What are the high school outcomes of justice involved students?

What percent of high school students are justice involved?

What are the post secondary outcomes of justice involved students?

What percent of justice involved students enroll in post secondary education in the year after leaving high school?

What types of offences do justice involved students commit?

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.

Connecticut's Juvenile Justice Policy and Oversight Committee (JJPOC) has developed this dataset and this dashboard to monitor and examine juvenile justice system involvement across the state for youth of different races, ethnicities, and genders. The following metrics were chosen to understand key points in the juvenile justice system: 1. Delinquent referrals 2. Non-judicial handling 3. Disposition of a first time felony 4. Detention Note: this dataset and the dashboard are being developed in phases, and as of 1/27/2023 they include data on Metric 1: Delinquent referrals and Metric 2: First Time Felony Dispositions. Additional metrics will be added over the course of 2023 and 2024.

Connecticut's Juvenile Justice Policy and Oversight Committee (JJPOC) has developed this dataset and this dashboard to monitor and examine juvenile justice system involvement across the state for youth of different races, ethnicities, and genders. The following metrics were chosen to understand key points in the juvenile justice system: 1. Delinquent referrals 2. Non-judicial handling 3. Disposition of a first time felony 4. Detention Note: this dataset and the dashboard are being developed in phases, and as of 1/27/2023 they include data on Metric 1: Delinquent referrals and Metric 2: First Time Felony Dispositions. Additional metrics will be added over the course of 2023 and 2024.

No notes provided