Search Results: (1-15 of 29 records)
| Pub Number | Title |  Date |
|---|---|---|
| WWC 2008012 | Reducing Behavior Problems in the Elementary School Classroom
Designed for elementary school educators and school- and district-level administrators, this guide offers prevention, implementation, and schoolwide strategies that can be used to reduce problematic behavior that interferes with the ability of students to attend to and engage fully in instructional activities. |
9/23/2008 |
| NCES 2008300 | The School Survey on Crime and Safety (SSOCS) Brochure
This brochure describes the School Survey on Crime and Safety (SSOCS). Written for respondents, it answers such questions as: What is SSOCS?, Why is SSOCS important?, What topics are covered?, Why was my school selected?, and Where can I find more information about SSOCS? |
10/29/2007 |
| NCES 2007361 | Crime, Violence, Discipline, and Safety in U.S. Public Schools, Findings from the School Survey on Crime and Safety: 2005-06
This First Look report uses data from the 2005–06 School Survey on Crime and Safety (SSOCS) to examine a range of issues dealing with school crime and safety, such as the frequency of school crime and violence, disciplinary actions, and school practices related to the prevention and reduction of crime and safety. SSOCS is the primary source of school-level data on crime and safety for NCES. Since 1999, it has been administered three times to the principals of a nationally representative sample of public primary, middle, high, and combined schools. |
9/25/2007 |
| NCES 2007010 | Public School Practices for Violence Prevention
and Reduction: 2003–04
This Issue Brief (1) examines principals’ reports of the prevalence of formal practices in public schools designed to prevent or reduce school violence and (2) describes the distribution of these practices by selected school characteristics. This analysis is based on school-level data reported by principals participating in the school year 2003–04 School Survey on Crime and Safety (SSOCS) administered by the National Center for Education Statistics (NCES). Findings from the analysis indicate that schools implemented a variety of school violence prevention and reduction practices and that some practices were more commonly used than others. For example, 59 percent of schools formally obtained parental input on policies related to school crime and 50 percent provided parental training to deal with students’ problem behaviors. In addition, practices differed by school level and other selected school characteristics. For example, high schools were more likely than primary schools to implement safety and security procedures, while primary schools were more likely than high schools to promote training for parents to deal with students’ problem behavior. |
9/19/2007 |
| WWC IRDPPG07 | Project GRAD
Project “Graduation Really Achieves Dreams” (GRAD) is an initiative for students in economically disadvantaged communities that aims to reduce dropping out and increase rates of college enrollment and graduation by increasing reading and math skills, improving behavior in school, and providing a service safety net. At the high school level, Project GRAD provides four-year college scholarships and summer institutes to promote attending and completing high school. Project GRAD also provides services in those elementary and middle schools that feed in to the participating high schools. |
7/30/2007 |
| WWC IRCEPA07REV | Positive Action
Positive Action, a K–12 program, aims to promote character development, academic achievement, and social-emotional skills and to reduce disruptive and problem behavior. The program is based on the philosophy that you feel good about yourself when you think and do positive actions, and there is always a positive way to do everything. The curriculum includes six units; some grades have a review for a seventh unit. All lessons are scripted and use classroom discussion, role-play, games, songs, and activity sheets or text booklets. Optional components that may or may not be implemented as part of the program are: site-wide climate development; drug education for grade 5 and middle school; conflict resolution; counselor, parent, and family classes; and community/coalition components. |
4/23/2007 |
| NCSER 2006NLTS2F | Facts From NLTS2: School Behavior and Disciplinary Experiences of Youth With Disabilities
The National Center for Special Education Research at the Institute of Education Sciences has released a brief report from the National Longitudinal Transition Study-2 entitled Facts From NLTS2: School Behavior and Disciplinary Experiences of Youth With Disabilities. Although most secondary-school-age youth with disabilities are reported to behave appropriately, approximately 20 percent to 40 percent are reported to exhibit problem behaviors at school, including not controlling behavior and arguing with others in class. One-third of students with disabilities have experienced disciplinary actions at school, such as suspensions, expulsions, referrals to the principal’s office, or detentions, and they are more likely than their peers in the general population to have faced these types of disciplinary actions. Students with emotional disturbances are significantly more likely to have been suspended or expelled in one school year or over their school careers than youth in all other disability categories. |
5/2/2006 |
| NCES 2004370 | Crime and Safety in America's Public Schools: Selected Findings from the School Survey on Crime and Safety
This brief report presents analysis of the 2000 School Survey on Crime and Safety (SSOCS). SSOCS is a nationally representative sample of public elementary and secondary schools. Principals were asked about the amount of crime and violence, disorder, disciplinary actions, violence prevention programs, teacher and parent involvement in prevention efforts, crime and safety practice, crisis management plans, and barriers to school safety. While the SSOCS collects a wide variety of information, this report provides national estimates on the major topics covered in SSOCS. |
4/16/2004 |
| NCES 2004306 | School Survey on Crime and Safety (SSOCS) 2000 Public-use Data Files, User's Manual, and Detailed Data Documentation
This CD contains the raw, public-use data from the 2000 School Survey on Crime and Safety (SSOCS) along with a User's Manual and Detailed Data Documentation. The data are provided in SAS, SPSS, STATA, and ASCII formats. The User's Manual and the Detailed Data Documentation are provided as .pdf files. |
2/9/2004 |
| NCES 2004307 | 2000 School Survey on Crime and Safety: Detailed Data Documentation
This report provides detailed survey documentation for the 2000 School Survey on Crime and Safety. It covers such topics as sample design, data collection procedures, reponse rates, data editing and coding, imputation, weighting, and variance estimation. |
11/15/2003 |
| NCES 2004308 | 2000 School Survey on Crime and Safety: Public-Use Data File User's Manual
This report provides users with information about the public-use data file for the 2000 School Survey on Crime and Safety. It contains general information about the survey as well as file layout information and codebook information about each variable on the file. |
11/12/2003 |
| NCES 2004314 | Violence in U.S. Public Schools: 2000 School Survey on Crime and Safety
This report presents the first analysis of the 2000 School Survey on Crime and Safety (SSOCS). SSOCS is a nationally representative sample of public elementary and secondary school principals. Principals were asked about the amount of crime and violence, disciplinary actions, prevention programs and policies, and other school characteristics. While the SSOCS collects a wide variety of information, this report focuses on the violence that occurred in American public schools during the 1999-2000 school year. |
10/22/2003 |
| NCES 2002331 | Are America's School Safe? Students Speak Out: 1999 School Crime Supplement
This report presents the most recent information from students regarding school crime and violence. The data presented in the report are from the 1999 School Crime Supplement to the National Crime Victimization Survey. Students between the ages of 12 and 18 are asked about experiencing criminal victimization, availability of drugs and alcohol, presence of street gangs, presence of weapons, experiencing hate-related words and graffiti, bullying, avoiding school, and fear of attending school. |
10/3/2002 |
| NCES 2002375 | To Help Promote a Violence-Free School Environment
This brochure is designed to describe the Safety in Numbers Handbook. The Handbook can be used by school, district, and state staff to improve the effectiveness of their efforts to collect and use disciplinary incident data. It provides recommendations on what types of data to collect, what it is critical to collect such data, and how the data can be used effectively to improve school safety and answer policy questions relating to school improvement and the safety of our students. This is a National Forum on Education Statistics brochure. |
7/23/2002 |
| NCES 98251 | Indicators of School Crime and Safety: 1998
This report, the first in a series of annual reports on school crime and safety from the Bureau of Justice Statistics and the National Center for Education Statistics, presents the latest available data on school crime and student safety. The report provides a profile of school crime and safety in the United States and describes the characteristics of the victims of these crimes. It is organized as a series of indicators, with each indicator presenting data on different aspects of school crime and safety. There are five sections to the report: Nonfatal Student Victimization--Student Reports; Violence and Crime at School--Public School Principal/Disciplinarian Reports; Violent Deaths at School; Nonfatal Teacher Victimization at School--Teacher Reports; and School Environment. Each section contains a set of indicators that, taken as a whole, describe a distinct aspect of school crime and safety. |
10/13/1998 |
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