School Crime and Safety

Mowen, Thomas J.; Brent, John J.; Kupchik, Aaron

doi:10.1002/9781118868799.ch19

Cited by 2 publications

(1 citation statement)

References 39 publications

(22 reference statements)

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“…Although schools may be able to act as a buffer against neighborhood crime and disorder, the effectiveness of many commonly used school safety strategies has been questioned (Fuller, 2009; Harding, 2009; Johnson, 2009; Skiba & Rausch, 2006). For example, heavy security and monitoring on school campuses as well as zero-tolerance policies mandating expulsion for offenses committed on school grounds may raise fear and deepen inequities for the most vulnerable students (Mowen, Brent, & Kupchik, 2016; Schreck & Miller, 2003). By contrast, other interventions focusing on positive school climate, restorative justice programs, mental health services, and community partnerships seem to have had more promising results (Cornell & Mayer, 2010; Kutsyuruba et al, 2015; Skiba et al, 2006; Steinberg et al, 2011).…”

Section: School Safetymentioning

confidence: 99%

Are Charter Schools Safer in Deindustrialized Cities With High Rates of Crime? Testing Hypotheses in Detroit

Hamlin

2017

American Educational Research Journal

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Families in deindustrialized cities with high crime rates report prioritizing school safety when opting for charter schools. Yet, very little research has investigated whether charter schools are safer than traditional public schools. This study compares charter and traditional public schools in Detroit, Michigan, on perceived school safety by linking student surveys to data on school, neighborhood, and parent-related characteristics. Charter schools exhibited higher perceived school safety than traditional public schools. However, controls for student commute distance and parental involvement largely diminished this difference. Neighborhood charter schools were an exception, maintaining higher perceived school safety net of controls. Overall results suggest that differences in perceived school safety between schools become less prominent after the attributes of school choosers are considered.

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