2000 Annual Report On School Safety
Table ofContentsDear Colleague: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iiiLetter fromthe U.S. Secretary of Educationand the Attorney GeneralIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ivChapter 1: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1The Nature and Scope of School Crime:Federal, State, and Local DataA National Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3A State and Local Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Harassment and Hate Crime . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Chapter 2: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Safe Schools/Healthy Students:Collaboration in Action2000 Grantees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Rural Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Chapter 3: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51School Discipline:Policies and PracticesBackground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54Chapter 4: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59Resources: Agencies, Organizations,Web Sites, and Contact InformationFederal Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67Web Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69References: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72Notice:This document contains contact information created and maintained by other public and private organizations. This information is provided for the reader's convenience. Neither the U.S.Department of Education nor the U.S. Department of Justice controls or guarantees the accuracy, relevance, timeliness, or completeness of this outside information. Further, the inclusion ofinformation, addresses, or Web sites for particular items does not reflect their importance, nor isit intended to endorse any views expressed, or products or services offered.
Dear Colleague:Although we have made much progress during this Administration,youth crime and violence remain among the greatest single challenges we face in this country. Since the publication of the firstAnnual Report on School Safety in 1998, the U.S. Department ofJustice and the U.S. Department of Education have continued tofocus on this problem together, working in partnership with stateand local stakeholders to develop prevention and enforcement programs that work—in schools and their communities. Youth whocommit crimes and violence must be held accountable, and thepunishment must be firm and fair and fit the crime. At the sametime, we must do everything we can to prevent crime and violencein the first place.We have shown that if communities, schools, government andother key players pull together to address the roots of violence, wecan make America safer for our children. Communities around thecountry are proving that prevention and intervention strategies thathelp keep our young people out of trouble do work. It is, therefore, critical that we do all we can to identify young people whoneed our help, and then get them the help they need.To this end, in Spring 2000, we announced, together with theDepartment of Health and Human Services, our second class of 23grantees under the Safe Schools/Healthy Students Initiative, bringing our total number of grantees to 77. This budding Initiative is aunique grant program, jointly administered by our three agencies,which is already beginning to show that the collaborative, problemsolving approach to school safety is working.And, just this year, we published—and sent to every school andschool district in the country—Safeguarding Our Children: AnAction Guide, a companion piece to our popular 1998 publication,Early Warning, Timely Response: A Guide to Safe Schools.Safeguarding our Children affirms that a teamwork approach is critical to preventing school violence. If we create a schoolwide foundation that fosters positive discipline, academic success, as well asmental and emotional wellness, we will be able to strike the rightbalance—as we must—between responding to early warning signsof violence, on the one hand, and unfairly stigmatizing children, onthe other.This year's Annual Report reminds all of us to take certain key principles to heart—listening to those who work and learn in schoolsevery day; collaborating in new and creative ways; and implementing tailored strategies, focused on prevention, intervention andaccountability. In so doing, we will be in a position to help thosechildren who show a propensity for crime and violence, before theydamage themselves (and others) forever. And, we will be in a position to protect innocent school children and teachers before theybecome victims of senseless violence.Sincerely,Janet RenoAttorney GeneralRichard W. RileySecretary of Education
Introduction Annual ReportThe vast majority of America’s schools continue to be safe places.In fact, notwithstanding the disturbing reports of violence in ourschools, they are becoming even safer. But the fears of students,teachers and parents are real. And it is true that some schools haveserious crime and violence problems. The Annual Report on SchoolSafety is a toolbox for use in combating these fears and problems.The 2000 edition of the Annual Report is designed to complementits predecessors. It presents an updated description of the natureand extent of crime and violence on school property. It capturesthe spirit of the newest communities around the country that havetaken to heart one chapter in particular from the 1998 AnnualReport, entitled “What Communities Can Do ThroughCollaboration.” And, in a new section, the 2000 edition contains aspecial discussion on student discipline. This Annual Report is divided into four chapters: The Nature and Scope of School Violence;Safe Schools/Healthy Students—Collaboration in Action; StudentDiscipline; and Resources.Chapter 1 presents the nature and scope of school violence inthe United States. The national perspective on school crime andsafety issues examines data on homicides and suicides at school,injuries at school, crimes against students, crimes against teachers,weapons at school, the consequences of bringing firearms toschool, and student perceptions of school safety. More detailedpresentations of these and other related national data can be foundin the Indicators of School Crime and Safety, 2000 by the NationalCenter for Education Statistics and the Bureau of Justice Statistics(see References). This year, Chapter 1 also provides an update ofthe state and local data presented in the 1998 Annual Report, aswell as new data on harassment and hate crime among students.Chapter 2 highlights the 23 newest communities that are puttinginto practice the collaborative, problem-solving model featured inthe second chapter of the 1998 Annual Report. (Just this year,these 23 communities joined the original 54 communities that werehighlighted in the 1999 Annual Report, as grant recipients underthe Safe Schools/Healthy Students Initiative.) At the end of thischapter, “stories” featuring the accomplishments and challenges of10 of the initial grantees after one year of operation are also presented. The Initiative promotes comprehensive strategies that provide students, schools, and communities the benefit of enhancededucational, mental health, social service, law enforcement, and, asappropriate, juvenile justice system services.Chapter 3 presents key information on student discipline, including the attributes of a sound and equitable discipline policy. ThisChapter also presents important trend data on student suspensionsand expulsions. Finally, this Chapter addresses the important implications of disparities in suspension and expulsion rates among different racial and ethnic groups.Chapter 4 lists resources for more information about school safety and crime issues. These resources include organizations, Websites, listserves, videos, Federal resources, and publications.
Chapter1The Nature and Scopeof School Crime:Federal, State and Local DataHow safe are America’s schools? Crime and violence in theschools are matters of major public concern, especially after thetragic school shootings of recent years. From an overall perspective, our schools have been successful in keeping most of theirstudents and employees safe from harm. The perception of riskat these schools is often greater than the actual risk incurred.However, there are many schools that do face serious problemsof on-campus violence and criminal activity. It is important todevelop an understanding of these problems, so that the bestpossible strategies can be devised to prevent crime and increaseschool safety.Many factors enter into an assessment of the safety of ourschools. In this document, key information on safety issues hasbeen collected from a variety of surveys and reports. These datawill help the reader to examine various aspects of school crimeand violence, and also to consider trends over time. Most of theinformation included here pertains to students at the middle orhigh school level. Readers should note that this report addressesintentional injuries and crimes against students and teachers.Data on school-related accidents and unintentional injuries,which far exceed the amount of school crime, are not included.The first section of this chapter presents national data on schoolcrime and youth violence. Data on selected States and localitiesfollows, and the chapter concludes with data on harassment andhate crimes.The data used in this chapter are drawn from several differentstudies conducted by the Bureau of Justice Statistics, the Centersfor Disease Control and Prevention, the National Center forEducation Statistics, and the Survey Research Center of the
University of Michigan. A complete list of the studies is includedin the References section (at the end of Chapter 4).All studies used representative samples, except for the data sourceon school-associated violent deaths, which tracked all school-associated violent deaths in the country. Data sources for the differentstudies varied. The groups surveyed included different populationsof students, teachers and schools. Definitions of crime, age groupsanalyzed and time periods often varied from indicator to indicator.The reader should also note that definitions can vary across studies.For example, “at school” and “away from school” may have different meanings, depending on the study. The same is true for urbanicity (“urban,” “rural,” “suburban”).For a more complete understanding of the data in this report,see Indicators of School Crime and Safety, 2000, or the originalstudies listed in the References section.
A NATIONALPERSPECTIVEBuilding on data includedin the 1998 and 1999Annual Reports on SchoolSafety, this section provides a national picture ofAmerican schools and thosewho work and learn there.Where possible, data arepresented that update previous reports, so thatprogress in combatingschool violence may betracked. Figures with theH icon have been updatedfrom the 1999 AnnualReport. Figures with the Iicon have been updatedfrom the 1998 AnnualReport.This section attempts toaddress those questions atthe heart of the school safety issue. How much crimeis occurring in our nation’sschools? Are schools moreor less safe than in thepast? Do all students feelsafe at school? What kindsof crimes are occurring?How likely is it that students or teachers willbecome victims of schoolcrime?HFigure 1: Total Number of Students, Teachers, and Schools: 1998-1999School Year3HFigure 2: Total Crimes Against Students At and Away from School-Number of totalcrimes against students ages 12 through 18 per 1,000 students: 1992-19982000 Annual Report on School SafetyHFigure 3: Thefts Against Students At and Away from School-Number of theftsagainst students ages 12 through 18 per 1,000 students: 1992-1998
Figure 4: Violent Crimes Against Students At and Away from School-Number ofviolent crimes against students ages 12 through 18 per 1,000 students: 1992-1998HFigure 5: Serious Violent Crimes Against Students At and Away from SchoolNumber of serious violent crimes against student ages 12 through 18 per 1,000students: 1992-1998Overall school crimehas decreased since1992.n In 1998, all nonfatalcrimes—including theft,rape, sexual assault,robbery, aggravatedassault and simpleassault-against students at schooldeclined, to 101 per1,000 from 144 per1,000 in 1992 (seeFigure 2). This reflectsa decline in the totalnumber of all nonfatalcrimes from 3.4 millionin 1992 to 2.7 million in1998.n Thefts at school againststudents ages 12 to 18have declined dramatically since 1992, fromalmost 95 thefts per1,000 students to 58 per1,000 in 1998 (seeFigure 3). In 1998, 58percent of all crime atschool was theft.n In 1998, students ages12 through 18 were thevictim of 1.2 millionnonfatal violent crimesserious violent crimesplus simple assault-atschool. This representsa decline from 48 per1,000 students in 1992to 43 per 1,000 studentsin 1998 (see Figure 4).n The rate of serious violent crime--includingrape, sexual assault,robbery, and aggravated assault (but not simple assault)--againststudents at schoolstayed fairly consistentfrom 1992 to 1998 (seeFigure 5). A total of252,700 nonfatal serious violent crimesagainst students werecommitted at school orgoing to or from schoolin 1998.n In 1998, 43 out of every1,000 students were victims of nonfatal violentcrimes while at schoolor going to and fromschool. While awayfrom school, 48 out ofevery 1,000 of thesestudents were the victims of nonfatal violentcrimes.Nonfatal serious violentcrimes against students arealso more likely to occurChapter 14
away from school than atschool. In 1998, 9 out ofevery 1,000 students werevictims of serious violentcrimes while at school orgoing to and from school.In 1998, 21 per 1,000 students were the victims ofserious violent crimes whileaway from school.Students ages 12 through18 were more likely to bethe victims of theft atschool than away fromschool each year between1992 and 1998 (except for1997 when there was nosignificant difference).The rate of crimeagainst students outside of school has beendeclining.n Crime victimizationaway from school hasalso declined since1992. In 1998, nonfatalcrimes of all kindsagainst studentsoccurred at the rate of95 per 1,000 students inthis age group, downfrom 138 per 1,000 students in 1992 (seeFigure 2).5n As with thefts atschool, thefts againststudents away fromschool have also fallen,from 68 per 1,000 students in 1992 to 46 per1,000 students in 1998.Unlike more seriousviolent crime, theftagainst students ismore likely to occur atschool than away fromit (see Figure 3).n In 1992, 1.7 million violent crimes were committed against studentsages 12 through 18while away from school.In 1998, this numberhad declined to 1.3 million. This translates toa decline from 71 nonfatal violent crimes per1,000 students in 1992to 48 per 1,000 studentsin 1998 (see Figure 4).n In recent years, nonfatal serious violentcrimes away fromschool against studentsages 12 through 18have declined from 32per 1,000 students in1992, to a low of 21 per1,000 in 1998 (seeFigure 5).2000 Annual Report on School SafetyHFigure 6: Reported Injuries or Threats by Students-Percentage of 12th grade stustudents at public and private schools who reported being injured on purpose with aweapon or threatened with injury at school during the past 12 months: 1998HFigure 7: Reported Injuries at School, With a Weapon-Percentage of 12thgraders who reported that someone had injured them with weapon on purpurpose at school during the past 12 months, by gender: 1988-1998
n A total of 550,200 serious violent crimesagainst students werecommitted away fromschool in 1998.n In 1998, less than 5percent of 12th gradestudents reported beinginjured on purpose witha weapon, such as aknife, gun or club, during the prior 12 months.More than twice asmany (11%) reportedbeing injured on purpose without a weapon.The rate of injury witha weapon has remainedfairly stable over thepast 10 years (seeFigures 6 and 7).Fewer students arecarrying weapons andengaging in physicalfights on schoolgrounds. However,certain groups of students are at greaterrisk than others forthese activities.Physical fights and thepresence of weapons atschool are dangerous, andthey are also highly disruptive to the learning envi-ronment. Contrary to public perception, however,both weapon carrying bystudents and physicalfighting have declinedsteadily in recent years.n Between 1993 and 1999,there was a steady andsignificant decline (from12% to 7%) in the percentage of students ingrades 9 through 12 whoreported carrying aweapon to school on oneor more days during theprevious month. Overthis period there wasalso a significant decline(from 16% to 14%) in thepercentage of studentswho reported beinginvolved in a physicalfight on school propertyduring the previous year(see Figure 8).HFigure 8: Weapon Carrying and Physical Fighting Trends-Percentage of stustudents in grades 9 through 12 who reported carrying a weapon or fighting onschool property: 1993, 1995, 1997, 1999IFigure 9: Carrying a Weapon, Grades 9-12-Percentage of students in grades9-12 who reported carrying a weapon on school property on one or more ofthe past 30 days, by race-ethnicity: 1993-1999n The decline in weaponcarrying on school property occurred for black,white and Hispanic students. In 1999, blacknon-Hispanic studentswere less likely thanHispanic students toreport carrying aweapon to school (seeFigure 9).Chapter 16
There are consequencesfor students who carryfirearms to school.Therefore, cautionshould be used wheninterpreting these data.n For the 1998-99 schoolyear, States and territories reported that theyhad expelled an estimated 3,523 studentsfor bringing a firearmto school. The numberof expulsions declinedfrom 3,658 for the 199798 school year and5,724 for the 1996-97school year (see Figure10). In part, thesedeclines are due tochanges in data collection and reporting.n Students expelled forfirearms often do notreceive educational services through alternativeprograms or schools.During the 1998-1999school year, 44 percentof students expelled forfirearms were referred toan alternative school orprogram. Currently,very little is knownabout the number ornature of alternativeprograms. The U.S.Department ofFigure 10: Students Expelled for Bringing a Firearm to School-Number of stustudents expelled for bringing a firearm to school: 1996, 1997, and 1998 schoolyearsEducation is conductinga survey of school districts to help providebetter information aboutthese programs andschools. Informationfrom this study will beavailable in 2001.While the school crimerate is decreasing,many students still feelunsafe at school.No matter how infrequently they occur, crimesinvolving students andteachers contribute to a climate of fear that undermines the learning environment. Since 1995, therehas been a welcome declinein students’ fear of attackor harm at school,
the heart of the school safe-ty issue. How much crime is occurring in our nation’s schools? Are schools more or less safe than in the past? Do all students feel safe at school? What kinds of crimes are occurring? How likely is it that stu-dents or teachers will become victims of school crime?
Interim report Octoberto December Jan.24, 2000 Annual Shareholders’Meeting Olympiahalle,Munich,10:00 a.m. Feb.24, 2000 Ex-dividend date Feb.25, 2000 Semiannual Report and Semiannual Press Conference Apr.27, 2000 Interim report Octoberto June July26, 2000 Preliminary figures forfiscal year Nov.8, 2000 Annual Press Conference Dec.14, 2000
Annual Report 2020 compared to our 2019 Annual Report. The total carbon footprint for printing CIMB Annual Report 2020 was 11,588kgCO2e, compared to 14,987kgCO2e for our 2019 annual report. The carbon footprint for the 3 books of CIMB Annual Report 2020 is 14.485kgCO2e. We are committed to reducing the environmental impact of our annual report .
point mugu 3/27/2020 0800-2000 0800-2000 0800-2000 0800-2000 0800-2000 0800-2000 0800-2000 nex monterrey 3/25/2020 closed 0900-1800 0900-1800 0900-1800 0900-1800 0900-1800 0900-1800 nex bahrain aviation mini mart 3/25/2020 athens embassy store (updated) 3/25/2020 close
point mugu 3/27/2020 0800-2000 0800-2000 0800-2000 0800-2000 0800-2000 0800-2000 0800-2000 nex monterrey 3/25/2020 closed 0900-1800 0900-1800 0900-1800 0900-1800 0900-1800 0900-1800 nex bahrain aviation mini mart 3/25/2020 athens embassy store 3/25/2020 close
FS-8700-67 Russelectric Model 2000 Manual Page 4 of 13 1 RUSSELECTRIC MODEL 2000 DESCRIPTION The Serial Russelectric Model 2000 driver allows the FieldServer to transfer data to and from devices over either RS-232 or RS-485 using RTU protocol. The Russelectric Model 2000 drivers implement a Model 2000 Client and a Model 2000 Server.
and Meeting Schedules: 6: Annual Report Workgroup Next Steps: Next steps for FY18 report development: 1. HITAC full committee reviews report . FY18 Annual Report Draft discussed: March 1, 2019. FY18 Annual Report Draft discussed: Winter/Spring 2019. FY18 Annual Report completed as needed:
The Manitoba Workplace Injury Statistics Report for 2000-2014 is the thirteenth annual report of this type. This report is an integral component of Manitoba’s joint injury prevention strategy (SAFE Work). This report is developed from the WCB’s injury data for the years 2000-2014. The report is based on injuries about which the WCB was
Private School Annual Survey . Thank you to the private schools that have already submitted the Private School Annual Survey for the 2016-2017 school year! If you have not already completed the Annual Survey, please visit the School Choice website as soon as possible. Submitting a Private School Annual Survey is one of the requirements outlined .
