This study obtained information on youth-serving organizations around the country that provide constructive activities for youth in the after-school and evening hours. It was carried out in collaboration with seven national youth-serving organizations: Boys and Girls Clubs of America, Boy Scouts of America, Girls Incorporated, Girl Scouts of the U.S.A., National Association of Police Athletic Leagues, National 4-H Council and United States Department of Agriculture 4-H and Youth Development Service, and YMCA of the U.S.A. The research involved a national survey of affiliates and charter members of these organizations. Respondents were asked to provide information about their programs for the 1993-1994 school year, including summer 1994 if applicable. A total of 1,234 questionnaires were mailed to the 658 youth-serving organizations in 376 cities in October 1994. Survey data were provided by 579 local affiliates. Information was collected on the type of building where the organization was located, the months, days of the week, and hours of operation, number of adults on staff, number and sex of school-age participants, number of hours participants spent at the program location, other participants served by the program, and characteristics of the neighborhood where the program was located. Questions were also asked about the types of contacts the organization had with the local police department, types of crimes that occurred at the location in the school year, number of times each crime type occurred, number of times the respondent was a victim of each crime type, if the offender was a participant, other youth, adult with the program, adult from the neighborhood, or adult stranger, actions taken by the organization because crimes occurred, and crime prevention strategies recommended and adopted by the organization. Geographic information includes the organization's stratum and FBI region.

This research project sought to evaluate the impact of broad-based multifaceted violence prevention programs versus programs that have a more limited focus. Two specific programs were evaluated in four New York City middle schools. The more limited program used Project S.T.O.P.(Students Teaching Options for Peace), a conflict resolution and peer mediation training program. The full multi-faceted program combined Project S.T.O.P. with Safe Harbor, a program that provided victimization counseling and taught violence prevention. The effects of this combined program, offered in three of the middle schools, were compared to those of just the Project S.T.O.P. program alone in one middle school. To study the program models, researchers used a quasi-experimental pre-post design, with nonequivalent comparison groups. Questionnaires were given to students to assess the impact of the two programs. Students were asked about their knowledge and use of prevention programs in their schools. Data were also collected on students' history of victimization, such as whether they were ever attacked at school, stolen from, mugged, or threatened with a weapon. Students were also asked about their attitudes toward verbal abuse, victims of violence, and conditions when revenge is acceptable, and their exposure to violence, including whether they knew anyone who was sexually abused, beaten, or attacked because of race, gender, or sexual orientation. Additional questions covered students' use of aggressive behaviors, such as whether they had threatened someone with a weapon or had beaten, slapped, hit, or kicked someone. Data were also gathered on the accessibility of alcohol, various drugs, weapons, and stolen property. Demographic variables include students' school grade, class, sex, number of brothers and sisters, and household composition.

This is an investigation of a cohort of high school-aged youth in Columbia, South Carolina. Surveys were conducted in three consecutive years from 1979 to 1981 in nine high schools. Students were interviewed for the first time at the beginning of their sophomore year in high school. An identical questionnaire was given to the same students when they were in the 11th and 12th grades. The longitudinal data contain respondents' demographic and socioeconomic characteristics, educational aspirations, occupational aims, and peer group activities. Also included is information on offenses committed, the number of times respondents were caught by the police, their attitudes toward deviancy, and perceived certainty of punishment.

The Children at Risk (CAR) Program was a comprehensive, neighborhood-based strategy for preventing drug use, delinquency, and other problem behaviors among high-risk youth living in severely distressed neighborhoods. The goal of this research project was to evaluate the long-term impact of the CAR program using experimental and quasi-experimental group comparisons. Experimental comparisons of the treatment and control groups selected within target neighborhoods examined the impact of CAR services on individual youths and their families. These services included intensive case management, family services, mentoring, and incentives. Quasi-experimental comparisons were needed in each city because control group youths in the CAR sites were exposed to the effects of neighborhood interventions, such as enhanced community policing and enforcement activities and some expanded court services, and may have taken part in some of the recreational activities after school. CAR programs in five cities -- Austin, TX, Bridgeport, CT, Memphis, TN, Seattle, WA, and Savannah, GA -- took part in this evaluation. In the CAR target areas, juveniles were identified by case managers who contacted schools and the courts to identify youths known to be at risk. Random assignment to the treatment or control group was made at the level of the family so that siblings would be assigned to the same group. A quasi-experimental group of juveniles who met the CAR eligibility risk requirements, but lived in other severely distressed neighborhoods, was selected during the second year of the evaluation in cities that continued intake of new CAR participants into the second year. In these comparison neighborhoods, youths eligible for the quasi-experimental sample were identified either by CAR staff, cooperating agencies, or the staff of the middle schools they attended. Baseline interviews with youths and caretakers were conducted between January 1993 and May 1994, during the month following recruitment. The end-of-program interviews were conducted approximately two years later, between December 1994 and May 1996. The follow-up interviews with youths were conducted one year after the program period ended, between December 1995 and May 1997. Once each year, records were collected from the police, courts, and schools. Part 1 provides demographic data on each youth, including age at intake, gender, ethnicity, relationship of caretaker to youth, and youth's risk factors for poor school performance, poor school behavior, family problems, or personal problems. Additional variables provide information on household size, including number and type of children in the household, and number and type of adults in the household. Part 2 provides data from all three youth interviews (baseline, end-of-program, and follow-up). Questions were asked about the youth's attitudes toward school and amount of homework, participation in various activities (school activities, team sports, clubs or groups, other organized activities, religious services, odd jobs or household chores), curfews and bedtimes, who assisted the youth with various tasks, attitudes about the future, seriousness of various problems the youth might have had over the past year and who he or she turned to for help, number of times the youth's household had moved, how long the youth had lived with the caretaker, various criminal activities in the neighborhood and the youth's concerns about victimization, opinions on various statements about the police, occasions of skipping school and why, if the youth thought he or she would be promoted to the next grade, would graduate from high school, or would go to college, knowledge of children engaging in various problem activities and if the youth was pressured to join them, and experiences with and attitudes toward consumption of cigarettes, alcohol, and various drugs. Three sections of the questionnaire were completed by the youths. Section A asked questions about the youth's

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. This project utilized data originally collected for the project Breaking Schools' Rules (Fabelo et al., 2011), a joint project of the Public Policy Research Institute at Texas A and M University and the Council of State Governments Justice Center on which the Principal Investigator, Miner Marchbanks was a lead data analyst and co-author. Research was conducted at the Education Research Centers of the University of Texas, Austin, and Texas A and M University utilizing individual-level data from the Public Education Information Management System (PEIMS), a data system of the Texas Education Agency (TEA), and CASEWORKER, a data management system of the Texas Probation Commission (now the Texas Juvenile Justice Department). The link between these records was conducted by TEA and is described in greater detail in Fabelo et al. Through secondary analyses of these data, researchers attempted to measure the institutional and individual mechanisms that disproportionately pull and push students of color into the "school-to-prison pipeline." The project explores the predictors of school discipline contact and the resulting consequences of encountering this discipline. The project then moves to an examination of the determinants of progressing through the various decision points in a juvenile justice case. Additionally, the project explores the relationship between school strictness and various educational and juvenile justice outcomes. The "school-to-prison pipeline" (Wald and Losen, 2003) describes an "increasingly punitive and isolating" path through the education system for African American and other at-risk students. The study collection includes 1 Stata (.do) syntax file (master_final.do) that was used by the researcher(s) in secondary analyses.

To better understand the factors that may help or hinder effective implementation of risk and needs assessments, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) in 2015 launched a study led by the University of Cincinnati to examine the Ohio Youth Assessment System (OYAS) in three states-Arizona, Indiana, and Ohio. The OYAS tools measure risk and needs to inform court decisions as well as the delivery of services and treatment. Researchers collected data through a variety of methods, including in-person interviews with personnel at juvenile justice agencies; web-based surveys; comprehensive case record data for youths assessed by the OYAS; and phone interviews of youth following their case disposition and/or facility release. One of the study's key objectives was to understand how staff perceived the implementation of the OYAS. To assess the impact of the OYAS on youth outcomes--including reduced recidivism and other prosocial behavior and attitudes--the research team analyzed juvenile justice case records and conducted followup interviews with youth. Demographic variables included in this study include the race, gender, age, ethnicity, and level of education of participants.

The Program of Research on the Causes and Correlates of Delinquency was initiated by the Office of Juvenile Justice and Delinquency Prevention (OJJDP) in 1986 in an effort to learn more about the root causes of juvenile delinquency and other problem behaviors. The program comprises three coordinated longitudinal studies: Denver Youth Survey, Pittsburgh Youth Study and Rochester Youth Development Study. The three Causes and Correlates projects used a similar research design. All of the projects were longitudinal investigations involving repeated contacts with youth during a substantial portion of their developmental years. Researchers conducted regular face-to-face interviews with inner-city youth considered at high-risk for involvement in delinquency and drug abuse. Multiple perspectives on each child's development and behavior were obtained through interviews with the child's primary caretaker and, in two sites, school teachers. Administrative data from official agencies, including police, schools and social services was also collected. The three research teams worked together to ensure that certain core measures were identical across the sites, including self-reported delinquency and drug use; community and neighborhood characteristics; youth, family and peer variables; and arrest and judicial processing histories. NACJD is developing a resource guide on the Causes and Correlates of Delinquency Data. It will be available soon.

Funded by the National Institute of Justice, and in collaboration with the Flippen Group, the South Carolina Department of Education, and the districts of Charleston, Georgetown, Greenville, and Richland County Schools, WestEd conducted a randomized controlled trial of violence prevention and a school climate improvement program known as Capturing Kids' Hearts Campus by Design (CKH). CKH is a skill intensive, systematic process, whole-school intervention, designed to strengthen students' connectedness to school through enhancing protective factors (strong bonds with teachers, clear rules of conduct that are consistently enforced) and targeting modifiable risk factors (inappropriate behavior, poor social coping skills). The CKH training program aims to address the mechanisms and processes of social skills instruction that lead to improved student behavior by promoting skills acquisition (i.e., modeling, coaching, and behavioral rehearsal), enhancing skills performance, removing competing behavior, and facilitating maintenance of social skills. Components of CKH have been widely used throughout the United States. As of 2013, CKH training has been offered to over 200,000 staff in more than 7,000 schools. Although widely used, the whole package of CKH training and service has not been sufficiently subjected to a rigorous evaluation to assess the effectiveness of the program. The purpose of this study is to test and evaluate the Capturing Kids' Hearts package of programs and processes offered in the school-wide model, CKH Campus by Design, which includes Capturing Kids' Hearts, Process Champions-Plus, Campus TrAction Pacs, Teen Leadership, CKH Recharged, and Leadership Blueprint.

This survey was conducted by the National Youth Gang Intervention and Suppression Program. The primary goals of the program were to assess the national scope of the gang crime problem, to identify promising programs and approaches for dealing with the problem, to develop prototypes from the information gained about the most promising programs, and to provide technical assistance for the development of gang intervention and suppression programs nationwide. The survey was designed to encompass every agency in the country that was engaged in or had recently engaged in organized responses specifically intended to deal with gang crime problems. Cities were screened with selection criteria including the presence and recognition of a youth gang problem and the presence of a youth gang program as an organized response to the problem. Respondents were classified into several major categories and subcategories: law enforcement (mainly police, prosecutors, judges, probation, corrections, and parole), schools (subdivided into security and academic personnel), community, county, or state planners, other, and community/service (subdivided into youth service, youth and family service/treatment, comprehensive crisis intervention, and grassroots groups). These data include variables coded from respondents' definitions of the gang, gang member, and gang incident. Also included are respondents' historical accounts of the gang problems in their areas. Information on the size and scope of the gang problem and response was also solicited.

The 2016 School Survey on Crime and Safety (SSOCS:2016) is a data collection that is part of the School Survey on Crime and Safety program; program data are available since 2000 at . SSOCS:2016 (https://nces.ed.gov/surveys/ssocs/) is a cross-sectional survey of the nation's public schools designed to provide estimates of school crime, discipline, disorder, programs and policies. Regular public schools were sampled. The data collection was conducted using a mail questionnaire with telephone follow-up. The data collection's response rate was 62.9 percent. Key statistics produced from SSOCS:2016 include the frequency and types of disciplinary actions taken for select offenses; perceptions of other disciplinary problems, such as bullying, verbal abuse and disorder in the classroom; the presence and role of school security staff; parent and community involvement; staff training; mental health services available to students; and school policies and programs concerning crime and safety.