolicyLab_Report_Supporting_Students_Involved_with_Child_Welfare_June_2014.pdf Year: 2014 Country: United States URL: http://policylab.chop.edu/sites/default/files/pdf/publications/PolicyLab_Report_Supporting_Students_Involved_with_Child_Welfare_June_2014.pdf Shelf Number: 132515 Keywords: Educational ProgramsHigh School StudentsJuvenile OffendersSchool DropoutsSchools |
Author: Bieler, Sam Title: Close-Range Gunfire around DC Schools Summary: This report examines the incidence of gunfire as measured by gunshot detection technology using data from the 2011-2012 school year. It finds that a disproportionate volume of gunfire happened near a small share of DC schools. About half of DC schools covered by gunshot detection sensors are in close proximity to gunfire, and four schools were subject to repeated bursts of gunfire. These findings shed new light on students' exposure to violence and raise important questions about the psychological impact of gunfire on students and how their proximity to gunfire may affect truancy and educational outcomes. Details: Washington, DC: Urban Institute, 2014. 7p. Source: Internet Resource: Accessed September 10, 2014 at: http://www.urban.org/UploadedPDF/413216-Close-Range-Gunfire-around-DC-Schools.pdf Year: 2014 Country: United States URL: http://www.urban.org/UploadedPDF/413216-Close-Range-Gunfire-around-DC-Schools.pdf Shelf Number: 133262 Keywords: Children, Exposure to Violence Gun Violence Guns SchoolsViolent Crime |
Author: Wade, Pauline Title: The impact of school fires: a study of the wider economic and social impacts on schools and the local community Summary: The findings presented in the following summary derive from a study undertaken by the National Foundation for Educational Research (NFER) commissioned by Local Government Analysis and Research (LGAR) on behalf of the Local Government Association (LGA) and British Automatic Fire Sprinkler Association (BAFSA). The study employed a desk review of primarily qualitative data and, as primary research, case study visits to four schools, all of whom had suffered fires in recent years. The focus of the study was to provide information about key issues, such as: - What are the economic impacts of school fires for schools and the wider community, including the direct and indirect costs? - What are the educational impacts of school fires for children and young people? - What are the social impacts of school fires for schools and the wider community? - What are the emotional effects of school fires for staff and pupils? - What factors appear to be associated with the impact of school fires? - What are the key factors that school staff, LA staff and fire officers take into consideration when examining fire prevention measures and mechanisms for minimising the impact of a fire in a school? Details: Slough, UK: National Foundation for Education Research, 2007. 49p. Source: Internet Resource: Accessed May 16, 2015 at: http://www.nfer.ac.uk/publications/LFW01/LFW01.pdf Year: 2007 Country: United Kingdom URL: http://www.nfer.ac.uk/publications/LFW01/LFW01.pdf Shelf Number: 135687 Keywords: ArsonArson PreventionFire PreventionSchools |
Author: Billings, Stephen B. Title: Partners in Crime: Schools, Neighborhoods and the Formation of Criminal Networks Summary: Why do crime rates differ greatly across neighborhoods and schools? Comparing youth who were assigned to opposite sides of newly drawn school boundaries, we show that concentrating disadvantaged youth together in the same schools and neighborhoods increases total crime. We then show that these youth are more likely to be arrested for committing crimes together - to be "partners in crime". Our results suggest that direct peer interaction is a key mechanism for social multipliers in criminal behavior. As a result, policies that increase residential and school segregation will - all else equal - increase crime through the formation of denser criminal networks. Details: Cambridge, MA: National Bureau of Economic Research, 2016. 36p. Source: Internet Resource: NBER Working Paper Series: Working Paper 21962: Accessed February 24, 2016 at: http://www.nber.org/papers/w21962.pdf Year: 2016 Country: United States URL: http://www.nber.org/papers/w21962.pdf Shelf Number: 137957 Keywords: Criminal NetworksNeighborhoods and CrimeSchoolsSocioeconomic Conditions and Crime |
Author: Centre for the Prevention of Radicalization Leading to Violence Title: Radicalization leading to violence in Quebec schools: issues and perspectives Summary: Violent radicalization, in and of itself, is not a new phenomenon. Throughout history, movements have called upon their followers to use violence in defence of an ideology or cause, whether for religious, social, political or other motives. However, the current context is one of growing activity by violent radical movements that, although extremely diverse in terms of their ideologies and motivations, all eat away at the Promise of Togetherness and pose a direct threat to our collective security. Quebec has not been spared in the emergence and proliferation of radicalization leading to violence, which is how it came about that in 2015 several young Quebecers left for Syria to join extremist groups on the ground there. College de Maisonneuve has been hit especially hard by this state of affairs; it was at the instigation of the college that the CPRLV undertook the present study to document the situation, produce a cross-sectional analysis and propose recommandations. The report explores the following broad topics: - Explaining radicalization leading to violence linked to jihadism and the situation in Syria - Placing Quebec in context with regard to this phenomenon - Understanding the radicalization of some students from College de Maisonneuve and other young people receiving counselling from the CPRLV - Identifying strategies for preventing radicalization leading to violence in Quebec schools. The different recommendations generated by this analysis (and presented at the end of the rapport) are directed not only at College de Maisonneuve, schools and government agencies but also at ordinary citizens affected by the question who would like to engage in a helpful and proactive manner with those around them. Details: Montreal: The Centre, 2016. 84p. Source: Internet Resource: Accessed May 19, 2017 at: https://info-radical.org/wp-content/uploads/2016/10/rapport-cprlv.pdf Year: 2016 Country: Canada URL: https://info-radical.org/wp-content/uploads/2016/10/rapport-cprlv.pdf Shelf Number: 145633 Keywords: ExtremismRadical ExtremistRadical GroupsRadicalizationSchoolsTerrorist RecruitmentViolent Extremism |
Author: Jackson, Kirabo Title: The Effect of Single-Sex Education on Test Scores, School Completion, Arrests, and Teen Motherhood: Evidence from School Transitions Summary: In 2010, the Ministry of Education in Trinidad and Tobago converted 20 low-performing secondary schools from coeducational to single-sex. I exploit these conversions to identify the causal effect of single-sex schooling holding other school inputs constant. After also accounting for student selection, single-sex cohorts at conversion schools score higher on national exams and are four percentage points more likely to complete secondary school. There are also important non-academic effects; all-boys cohorts have fewer arrests as teens, and all-girls cohorts have lower teen pregnancy rates. These benefits are achieved at zero financial cost. Survey evidence suggests that these single-sex effects reflect both direct gender peer effects due to interactions between classmates, and indirect effects generated through changes in teacher behavior. Details: Cambridge, MA: National Bureau of Economic Research, 2017. 67p. Source: Accessed June 21, 2018 at: NBER Working Paper 22222: Accessed June 21, 2018 at: http://www.nber.org/papers/w22222.pdf Year: 2017 Country: Trinidad and Tobago URL: http://www.nber.org/papers/w22222.pdf Shelf Number: 150619 Keywords: Education and Crime Schools |
Author: Legewie, Joscha Title: Aggressive Policing and Academic Outcomes: Examining the Impact of Police "Surges" in NYC Students' Home Neighborhoods Summary: Over the last three decades, cities across the United States have adopted strategies known as "proactive" or "broken windows" policing, with a focus on strict law enforcement for low-level crimes and extensive pedestrian stops. The initiatives have occurred disproportionately in poor communities of color, and an increasing number of students of color - particularly young men and boys - have come into contact with the criminal justice system. In New York City alone, for example, the police conducted more than 4 million pedestrian stops between 2004 and 2012; over 85 percent of those stopped were Black or Latino, and most were under age 25. While the City's approach to policing has changed since 2012 - including the end of "stop and frisk" policies deemed racially discriminatory by the courts - many young people of color, in NYC and across the country, continue to live in communities with a heavy police presence. Yet, to date, there has been relatively little research on how this impacts students' educational outcomes. In Aggressive Policing and Academic Outcomes: Examining the Impact of Police "Surges" in NYC Students' Home Neighborhoods, we present findings from a new study and highlight their implications for policy and practice. The study focuses on the New York Police Department's Operation Impact - a policing program that was implemented from 2004 to 2014 and increased the intensity of broken windows policing in selected NYC neighborhoods. The brief illustrates that: During this time, the rate of police stops differed greatly based on age, race and gender. The rate was substantially lower for girls than boys. Between the ages of 13 and 15, Black boys experienced a dramatic increase in the rate of police stops that far exceeded those seen among White and Latino boys. Operation Impact resulted in a modest reduction in violent crime in targeted neighborhoods. Living in an "impact zone" had a substantial negative effect on the educational outcomes of Black boys. This was not true for girls or Latino students. For Black boys, however, beginning at age 12, police surges had an increasingly negative influence on math and English Language Arts (ELA) test scores. Our brief raises important questions for policy and practice, including questions about how to evaluate the ripple effects of law enforcement policies, how to define the relationship between schools and the police, and how educators can best support students who experience aggressive policing in their communities. Details: New York: Research Alliance for New York City Schools, 2019. 12p. Source: Internet Resource: Accessed July 14, 2019 at: https://steinhardt.nyu.edu/scmsAdmin/media/users/ks191/policing/Aggressive_Policing_and_Academic_Outcomes_Brief.pdf Year: 2019 Country: United States URL: https://steinhardt.nyu.edu/research_alliance/publications/aggressivepolicing_academicoutcomes Shelf Number: 156752 Keywords: Abuse of Authority Broken Windows Policing Education Law Enforcement Police Surges Policing Schools |