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Date: April 29, 2024 Mon
Time: 11:33 pm
Time: 11:33 pm
Results for schools and crime
3 results foundAuthor: Arciaga, Michelle Title: Responding to Gangs in the School Setting Summary: Gangs are present in many schools in the United States. The National Survey of American Attitudes on Substance Abuse XV: Teens and Parents, released in August 2010 by the National Center on Addiction and Substance Abuse, reported that: Forty-five percent of high school students say that there are gangs or students who consider themselves to be part of a gang in their schools. Thirty-five percent of middle-school students say that there are gangs or students who consider themselves to be part of a gang in their schools. The differences between public and private schools are stark. While 46 percent of students in public schools reported the presence of gangs and gang members at school, only 2 percent of private school students did. According to the School Crime Supplement to the National Crime Victimization Survey (2007), 23 percent of students reported the presence of gangs on their school campus or in the surrounding area in 2007. This represents an increase in the percentage of students reporting gangs on/around campus in 2003 (21 percent). Schools in urban areas appear to be the most affected by the presence of gangs: 36 percent of urban students reported gangs, versus 21 percent of suburban and 16 percent of rural students in 2005. In a survey of students conducted in almost 1,300 schools nationwide (Gottfredson and Gottfredson, 2001), 7.6 percent of male respondents and 3.8 percent of female respondents at the secondary level reported that they belonged to a gang. Based on the increased number of students reporting a gang presence at school between 2001 and 2010, this number has likely increased, although no subsequent nationwide studies have been conducted. Gang members do not leave their conflicts, attitudes, and behaviors outside the school doors. Some of the most dangerous gang activities in any community may take place in and around local schools. Gang members encounter each other at school during class changes, in the lunchroom, in common areas, and during assemblies and school events. Students may loiter on or around the school campus before and after school, and conflicts may occur between rival gangs. In some instances, gang members come to school to engage in criminal behavior (drug dealing) or to confront rivals. Because of the potential for violent gang interactions at school, school staff members and administrators need to formulate a plan to deal with gang activity. This article provides an overview of action steps that schools can take to prevent, intervene in, and suppress violent gang activity, as well as crisis response plans that can be developed to address potential acts of school violence including, but not limited to, gang activity. Details: Tallahassee, FL: National Gang Center, 2010. 15p. Source: Internet Resoruce: National Gang Center Bulletin, No. 5: Accessed May 3, 2011 at: http://www.nationalgangcenter.gov/Content/Documents/Bulletin-5.pdf Year: 2010 Country: United States URL: http://www.nationalgangcenter.gov/Content/Documents/Bulletin-5.pdf Shelf Number: 121589 Keywords: Gang ViolenceGangsSchool SafetySchool ViolenceSchools and Crime |
Author: Broidy, Lisa Title: Schools and Neighborhood Crime Summary: The objective of this research is to determine the degree to which neighborhood crime patterns are influenced by the location, level, and quality of neighborhood schools. A small body of research has investigated the link between schools and neighborhood crime (Roncek and Lobosco, 1983; Roncek and Faggiani, 1985; Roman, 2004; Kautt and Roncek, 2007). This body of research, as a whole, suggests that schools generate crime at the neighborhood level. Because neighborhood boundaries are difficult to identify, neighborhood level research generally defines neighborhoods using geographic boundaries defined by the U.S. Census Bureau (Sampson, Morenoff, and Gannon-Rowley, 2002). Research examining schools and crime has been uniformly conducted at smallest geographic unit defined by the U.S. Census Bureau: the block. The U.S. Census Bureau, however, releases data on a wider range of social indicators at larger levels of analysis (like the block group and tract). Consequently, previous research has been unable to control for a wide array of social-structural factors when examining the relationship between schools and neighborhood crime. Therefore, previous research on schools and crime cannot definitively demonstrate that schools are related to crime above and beyond factors like structural disadvantage, residential mobility, and family disruption. In addition to limited controls for key structural determinants of crime, most studies examining schools and neighborhood crime focus exclusively on high schools. This is also problematic, as some research suggests that crime and victimization may be similarly elevated near elementary and middle schools (Nolin, Davies, and Chandler, 1996; Wilcox et al., 2005). Interestingly, the single neighborhood study (Kautt and Roncek, 2007) that has considered elementary, middle, and high schools together found that neighborhoods with elementary schools have more burglaries than those without elementary schools. The study, however, showed no such relationship when comparing neighborhoods with and without middle schools or high schools. At the very least, this work suggests that research examining the relationship between schools and crime rates should not focus exclusively on the effect of high schools. Moreover, no previous studies on schools and neighborhood crime have investigated the role of school quality. The social disorganization perspective argues that strong social institutions can prevent crime (Krivo and Peterson, 1996), suggesting that high quality schools may help prevent crime, while lower quality schools might foster crime. In this study, we use incident-crime data from Albuquerque, New Mexico, to address some of the limitations of the current research on schools and crime at the neighborhood level. Specifically, we assess the influence of the presence and quality of elementary, middle and high schools on neighborhood crime rates, net of key structural correlates of crime. First, we utilize the block group as our level of analysis. This allows us to investigate the effects of schools, while controlling for a wider array of variables than previous studies. By controlling for concepts like structural disadvantage, residential mobility, and family disruption, we can be more certain that any significant relationship between schools and neighborhood crime is reflective of school effects and not of structural conditions. We also disaggregate our analysis by schools and by type of crime. By including elementary, middle, and high schools in our analysis, we address the possibility that different levels of schools are related to neighborhood crime in different ways. Moreover, we consider the possibility that various characteristics of schools, including school quality and school size, moderate the relationship between school presence and neighborhood crime. And finally, we examine the relationship between schools and crime by time of day, in order to address the possibility that the effect of schools on crime may be constrained to the hours during which youth are likely to be in or around the school area. In each of these analyses, we examine the relationship between schools and a variety of different types of crime. In sum, the current research examines the following questions: Are schools related to neighborhood crime? Does this relationship vary based on crime type, school type, school quality, and time of day? This report is organized into five chapters. The second chapter presents a literature review of the research on this topic. In addition to reviewing previous research on schools and crime, this chapter also frames the topic in terms of relevant sociological theory. The third chapter describes the data and methodologies that we used to investigate the relationship between schools and crime. The fourth chapter presents the results of our research. The fifth and final chapter discusses these results, presents empirical and theoretical conclusions, and addresses directions for future research. Details: Report prepared for the Justice Research Statistics Association, 2008(?). 47p. Source: Internet Resource: Accessed September 28, 2011 at: http://www.jrsa.org/ibrrc/background-status/New_Mexico/Schools_Crime.pdf Year: 2008 Country: United States URL: http://www.jrsa.org/ibrrc/background-status/New_Mexico/Schools_Crime.pdf Shelf Number: 122932 Keywords: Crime AnalysisGeographic StudiesNeighborhoods and CrimeSchools and Crime |
Author: MacDonald, John M. Title: Do Schools Cause Crime in Neighborhoods? Quasi-Experimental Evidence from the Growth of Charter Schools in Philadelphia Summary: This paper examines the impact of schools on crime in urban neighborhoods. The change in the public educational landscape with the rise of charter schools in Philadelphia provides a natural experiment to examine the effects that school locations have on crime rates. In this paper, we use data on the location and opening of charter and public schools to estimate the effect that school openings had on neighborhood crime patterns between 1998 and 2010. We estimate the change in crime counts in areas surrounding schools before and after their opening compared to areas where schools are always open. We find that crime in general goes down when schools open. The findings suggest that school locations play a minimal role in neighborhood crime production in Philadelphia. Details: Philadelphia: University of Pennsylvania, 2015. 22p. Source: Internet Resource: U of Penn, Institute for Law & Economics Research Paper No. 2015-11.0 : Accessed August 19, 2015 at: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2641096 Year: 2015 Country: United States URL: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2641096 Shelf Number: 136454 Keywords: Charter SchoolsNeighborhoods and CrimeSchools and Crime Urban Neighborhoods |