The School Survey on Crime and Safety, 2006 (SSOCS:2006), is a study that is part of the School Survey on Crime and Safety program. SSOCS:2006 (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. SSOCS is administered to public primary, middle, high, and combined school principals in the spring of even-numbered school years. The study was conducted using a questionnaire and telephone follow-ups of school principals. Public schools were sampled in the spring of 2006 to participate in the study. The study's response rate was 77.5 percent. A number of key statistics on a variety of topics can be produced with SSOCS data.

Condition of Public School Facilities, 2012-13 (FRSS 105), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at https://nces.ed.gov/surveys/frss/downloads.asp that will provide national data about the condition of public schools in 2012 based on a survey conducted by NCES. FRSS 105 (https://nces.ed.gov/surveys/frss/index.asp) is a cross-sectional survey that collects and report data on key education issues at the elementary and secondary levels. The study was conducted using questionnaires of principals. Schools in September 2012 were sampled. The study's weighted response rate was 90 percent. Key statistics produced from FRSS 105 will provide information about the condition of school facilities and the costs to bring them into good condition; school plans for repairs, renovations, and replacements; the age of public schools; and school improvements to increase energy efficiency.

The Condition of America's Public School Facilities, 1999 (FRSS 73), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 73 (https://nces.ed.gov/surveys/frss/) is a cross-sectional survey that collects and report data on key issues at public elementary and secondary schools in the United States. The sample for FRSS 73 included approximately 1000 public elementary, middle, and high schools. District personnel who were familiar with the condition of schools completed questionnaires for each sampled school in their districts. The study's weighted response rate was 91 percent. Key statistics produced from FRSS 73 provide information on the pervasiveness of air conditioning, the number of temporary classrooms, the number of days particular public schools were closed for repairs, planned construction, repairs, and additions, long range facilities plans, the age of public schools, overcrowding and practices used to address overcrowding, estimated costs for bringing facilities to a satisfactory condition, and the overall condition of roofs, floors, walls, plumbing, heating, electric facilities, and safety features.

The School Survey on Crime and Safety (SSOCS) is managed by the National Center for Education Statistics (NCES) on behalf of the United States Department of Education (ED). SSOCS collects extensive crime and safety data from principals and school administrators of public schools in America. Data from this collection can be used to correlate school characteristics with violent and serious violent crimes in American schools. Furthermore, data from SSOCS can be used to assess what school programs, practices, and policies are used by schools in their efforts to prevent crime. SSOCS has been conducted three times, in school years 1999-2000, 2003-2004, and 2005-2006. The 2003-2004 School Survey on Crime and Safety (SSOCS:2004) was developed by the National Center for Education Statistics (NCES) and conducted by Abt Associates Inc. Questionnaire packets were mailed to 3,743 public primary, middle, high, and combined schools. A total of 2,772 public schools submitted usable questionnaires for a weighted response rate of 77.2 percent. Data were collected from March 1, 2004, to June 4, 2004.

This study is an experimental investigation of the effectiveness of integrating School Resource Officers (SROs) into multi-disciplinary teams in reducing risk behaviors in students, specifically the average number of disciplinary incidents over the course of three years (2015-2017). The authors focus on the following research questions: Do schools with SROs demonstrate significantly greater declines in student disciplinary incidents than schools with no SROs? Do schools with SROs who receive the enhanced training (intervention) show greater declines in student disciplinary incidents than schools whose SROs receive only the standard training? Do the answers to questions 1-2 vary by sub-populations in the schools such as students from racial/ethnic minority backgrounds, gender, and socioeconomic status?

The School Survey on Crime and Safety (SSOCS) is managed by the National Center for Education Statistics (NCES) on behalf of the United States Department of Education (ED). SSOCS collects extensive crime and safety data from principals and school administrators of United States public schools. Data from this collection can be used to examine the relationship between school characteristics and violent and serious violent crimes in primary schools, middle schools, high schools, and combined schools. In addition, data from SSOCS can be used to assess what crime prevention programs, practices, and policies are used by schools. SSOCS has been conducted in school years 1999-2000, 2003-2004, and 2005-2006. A fourth collection is planned for school year 2007-2008. SSOCS:2006 was conducted by the United States Census Bureau. Data collection began on March 17, 2006, when questionnaire packets were mailed to schools, and continued through May 31, 2006. A total of 2,724 public schools submitted usable questionnaires: 715 primary schools, 948 middle schools, 924 high schools, and 137 combined schools.

The purpose of this study was to evaluate a comprehensive, research-based framework of recommended practices for integrating police into the educational environment. This research tested use of a multi-faceted school-based law enforcement (SBLE) framework to determine how the framework contributes to multiple outcomes. The objectives for this study were to: (1) implement a randomized controlled trial to test a comprehensive framework for SBLE involving 25 middle and high schools; (2) assess the impacts of this framework on student victimization and delinquency, use of exclusionary discipline practices (e.g., suspension, expulsion), school climate measures, and student-officer interactions; and (3) disseminate tangible findings that can immediately be translated into practice and further research in schools nationwide.

Educational Technology in Public School Districts, 2008 (FRSS 93), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 93 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates on the availability and use of educational technology in public school districts during Fall 2008. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. The study was conducted by having school superintendents fill out surveys via the web or by mail. Public school districts were sampled. The study's weighted response rate was 90 percent. Key statistics produced from FRSS 93 were information on networks and internet capacity, technology policies, district-provided resources, teacher professional development, and district-level leadership for technology. Respondents reported the number of schools in the district with a local area network and the number of schools with each type of district network connection. The survey collected information on written district policies on acceptable student use of various technologies. Other survey topics included employment of staff responsible for educational technology leadership and the type of teacher professional development offered or required by districts for educational technology. Respondents gave their opinions on statements related to the use of educational technology in the instructional programs in their districts.

The 1999-2000 Schools and Staffing Survey is a study that is part of the Schools and Staffing Survey (SASS) program; program data is available since 1987-88 at . SASS 99-00 (https://nces.ed.gov/surveys/sass) is a survey that covers a wide range of topics from teacher demand, teacher and principal characteristics, general conditions in schools, principals' and teachers' perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention practices, to basic characteristics of the student population. The survey was conducted using mail, email, paper questionnaires, and telephone interviews. Teachers, librarians, principals, and school coordinators were sampled. Key statistics produced from SASS 99-00 are how many teachers and principals remained at the same school, moved to another school, or left the profession in the year following the SASS administration.

Educational Technology in Public Schools, 2008 (FRSS 92), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 92 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates on the availability and use of educational technology in public elementary and secondary schools during fall 2008. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. The study was conducted using mailed questionnaires and respondents had the option of completing the survey via the web. Schools were sampled. The study's weighted response rate was 79 percent. Key statistics produced from FRSS 92 were information on computer hardware and internet access, availability of staff to help integrate technology into instruction and provide timely technical support, and perceptions of educational technology issues at the school and district levels. Respondents reported the number of instructional computers within their schools, by type, mobility, and location. The survey also asked respondents about the types of operating systems or platforms used on instructional computers. Data on the number of handheld devices provided to school personnel and students, and the number of other technology devices provided for instructional purposes were also collected. Respondents indicated the extent to which technology staff provided assistance with technology support and integration and the response times for obtaining such support. Respondents gave opinions on statements related to using educational technology in their schools.