NCJ Number
92121
Date Published
1983
Length
146 pages
Annotation
This evaluation reports on the effectiveness of the school team approach as a means of reducing crime, disruptive behavior, and fear of crime in public schools. The study followed over 200 school teams comprised of members from both the school and the community through training for the program (1977-1979) and activities during the 1979-80 school year.
Abstract
Each year for the 3 study years, over 35,000 students and 7,000 teachers reported on the extent of student and teacher victimization, classroom disruption, school safety, and student and teacher fear. This information was used to ascertain whether the school team approach reduces crime in schools, what activities are most effective in reducing school crime, and whether school teams become self-sustaining problemsolving groups. It was found that effective teams can reduce the extent of crime in their schools, but that it is harder to reduce school theft and drug use than to reduce personal victimization, classroom disruption, and fear of crime. Effective high school teams tried to increase communication within the school and between the school and the community, while middle and elementary school teams were most effective in reducing crime through efforts to improve the school's handling of discipline and security and the overall school safety. Finally, the study found that teams can survive well beyond the termination of Federal funding and that the most important factor in team survival is the support of the principal and dedicated team members. Tabular data are supplied. A total of 20 references are given. Study data are appended.