Education and Delinquency Summary of a Workshop (2000) / Chapter Skim
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Defining and Measuring School Crime
Defining and Measuring School Crime
Pages 4-8
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From page 4... ...
In addition, the amount of school crime reported differs in relation to who gives the information and whether it is acquired by personal interview, telephone interview, or questionnaire or is from official records. Without a standard definition of school crime, tracking incidents of crime is problematic.
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From page 5... ...
While there are no guidelines at the national level for data collection on school crime, widely accepted definitions of school crime do currently exist. The Crime, Violence and Discipline Task Force created by the National Forum on Education Statistics in 1995 has developed definitions and protocol for collecting data on school crime and violence (Minogue et al., 1999~.
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From page 6... ...
found that 78 percent of the responding school districts reported incidents of assault; in more than 80 percent of the districts, school violence reportedly had increased. A major limitation of the National Crime Victimization Survey School Crime Supplement is that it limits participation to individuals 12 and older.
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From page 7... ...
Neither would standardization provide an antidote for the tendency to overlook extremely common incidents of minor theft and assault, threats, and extortion that go on in the name of "normal childhood behavior." Kenneth Trump, of National School Safety and Security Services, in Cleveland, Ohio, noted that there are institutional factors that exert a great deal of influence on the quality of school crime data. Measurement of school crime may be complicated by the reporting practices of schools.
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From page 8... ...
At the workshop, Trump explained that in order to grasp the meaning that school administrators attach to school crime and violence, one must understand that schools operate in a highly politicized environment and that school crime and violence are intensely political issues. His presentation emphasized the importance of understanding how schools behave as organizations with their own sets of contingencies.
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