The School Survey on Crime and Safety, 2008 (SSOCS:2008), is a study that is part of the School Survey on Crime and Safety program. SSOCS:2008 (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 2008 to participate in the study. The study's response rate was 74.5 percent. A number of key statistics on a variety of topics can be produced with SSOCS data.

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.

The School Survey on Crime and Safety, 2000 (SSOCS:2000), is a study that is part of the School Survey on Crime and Safety's program; program data is available since 2000 at . SSOCS:2000 (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 2000 to participate in the study. The study's response rate was 70 percent. A number of key statistics on a variety of topics can be produced with SSOCS data.

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.

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 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.

School Safety and Discipline, 2013-14 (FRSS 106), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 106 (https://nces.ed.gov/surveys/frss/index.asp) is a study that provides nationally representative data on safety and discipline in public schools. The study was conducted using mailed questionnaires that could be completed on paper or online. Public schools in each level (elementary, middle, high school, and combined) were sampled. The study's weighted response rate was 85%. Key statistics produced from FRSS 106 will provide information on specific safety and discipline plans and practices; training for teachers and aides related to school safety and discipline issues; use of law enforcement or security personnel on school grounds; frequency of specific discipline problems; and the number of incidents of various crimes that occurred during the 2013-14 school year.

This supplement to the National Crime Surveys was designed to collect data on crime victimization in schools in the United States. Student respondents were asked a series of questions to determine their school attendance in the last six months. Other questions concerning schools were posed, including type of school, distance from home, and general attendance and monitoring policies. The data present information on the response of the school to student violation of rules, accessibility of drugs, and violence in school, including types of violence and student reaction. Other variables cover general violent crimes, personal larceny crimes, and household crimes and offer information on date, time, and place of crime. Demographic characteristics of household members such as age, sex, race, education, employment, median family income, and marital status are provided.

This study was designed to explore school culture and climate and their effects on school disorder, violence, and academic performance on two levels. At the macro level of analysis, this research examined the influences of sociocultural, crime, and school characteristics on aggregate-level school violence and academic performance measures. Here the focus was on understanding community, family, and crime compositional effects on disruption and violence in Philadelphia schools. This level included Census data and crime rates for the Census tracts where the schools were located (local data), as well as for the community of residence of the students (imported data) for all 255 schools within the Philadelphia School District. The second level of analysis, the intermediate level, included all of the variables measured at the macro level, and added school organizational structure and school climate, measured with survey data, as mediating variables. Part 1, Macro-Level Data, contains arrest and offense data and Census characteristics, such as race, poverty level, and household income, for the Census tracts where each of the 255 Philadelphia schools is located and for the Census tracts where the students who attend those schools reside. In addition, this file contains school characteristics, such as number and race of students and teachers, student attendance, average exam scores, and number of suspensions for various reasons. For Part 2, Principal Interview Data, principals from all 42 middle schools in Philadelphia were interviewed on the number of buildings and classrooms in their school, square footage and special features of the school, and security measures. For Part 3, teachers were administered the Effective School Battery survey and asked about their job satisfaction, training opportunities, relationships with principals and parents, participation in school activities, safety measures, and fear of crime at school. In Part 4, students were administered the Effective School Battery survey and asked about their attachment to school, extracurricular activities, attitudes toward teachers and school, academic achievement, and fear of crime at school. Part 5, Student Victimization Data, asked the same students from Part 4 about their victimization experiences, the availability of drugs, and discipline measures at school. It also provides self-reports of theft, assault, drug use, gang membership, and weapon possession at school.

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?