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2009-10-01
Chicago Community Trust;
The advisory committee met on October 3, 2008 and January 30, 2009 to review information, data and reports compiled by staff to inform discussions centered on crime and justice issues in the seven-county Northeastern Illinois region that will warrant attention and resources between now and the year 2040.
Between those two meetings, advisory committee members were asked to complete an on-line survey regarding the current conditions in their field of criminal justice and in their communities and the anticipated effects of projected changes in demographics on criminal justice goals and objectives for reaching a safe, equitable, efficient region by the year 2040.
2013-06-17
National Center for Education Statistics;
Our nation's schools should be safe havens for teaching and learning, free of crime and violence. Any instance of crime or violence at school not only affects the individuals involved, but also may disrupt the educational process and affect bystanders, the school itself, and the surrounding community.
Establishing reliable indicators of the current state of school crime and safety across the nation and regularly updating and monitoring these indicators is important in ensuring the safety of our nation's students. This is the aim of Indicators of School Crime and Safety.
This report is the fifteenth in a series of annual publications produced jointly by the National Center for Education Statistics (NCES), Institute of Education Sciences (IES), in the U.S. Department of Education, and the Bureau of Justice Statistics (BJS) in the U.S. Department of Justice. This report presents the most recent data available on school crime and student safety. The indicators in this report are based on information drawn from a variety of data sources, including national surveys of students, teachers, and principals. Sources include results from the School-Associated Violent Deaths Study, sponsored by the U.S. Department of Education, the Department of Justice, and the Centers for Disease Control and Prevention; the National Crime Victimization Survey and School Crime Supplement to the survey, sponsored by the BJS and NCES, respectively; the Youth Risk Behavior Survey, sponsored by the Centers for Disease Control and Prevention; and the Schools and Staffing Survey and School Survey on Crime and Safety, both sponsored by NCES. The most recent data collection for each indicator varied by survey, from 2007 to 2011. Each data source has an independent sample design, data collection method, and questionnaire design, or is the result of a universe data collection. All comparisons described in this report are statistically significant at the .05 level. Additional information about methodology and the datasets analyzed in this report may be found in appendix A.
This report covers topics such as victimization, teacher injury, bullying and cyber-bullying, school conditions, fights, weapons, availability and student use of drugs and alcohol, and student perceptions of personal safety at school. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur away from school are offered as a point of comparison where available.
2014-06-10
American Institutes for Research;
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in schools and colleges. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety, the School and Staffing Survey and the Campus Safety and Security Survey.
2015-09-07
American Institutes for Research;
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in schools and colleges. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety, the Schools and Staffing Survey, EDFacts, and the Campus Safety and Security Survey. The report covers topics such as victimization, bullying, school conditions, fights, weapons, the presence of security staff at school, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions.
2017-05-01
National Center for Education Statistics;
Our nation's schools should be safe havens for teaching and learning, free of crime and violence. Any instance of crime or violence at school not only affects the individuals involved, but also may disrupt the educational process and affect bystanders, the school itself, and the surrounding community (Brookmeyer, Fanti, and Henrich 2006; Goldstein, Young, and Boyd 2008).
Establishing reliable indicators of the current state of school crime and safety across the nation and regularly updating and monitoring these indicators are important in ensuring the safety of our nation's students. This is the aim of Indicators of School Crime and Safety.
This report is the 19th in a series of annual publications produced jointly by the National Center for Education Statistics (NCES), Institute of Education Sciences (IES), in the U.S. Department of Education, and the Bureau of Justice Statistics (BJS) in the U.S. Department of Justice. This report presents the most recent data available on school crime and student safety. The indicators in this report are based on information drawn from a variety of data sources, including national surveys of students, teachers, principals, and postsecondary institutions. Sources include results from the School-Associated Violent Death Surveillance System, sponsored by the U.S. Department of Education, the Department of Justice, and the Centers for Disease Control and Prevention (CDC); the National Crime Victimization Survey and School Crime Supplement to that survey, sponsored by BJS and NCES, respectively; the Youth Risk Behavior Survey, sponsored by the CDC; the Schools and Staffing Survey, School Survey on Crime and Safety, Fast Response Survey System, ED Facts , and Early Childhood Longitudinal Study, Kindergarten Class of 2010–11, all sponsored by NCES; the Supplementary Homicide Reports, sponsored by the Federal Bureau of Investigation; the Campus Safety and Security Survey and Civil Rights Data Collection, both sponsored by the U.S. Department of Education; and the Trends in International Mathematics and Science Study, sponsored by the International Association for the Evaluation of Educational Achievement. The most recent data collection for each indicator varied by survey, from 2009 to 2015. Each data source has an independent sample design, data collection method, and questionnaire design, or is the result of a universe data collection. Findings described in this report with comparative language (e.g., higher, lower, increase, and decrease) are statistically significant at the .05 level. Additional information about methodology and the datasets analyzed in this report may be found in appendix A.
This report covers topics such as victimization, teacher injury, bullying and cyber-bullying, school conditions, fights, weapons, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur away from school are offered as a point of comparison where available.
2016-05-01
National Center for Education Statistics;
Our nation's schools should be safe havens for teaching and learning, free of crime and violence. Any instance of crime or violence at school not only affects the individuals involved, but also may disrupt the educational process and affect bystanders, the school itself, and the surrounding community (Brookmeyer, Fanti, and Henrich 2006; Goldstein, Young, and Boyd 2008).
Establishing reliable indicators of the current state of school crime and safety across the nation and regularly updating and monitoring these indicators are important in ensuring the safety of our nation's students. This is the aim of Indicators of School Crime and Safety.
This report is the 18th in a series of annual publications produced jointly by the National Center for Education Statistics (NCES), Institute of Education Sciences (IES), in the U.S. Department of Education, and the Bureau of Justice Statistics (BJS) in the U.S. Department of Justice. This report presents the most recent data available on school crime and student safety. The indicators in this report are based on information drawn from a variety of data sources, including national surveys of students, teachers, principals, and postsecondary institutions. Sources include results from the School-Associated Violent Deaths Study, sponsored by the U.S. Department of Education, the Department of Justice, and the Centers for Disease Control and Prevention (CDC); the National Crime Victimization Survey and School Crime Supplement to that survey, sponsored by BJS and NCES, respectively; the Youth Risk Behavior Survey, sponsored by the CDC; the Schools and Staffing Survey, School Survey on Crime and Safety, Fast Response Survey System, ED Facts , and High School Longitudinal Study of 2009, all sponsored by NCES; the Supplementary Homicide Reports, sponsored by the Federal Bureau of Investigation; the Campus Safety and Security Survey and Civil Rights Data Collection, both sponsored by the U.S. Department of Education; and the Census of Juveniles in Residential Placement, sponsored by the U.S. Department of Justice. The most recent data collection for each indicator varied by survey, from 2009 to 2014. Each data source has an independent sample design, data collection method, and questionnaire design, or is the result of a universe data collection. Findings described in this report with comparative language (e.g., higher, lower, increase, and decrease) are statistically significant at the .05 level. Additional information about methodology and the datasets analyzed in this report may be found in appendix A.
This report covers topics such as victimization, teacher injury, bullying and cyber-bullying, school conditions, fights, weapons, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur away from school are offered as a point of comparison where available.
2018-03-27
National Center for Education Statistics;
This report covers topics such as victimization, teacher injury, bullying and cyberbullying, school conditions, fights, weapons, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur away from school are offered as a point of comparison where available.
2017-07-20
American Institutes for Research;
These reports present key findings on crime and violence in U.S. public schools, using data from the School Survey on Crime and Safety (SSOCS). SSOCS provides information about school crime-related topics from the school's perspective, asking public school principals to report the frequency of violent incidents, such as physical attacks, robberies, and thefts in their schools. Portions of this survey also focus on programs, disciplinary actions, and policies implemented to prevent and reduce crime and violence in schools.
The survey was first administered in the spring of the 1999–2000 school year and repeated in school years 2003–04, 2005–06, 2007–08, 2009–10, and 2015–16. The 2015–16 survey was developed by the National Center for Education Statistics of the U.S. Department of Education with the support of the National Institute of Justice of the U.S. Department of Justice.
2017-04-08
Brennan Center for Justice at New York University School of Law;
This report examines crime trends at the national and city level during the last quarter century. It covers the years 1990 through 2016, as crime rates peaked in 1991. It analyzes data from the Federal Bureau of Investigation and from police departments from the nation's 30 largest cities. Data for 2016 are estimated, as full year data was not available at the time of publication.
This report concludes that although there are some troubling increases in crimes in specific cities, there is no evidence of a national crime wave.
2016-08-03
Alliance for Safety and Justice (ASJ);
To begin filling the gap in available and representative data on who crime victims are and their policy priorities, in April of 2016, Alliance for Safety and Justice commissioned the first-of-its-kind National Survey of Victims? Views. This report describes the findings from this survey and points to opportunities for further research and reform to advance polices that align with the needs and perspectives of victims.
2005-12-01
Department of Economics in the Andrew Young School of Policy Studies;
Child maltreatment, which includes both child abuse and child neglect, is a major social problem. This paper focuses on measuring the effects of child maltreatment on crime using data from the National Longitudinal Study of Adolescent Health (Add Health). We focus on crime because it is one of the most socially costly potential outcomes of maltreatment, and because the proposed mechanisms linking maltreatment and crime are relatively well elucidated in the literature. Our work addresses many limitations of the existing literature on child maltreatment. First, we use a large national sample, and investigate different types of abuse in a similar framework. Second, we pay careful attention to identifying the causal impact of abuse, by using a variety of statistical methods that make differing assumptions. These methods include: Ordinary Least Squares (OLS), propensity score matching estimators, and twin fixed effects. Finally, we examine the extent to which the effects of maltreatment vary with socio-economic status (SES), gender, and the severity of the maltreatment.
We find that maltreatment approximately doubles the probability of engaging in many types of crime. Low SES children are both more likely to be mistreated and suffer more damaging effects. Boys are at greater risk than girls, at least in terms of increased propensity to commit crime. Sexual abuse appears to have the largest negative effects, perhaps justifying the emphasis on this type of abuse in the literature. Finally, the probability of engaging in crime increases with the experience of multiple forms of maltreatment as well as the experience of Child Protective Services (CPS) investigation. Working Paper 06-31
