--- title: "SchoolCommunity Safety Initiative" type: "pdf" year: "1999" canonical: "/projects/268" --- # Cheektawaga Police Department School-Community Safety Pnitiative # Table of Contents - [Cheektawaga Police Department](#cheektawaga-police-department) - [Herman Goldstein Award Application 1999](#herman-goldstein-award-application-1999) - [School-Community Safety 刃nitiative](#school-community-safety-刃nitiative) - [School-Community Safety Initiative Submitted by the Cheektowaga Police Department](#school-community-safety-initiative-submitted-by-the-cheektowaga-police-department) - [SCANNING](#scanning) - [What problem did you address in POP project?](#what-problem-did-you-address-in-pop-project) - [ANALYSIS](#analysis) - [RESPONSE](#response) - [Difficulties](#difficulties) - [ASSESSMENT](#assessment) - [Results of Response](#results-of-response) - [*Measurement of Results*](#measurement-of-results) - [Agency and Officer Information](#agency-and-officer-information) - [Agency Information](#agency-information) - [Example 1](#example-1) - [School-Community Safety Committee Recommendations](#school-community-safety-committee-recommendations) - [SUGGESTED ADDITIONS:](#suggested-additions) - [Example 2](#example-2) - [Memorandum of Understanding](#memorandum-of-understanding) - [Cheektowaga Police Department And Cheektowaga Public Schools](#cheektowaga-police-department-and-cheektowaga-public-schools) - [Procedure](#procedure) - [Statement 1:](#statement-1) - [Statement 2:](#statement-2) - [Expectations of the Police Department](#expectations-of-the-police-department) - [Statement 3:](#statement-3) - [Expectations of the School](#expectations-of-the-school) - [Statement 4:](#statement-4) - [Incidents to be Reported to Administration](#incidents-to-be-reported-to-administration) - [STATEMENT 5:](#statement-5) - [INCIDENTS TO BE REPORTED TO THE POLICE DEPARTMENT](#incidents-to-be-reported-to-the-police-department) - [Supporting Documents](#supporting-documents) - [Charts, Tables, Graphs](#charts-tables-graphs) - [Patrol School Liaison Officer Program](#patrol-school-liaison-officer-program) - [Sept 98 to Feb 99](#sept-98-to-feb-99) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Instructions](#instructions) - [Cheektowaga Police Department](#cheektowaga-police-department) - [Juvenile Crime in Cheektowaga Trends in Follow-Up Investigations](#juvenile-crime-in-cheektowaga-trends-in-follow-up-investigations) - [Preface](#preface) - [Executive Summary](#executive-summary) - [Types of Crimes Committed by Juveniles](#types-of-crimes-committed-by-juveniles) - [Juvenile Crime by Hour of Occurrence](#juvenile-crime-by-hour-of-occurrence) - [Juvenile Crime in Relation to the School Calendar](#juvenile-crime-in-relation-to-the-school-calendar) - [Juvenile Crime by Geographical Location in Cheektowaga](#juvenile-crime-by-geographical-location-in-cheektowaga) - [Supporting Data & Charts](#supporting-data-charts) - [Types of Crimes Committed by Juveniles](#types-of-crimes-committed-by-juveniles) - [Raw data on juvenile crimes and events referred for follow-up investigation during the study period](#raw-data-on-juvenile-crimes-and-events-referred-for-follow-up-investigation-during-the-study-period) - [Top 10 Juvenile Crimes Investigated: 08/92 - 08/98](#top-10-juvenile-crimes-investigated-0892-0898) - [4. Juvenile Crime in Relation to the School Calendar](#4-juvenile-crime-in-relation-to-the-school-calendar) - [Behavior Patterns Suggested](#behavior-patterns-suggested) - [5. Juvenile Crime by Geographical Location in Cheektowaga](#5-juvenile-crime-by-geographical-location-in-cheektowaga) - [REPORT](#report) - [Prepared for:](#prepared-for) - [Prepared by:](#prepared-by) - [Figure 2: Who Was Surveyed](#figure-2-who-was-surveyed) - [Figure 8: Percent of Youth Reporting Each of 5 Deficits, by Gender and Grade](#figure-8-percent-of-youth-reporting-each-of-5-deficits-by-gender-and-grade) - [Figure 10: Percent of Youth Reporting Each of 15 Other Risk-Taking Behaviors, by Gender and Grade](#figure-10-percent-of-youth-reporting-each-of-15-other-risk-taking-behaviors-by-gender-and-grade) - [Figure 11: Percent of Youth Reporting Each of 10 High-Risk Behavior Patterns, by Gender and Grade](#figure-11-percent-of-youth-reporting-each-of-10-high-risk-behavior-patterns-by-gender-and-grade) - [Figure 20: 35 Characteristics of Asset-Building Communities](#figure-20-35-characteristics-of-asset-building-communities) - [Figure 20: 35 Characteristics of Asset-Building Communities (Cont'd)](#figure-20-35-characteristics-of-asset-building-communities-contd) - [REPORT](#report) - [Figure 2: Who Was Surveyed](#figure-2-who-was-surveyed) - [Figure 8: Percent of Youth Reporting Each of 5 Deficits, by Gender and Grade](#figure-8-percent-of-youth-reporting-each-of-5-deficits-by-gender-and-grade) - [Figure 10: Percent of Youth Reporting Each of 15 Other Risk-Taking Behaviors, by Gender and Grade](#figure-10-percent-of-youth-reporting-each-of-15-other-risk-taking-behaviors-by-gender-and-grade) - [Figure 11: Percent of Youth Reporting Each of 10 High-Risk Behavior Patterns, by Gender and Grade](#figure-11-percent-of-youth-reporting-each-of-10-high-risk-behavior-patterns-by-gender-and-grade) - [Figure 20: 35 Characteristics of Asset-Building Communities](#figure-20-35-characteristics-of-asset-building-communities) - [Figure 20: 35 Characteristics of Asset-Building Communities (Cont'd)](#figure-20-35-characteristics-of-asset-building-communities-contd) - [Cheektowaga Police Department](#cheektowaga-police-department) - [School Enrollments - 1998/1999](#school-enrollments-19981999) - [Cheektowaga Police Department School Enrollments - 1998/1999](#cheektowaga-police-department-school-enrollments-19981999) - [Cheektowaga Police Department](#cheektowaga-police-department) - [Cheektowaga Police Department](#cheektowaga-police-department) ## Herman Goldstein Award Application 1999 # School-Community Safety 刃nitiative As stories of unspeakable horror in our country's schools gripped the nation's attention, a violent incident in a Cheektowaga school resulted in serious injury to three students. As an aftermath of this incident the Cheektowaga Police Department, Cheektowaga schools, town government and the community formed a multi-discipline committee, named the School-Community Safety Committee, to carefully study the safety of our schools. We evaluated what methods had been successful in the past and needed to be expanded, the implementation of an early warning system and joint preparation in the event of an overt act of violence. The task of the committee was to recommend courses of action including prevention, educational programming, policing, etc. to identify and prevent both offender and victim behavior as well as conditions that provide the opportunity for school and community violence. After months of research, meetings, crime analysis, interviews of school personnel, surveys of students and trainings by a nationally known expert on youth violence, we are implementing an action plan formulated to support the goals listed here: $>$ To develop and maintain a safe, violence-free school environment that is characterized by respect and healthy conflict resolution. $>$ To define what constitutes unacceptable and acceptable behavior in the school and help students, parents and teachers understand it. S^ To encourage the community support. $>$ To assist all school personnel in developing the knowledge and skills necessary to identify and respond appropriately to early warning signs as well as violent incidents and/or individuals. $>$ To educate students and parents about violence prevention. $>$ To ensure that all persons know the school will take appropriate intervention steps to prevent violence including a law enforcement response. Training issues such as early warning signs case management, media relations and response to violent incidents surfaced as the primary objectives when the committee prioritized its recommendations. The police department developed a training module for the first concern and trained over 300 police and school staff to date. The patrol division expanded its school liaison program to all four school districts. We measured our results by analyzing six months of police reports and work sheets after the training, documentation of successful joint ventures, increased cooperation and information exchange, informal surveys and community feedback. The school initiative has received overwhelming accolades from the community, school and police that cumulated in the passage of a town board resolution in support of the program. # School-Community Safety Initiative Submitted by the Cheektowaga Police Department ## SCANNING ## What problem did you address in POP project? We addressed the issue of school violence, specifically - early police intervention in violent incidents and threats of violence in the schools. The timeliness of the problem was foremost in why we selected it now. With the school shootings making headline news, school officials were more amiable to forming a partnership with the law enforcement community to address safety in the schools. Locally, we also had a pivotal incident. The relative safe and secure atmosphere of a Town school was shattered at the end of the 1997-1998 school year when several students used hammers, baseball bats and socks filled hard objects to end a disagreement over a three dollar ring. This incident generated intense community interest and was the impetus for personnel from that school to spearhead an initiative to address violence in the Cheektowaga schools. ## ANALYSIS > An analysis of trends in juvenile crime cases referred for follow-up investigation between August 1992, and August 1998 was completed as well as a review of reported incidents on or near school property. Juveniles committed more crimes during the calendar weeks when schools were in session that were committed during the calendar weeks of major breaks and vacations. $>$ We also noted, through an inspection of police reports associated with schools, that schools haphazardly notified the police department about crimes on their premises and many were AFTER the incident had escalated to violence. There were no standards for reporting of, responding to or early intervention in violent incidents or the precursors of violent incidents such as threats. $>$ CAP (Community Action Partnership) conducted a comprehensive survey of students in two of the school districts. The students reported on substance abuse, violence issues and risk taking behaviors. CAP is a not-for-profit organization associated with community agencies, businesses, and individuals sharing a common interest of promoting healthy lifestyles free from substance abuse. A notable finding specifically on the issue of violence was that at every grade level 6-12, 25-35\% of the students reported being the victim of physical violence. $>$ Dr. Charles Ewing, a nationally known expert on violent behavior addressed a group of law enforcement personnel, school administrators, and representatives from community and town recreation groups to give them the benefit of his years of research on the subject. The professor suggested a two-fold approach of treatment and prevention and gave the group suggestions on how to work cooperatively. $>$ Review of our Memorandum of Understanding between the police department and the schools with the thought of updating it to include threats of bodily harm, weapon possession and other disruptive behaviors as reportable incidents. $>-$ Informal sampling of school principals as to what incidents they felt constituted crimes and would report to police. $y$ Interviews with teachers who expressed interest in obtaining assistance and information on identifying perpetrators of violence and assessing and managing their cases. > Census of school enrollments by district and grade level lo identify peak times for potential trouble spots. $>$ A review of police training records showed no training of officers specifically on school violence issues, early warning signs or threat assessment. What harms have resulted from the problem? Harms resulting from the problem include: $>$ Incidents escalating to physical violence $>$ An uncoordinated response to incidents between law enforcement and school officials $>$ Lack of services to both victims and offenders $>$ Reactive approach instead of pro-active approach # RESPONSE The superintendents of the four Cheektowaga school districts decided to form a multi-discipline committee to look at solutions from a community-wide view. They invited the police chief who in turn brought representatives of the patrol division and the crime resistance bureau. The group was expanded to include the Town supervisor and recreational facilities director as well as the director of the Cheektowaga Action Partnership (CAP). Top administrators representing the primary and secondary schools of all four districts were then added to the table. Dr. Charles Ewing, a nationally known expert on violent behavior addressed the group. A core group named the School-Community Safety Committee, charged with studying the issue of school-community safety in relation to the behavior of youth in the Town of Cheektowaga, was the result of the summer's discussions. The task of the committee was to recommend courses of action including prevention, educational programming, policing, etc. to identify and prevent both offender and victim behavior as well as conditions that provide the opportunity for school and community violence. Arrangements were made for the committee to view the White House Conference on School Safety: Causes and Prevention of Youth Violence at a central location. Committee members also researched various sources on school violence and brought to the meetings literature on their own successful programs to share with the group. Over the course of several meetings, the committee developed its goals and an action plan. The plan was formulated to reflect the "community" theme and spirit while at the same time ensuring that the individual districts' policies and procedures were respected. They were designed in such a manner as to establish a common framework for non-violence in the Cheektowaga Community but provide the latitude for each school district to adapt them to their own unique circumstances, ideas and available resources. The recommendations were then reviewed and accepted by the four school superintendents and the police chief. Each superintendent, in turn, presented it to their individual school boards that adopted them. At a multi-media press conference, the four superintendents, the police chief and the town supervisor unveiled the school safety plan and a standard statement on school violence. The town supervisor presented the superintendents with a town board resolution of support for their initiative. The feedback from the community has been overwhelmingly positive in support of the safety plan as many of them have called school and police representatives to express their support. The recommendations of the committee are listed in example 1 and the updated Memorandum of Understanding between the schools and police is example 2. As the plan we developed spans several years for total implementation, the committee again met to prioritize the goals. Foremost on the list were training issues for both law enforcement and school personnel on early warning signs, threat assessment and case management and media relations; practical exercises and training with the tactical unit; and environmental design surveys for building safety. The police department developed a training module based on the principles of threat management. It was adapted to the needs of the school community by utilizing Early Warning, Timely Response, a Guide to Safe Schools from the U.S. Department of Education to include early warning signs recognition. To date, over two hundred and fifty school personnel and eighty police personnel have attended the training. The department also developed a follow-up protocol for case management. The training is expected to continue for at least the next year. In furtherance of the other goals, the schools have each formed committees of interested personnel who regularly interact with the police to achieve each objective. Despite the fact that the objectives are encompassing and far reaching, the committee members, school administrators, town officials and police department personnel are dedicated to keeping the schools in Cheektowaga safe. # Difficulties $>$ The scope of the project expanded to a multi-year project with the prioritization of each goal based on resources, budget, time and personnel. $>$ Educating the school officials on several topics: early warning signs, responding to violent incidents, personal safety programs, press relations, and tactical team operations strains police department resources so the members of the committee are looking for alternative funding sources to accomplish this task. $>$ Time constraints on the officers as the popularity, acceptance and functions of the program expanded beyond our initial expectations. # ASSESSMENT ## Results of Response $>$ The adoption of the School-Community Safety Committee's recommendations and a standard statement on school violence by all four school districts as well as their school boards. $>$ The Town of Cheektowaga passed a town-wide resolution in support of the school initiative. $>$ Over three hundred law enforcement and school personnel have been trained in threat assessment/early warning signs case management. $>$ The expansion of the patrol school liaison officer program to all four school districts. $>$ Increased cooperation amongst the partners to maintain a safe school environment. $>$ Earlier reporting of incidents and joint management of and response to problems. Several successful joint interventions documented in the six-month post training period attest to the effectiveness of a joint response. $>$ Development of a threat assessment protocol that officers and detectives can use to investigate and evaluate threats of violence. (An example of case management under this protocol accompanies this application). $>$ The commitment to accomplish all of the listed goals and objectives proposed by the committee. > A multi-year project with the prioritization of each goal based on resources, budget, time and personnel. ### *Measurement of Results* - > Six months of data from patrol work sheets and police reports that showed an increase of reported incidents from the schools as well as the reporting of these incidents before they escalated. Many of these incidents were reported when the liaison officer would initiate contact with the school. - > The above results were graphed and it shows that the officers spent much more time in the schools and participated in many more successful endeavors. The total number of hours in schools was 702.5. There were 557.5 hours more spent in the schools than ever before on activities that we generally did not engage in on a regular basis such as lunch time chats and walking the halls to speak with students and teachers. There were also 84 hours spent on measurable successful interventions due to the threat assessment/early warning signs training. The program was clearly very successful. - > Documentation of numerous successful joint interventions investigating threats of violence. - > Informal survey of teachers, superintendents and school administrators showed overwhelming support of the program. - > Positive feedback to School-Community Safety Committee members from school personnel then who related it to the committee. - > Positive feedback to the schools from parents after the initiative was announced publicly. $>$ Interaction and cooperation with the patrol school liaison officers from both students and teachers that exceeded our expectations. $>$ Exchange of information increased as the police department was receiving more information on underage drinking parties, threats of fights amongst students and drug and weapon possession in the schools. # Agency and Officer Information 1.) The patrol division, the investigative division and the Chief of Police adopted the problem solving initiative. 2.) In 1994, an 8-hour community policing and problem solving training seminar was conducted for all sworn members of the police department. All executives and mid-level supervisors completed 80 hours of training in management style, communication and interpersonal skills, organizational missions, goals and objectives, and problems solving techniques. Department executives completed 32 hours of training in executive development that had a strong focus on Policing in the $21^{\text {st }}$ Century. In June of 1995,45 police officers, supervisors, and executives completed a certified 40-hour training course in Community Oriented Policing, which included a problem-solving module. Presently, the entire department is involved in implementing the community policing as an enforcement strategy. 3.) As part of this initiative, patrol officers who volunteered to be school liaison officers were relieved of other duties such as court bailiff to give them time to participate in the program. They were also given the latitude to participate in events at their assigned school and follow-up on investigations or activities they initiated. 4.) The resource and guidelines that we utilized are as follows: $>$ COP/POP: The Implementation Process > "Memorandum of Understanding between the police department and schools > Threat Assessment: An Approach to Prevent Targeted Violence by Robert A. Fein, Ph.D., Bryan Vossekuil and Gwen A. Holden, National Institute of Justice, September 1995. $>$ White House Conference on School Safety: Causes and Prevention of Youth Violence $>$ Second Step, A Violence Prevention Curriculum > "Dealing with Workplace Violence," A Guide for Agency Planners by the US Office of Personnel Management $>$ Legal and Policy Issues in Curbing Violence in Schools $>$ Executive Summary, Early Warning, Timely Response: A Guide to Safe Schools by the Department of Education 5.) Issues that were identified include: training: identification of early warning signs, responding to violent issues, media relations, personal safety, case management protocols for school and police, physical security of the school buildings, and information exchange. 6.) We committed personnel to the project in the form of School Community Safety Committee members, trainers, school liaison officers to each school district and detectives for follow-up investigations. We are currently searching for alternative funding sources and budget additions to implement the other recommendations. # Agency Information Name: Lieutenant Cheryl Rucinski Project Title: School-Community Safety Initiative Agency: Cheektowaga Police Department Address: 3223 Union Road Cheektowaga, New York 14227 Phone: 716-686-3518 Fax: 716 685-1239 e-mail: tcrowan@csi.com # Example 1 ## School-Community Safety Committee Recommendations 1.) To develop and maintain a safe, violence-free school environment that is characterized by respect and healthy conflict resolution. $>$ Adoption of a "Student Declaration of Non- Violence" in all district schools renewable on a yearly basis. $>$ Adoption of a student assistance program with confidential reporting avenues. $>$ Develop and implement a crisis intervention plan for use during violent incidents and their aftermath. $>$ Standardize the response to bomb threats including information on caller, telephone call back or trace capabilities and handling and detecting suspicious packages. $>$ Evaluate each school for physical safety measures including entry control and make recommendations to enhance security as needed. $>$ Continue to offer and expand upon after school programs especially during peak hours of juvenile crime including most notably the hours immediately after dismissal from school. 2.) To define what constitutes unacceptable and acceptable behavior in the school and help students, parents and school personnel understand it. Adoption of "Standard Statement on School Violence" to ensure continuity and uniformity in the Cheektowaga Community. This statement should be well-publicized and known to all students, parents and school personnel. $\lambda^{\prime \prime}$ To promote the acceptance of individual differences and cultural diversity through educational programming. 3.) To encourage the community to support violence prevention initiatives and play an active role in promoting violence prevention. $\boldsymbol{P}^{\prime \prime}$ Seek business and community sponsorship and participation in events whose themes include non-violence and/or no drugs or alcohol. 4.) To assist all school personnel in developing the knowledge and skills necessary to identify and respond appropriately to early warning signs as well as violent incidents and/or individuals. $>$ Train the school personnel to be able to identify the early warning signs that relate to violence and other disturbing behaviors. $>$ Train the school personnel on issues of domestic violence and child abuse because research has shown that children who are victims of or witness violence are at risk of becoming violent towards others. $>$ Introduce school personnel to the principles of non-violent conflict resolution. $>$ Incorporate "character education" into the school environment. $>$ Take all threats seriously and assess them as soon as possible. Develop an internal protocol for follow-up action including a law enforcement response as appropriate. $>$ Develop an internal protocol for responding to the warning signs once they are identified including methods of documentation, internal interventions, followup procedures and interaction with other outside support agencies. S.) To educate students about violence and violence prevention. $>$ Offer programs to promote student safety (ex. personal safety, gun safety, etc.) $>$ Train the students to be able to identify the early warning signs that relate to violence and other disturbing behaviors. $>$ Encourage the formation of student groups to promote non-violence. 6.) To assist parents in developing the knowledge and skills to foster a violencefree home environment for their children. $>$ Develop and distribute an informational brochure for parents on the school district's prevention and intervention policies and their role in preventing violence. $>$ Train the parents to be able to identify the early warning signs that relate to violence and other disturbing behaviors. $>$ Inform parents regarding the district's policy on searches for drugs and weapons on school grounds including vehicles in the parking lot. $>$ Provide parents with programs and speakers emphasizing effective parenting skills. $\wedge$ Make available information on gun safety. 7.) To ensure that all persons know the school will take appropriate intervention steps to prevent violence including a law enforcement response. > Utilize random, periodic, unannounced searches for drugs and weapons on school property including the parking lot. $>$ Continue to follow and update the guidelines set forth in Ihe "Memorandum of Understanding" between the Cheektowaga Police Department and the Cheektowaga Public Schools. # SUGGESTED ADDITIONS: a) Any time there is credible threat of bodily harm or homicide to anyone on school property or at school sponsored events or any other threat the administration deems appropriate to report. b) The possession of any firearm or other illegal weapon on school property or at school sponsored events. c) Other disruptive behaviors that constitute criminal behavior such as criminal mischief to property that the administration deems appropriate to report. $>$ Encourage and support the presence of uniformed police officers on school premises for purposes of role modeling, educational classes on safety violence issues, victim safety and law enforcement. # Example 2 ## Memorandum of Understanding ## Cheektowaga Police Department And Cheektowaga Public Schools General Statement The Cheektowaga Police Department and the Superintendents of the Cheektowaga Public Schools recognize that the abuse of alcohol and other drugs and the threat to personal safety inherent in the possession of dangerous weapons are societal problems and that remediation of these problems must begin at community level. These tow groups pledge to adopt a formal "memorandum of understanding" that will outline for both the rights and responsibilities each will assume to affect positive changes. Both parties agree that as we ask school personnel to take a more active role in observing the behavior of students and to make decisions about the appropriateness of that behavior that the roles of students, teachers, staff and the police involved must be clearly understood. ## Procedure Any students or school employee will immediately report any of the aforementioned noncompliance of the school's "Drug Free Policy" and "Gun Free Policy" to the Principal/Assistant Principal shall authority to take appropriate action immediately and will notify the Superintendent as a soon as reasonably possible. ## Statement 1: The Cheektowaga Public Schools and the Cheektowaga Police Department agree to coordinate our efforts in preventing the abuse of alcohol and other drugs and ensuring the safety of the school setting. We therefore, will adopt a written memorandum of understanding that clarifies the following: a. The types of incidents that require notification of the police department b. The expectations of the students, counselors, teachers, and administrations regarding the discovery of alcohol or other drugs, or weapons in school, on school on school grounds or at school sponsored activities. c. The notification process and procedures necessary when a student is found in possession of alcohol, illegal drugs or dangerous weapons. d. The procedure outlining the actions of the law enforcement officers when contraband is turned over to them by school officials. e. The procedure by which students and parents will be notified of the adoption of this understanding. # Statement 2: ## Expectations of the Police Department The Chief of Police agrees that any officer responding to the school shall act responsibly to ensure that a trusting relationship is fostered with the school personnel. The police will respond to any call relating to violations of the law as soon as reasonably possible. In instances where a student has been arrested, the police will cooperate with attempts to notify the parents in a reasonable time period. In instances where the removal of a student is essential to ensure the safety of him/herself or others, the police will do so immediately and contact the parents as soon as reasonably possible. The police will remove any confiscated illegal drugs, drug paraphernalia or dangerous weapons in possession of the school administration. The police will cooperate with the school to ensure that the education process is not disrupted whenever possible. A primary liaison will be appointed by the police chief to coordinate the memorandum of understanding agreement. (Sergeant of Juvenile Division) The school principal will be notified by the police of incidents reported to the department by school personnel other than the administration. This will ensure that proper reporting procedures have been followed. # Statement 3: ## Expectations of the School Note: In the case of weapons possession, any school personnel may notify the police as this is considered an emergency in all cases. The school will have in place a procedure by which all personnel will report incidents of use, abuse, possession of alcohol and other drugs and possession of drug paraphernalia and dangerous weapons to the designated administrator. At any time that schools have information regarding threats to the safety and health of students, the appropriate person will notify the police department liaison. This procedure will be disseminated to all school personnel and the police chief for distribution. The school expects that calls for these incidents will be answered as soon as possible. Such actions include, but are not limited to: Contacting of the police to deal with violator Immediate confiscation of drugs, weapons Removal of violator from the school property Contacting parents, legal guardian or responsible adult At all times, the Principal/Assistant Principal will be authorized to call the police liaison to report any illegal activity or need for assistance. In their absence, the responsibility and authority will rest with their designee. ## Statement 4: ## Incidents to be Reported to Administration a. Possession of alcohol by a minor or possession of an other drugs including, but not limited to, tobacco, inhalants, marijuana, cocaine, crack, LSD, PCP, amphetamines, heroin, all steroids, look-alikes and other substances referred to as "designer drugs." The inappropriate use of prescription drugs or over-the-counter drugs should also be reported. b. Students suspected, found, or admitting to being under the influence of alcohol or other drugs in school, or at school sponsored activities. c. The voluntary admission by a student that he/she is personally or suspects use of alcohol or other drugs by a friend should first be handled through the existing Student Assistance model operating in the school (e.g. Core Team). It is assumed that a member of administrative staff is a member of the team. d. The possession of any firearm or other illegal weapon on school property or at school sponsored activities. e. The possession of drug paraphernalia. f. Any time that there is threat of bodily harm or homicide to anyone on school property or at school sponsored events. Note: In any incident or case deemed to be an EMERGENCY, call 911 FIRST; THEN notify appropriate administrator. # STATEMENT 5: ## INCIDENTS TO BE REPORTED TO THE POLICE DEPARTMENT d) Possession of alcohol by minor aged 20 YEARS AND UNDER. e) Possession of illegal drugs to include inhalants, marijuana, cocaine, crack, heroin, LSD, PCP, amphetamines, all steroids, look-alikes and other substances known as "designer drugs." f) Any student in possession of or under the influence of alcohol or other drugs for whom a parent or immediate family member cannot be contacted. g) Intoxication of any student that is providing behavior or safety problems to school personnel or other students or property. h) Possession of drug paraphernalia as described in the penal law, i.e. hypodermics or syringes. i) *Any time there is credible threat of bodily harm or homicide to anyone on school property or at school sponsored events or any other threat the administration deems appropriate to report. j) The possession of any firearm or other illegal weapon on school property or at school sponsored events. k) Other disruptive behaviors that constitute criminal behavior such as criminal mischief to property that the administration deems appropriate to report. * Highlighted area added as result of School-Community Safety Committee Recommendations # Supporting Documents 1. Extract from Minutes of Cheektowaga Town Board Meeting in support of school initiative 2. Police say $3 ring started fight among teen girls, Buffalo News, April 30th, 1998 3. School Task force recommends police in local high schools, Cheektowaga Times, November 19th, 1998 4. Police patrol schools to prevent violence, Buffalo News 5. Task force backs police in school districts, Buffalo News, November 11th, 1998 6. Police presence in town schools may increase, Cheektowaga Bee, November 19th, 1998 7. Uniformed police officers being used in schools, Buffalo News, December 16th, 1998 8. Officials like results from Central HS nonviolence plan, Cheektowaga Times 9. Police school presence set, Cheektowaga Bee, December 17th, 1998 10. Cheektowaga Central School District newsletter, Winter 1999 # Charts, Tables, Graphs 1. Patrol School Liaison Officer program, Sept 98 to Feb 99 , activity report and results chart. 2. Juvenile Crime in the Town of Cheektowaga: Trends in Follow-Up Investigations 3. Report - Developmental Assets: A Profile of Your Youth, John F. Kennedy High School 4. Report - Development Assets: A Profile of Your Youth, Maryvale Middle School 5. Cheektowaga Police Department, School Enrollments -1998-1999 ![img-0.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/99-08/img-0.jpeg) # Patrol School Liaison Officer Program ## Sept 98 to Feb 99 ### Instructions - **Preceding:** Check the **Preceding** menu. - **Preceding:** Check the **Preceding** menu for any additional information. - **Preceding:** Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. - **Preceding:** Check the **Preceding** menu for any additional information. 2. **Preceding:** - Check the **Preceding** menu for any additional information. - **Preceding:** Check the **Preceding** menu for any additional information. 3. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. - **Preceding:** Check the **Preceding** menu for any additional information. 2. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. 2. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. ### Instructions 1. **Preceding:** - Check the **Preceding** menu for any additional information. # Cheektowaga Police Department Juvenile Crime in the Town of Cheektowaga Trends in Follow-Up Investigations An Analysis of Trends in Cases Referred for Follow-Up Investigation between August, 1992 and August, 1998 # Juvenile Crime in Cheektowaga Trends in Follow-Up Investigations An Analysis of Trends in Cases Referredfor Follow-Up Investigation betweenAugust, 1992 and August, 1998 ## Preface This report is an analysis of crimes and events involving juvenile subjects and suspects investigated by all the Bureaus and Units of the Investigative Division between August 1992 and August, 1998. The data analysis addresses only those crimes and events tracked by the Detective Bureau Investigative Control (D.B.I.C.) Database. Crimes and events that were handled exclusively by the Patrol Division, i.e., not referred or followed up by the Investigative Division, are not represented in the D.B.I.C. system and thus, are not addressed in this report. ## Executive Summary Analyses of the database records were performed to examine the following attributes of crimes investigated by Detectives in the study period: 1. Types of Crimes Committed by Juveniles 2. Juvenile Crime by Hour of Occurrence 3. Juvenile Crime by Day of Occurrence 4. Juvenile Crime in Relation to the School Calendar 5. Juvenile Crime by Geographical Location in Cheektowaga (Tract of Occurrence) The following is a summary of the findings. Supporting data and additional analysis are located later in this report. # Types of Crimes Committed by Juveniles The top 10 juvenile crimes and events ${ }^{1}$ referred for follow-up investigation during the study period were: 1. Larceny 2. Harassment \& Aggravated Harassment 3. Miscellaneous (e.g. PINS, PINS Diversion, counseling for non-criminal albeit troublesome behavior, etc.) 4. Assault 5. Criminal Mischief (Vandalism) 6. Missing Person (Runaways) 7. Residential Burglary 8. Sexual Assault 9. Criminal Possession of Stolen Property 10. Robbery ## Juvenile Crime by Hour of Occurrence Hourly juvenile crime peaks are found at: 1) 2:00 PM 2) 3:00 PM 3) 7:00 PM ![img-1.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/99-08/img-1.jpeg) Juvenile Crime by Day of Occurrence Daily juvenile crime peaks are found on: 1) Friday 2) Wednesday [^0] [^0]: ${ }^{1}$ Types of Crime are categorized by the DBIC Primary File Code, an investigative method that classifies crimes and events by similarities in the criminal behavior of the offender. This behavior-driven index usually, but not always, follows the Penal Law classifications of crimes. # Juvenile Crime in Relation to the School Calendar The data was initially analyzed and sorted by the week of occurrence on the Julian calendar which revealed radical variances in the crime rate trend-lines throughout the calendar year. This data was then re-plotted to correspond to the typical elementary and high school calendar. Examining the data in relation to the school calendar suggests the following: 1) Juveniles commit more crimes during the calendar weeks when school is in session than are committed during the calendar weeks of major breaks and vacations 2) The juvenile crime rate increases as the school year progresses 3) The first half of Semester 2 (between Winter Break and Spring Break) has the highest percentage of violent crimes committed by juvenile offenders 4) The Winter Break has the lowest percentage of violent crimes committed by juvenile offenders. 5) Statistically, juveniles are most likely to commit crimes on Fridays and Wednesdays, between 2:00 PM and 4:00 PM, during the second semester of the school year. Some caution is suggested in viewing any relationship which may exist between juvenile crime and the school calendar. Factors such as population variances during vacation times and the effects of increased and improved crime reporting by school officials may influence the number of crimes and events referred for investigative follow-up. ## Juvenile Crime by Geographical Location in Cheektowaga The top 10 (population) tracts in the Town of Cheektowaga where crimes are committed by juveniles are: 1. Tract $8(22 \%)$ 2. Tract $17(11 \%)$ 3. Tract $16(9 \%)$ 4. Tract $15(8 \%)$ 5. Tract $3(7 \%)$ 6. Tract $1(6 \%)$ 7. Tract $2(6 \%)$ 8. Tract $11(6 \%)$ 9. Tract $14(5 \%)$ 10. Tract $9(4 \%)$ # Supporting Data & Charts ## Types of Crimes Committed by Juveniles ### Raw data on juvenile crimes and events referred for follow-up investigation during the study period | Category | Cases | Percentage | | --- | --- | --- | | **Larceny** | 141 | 7 | | **Harassment & Agg. Harassment** | 121 | 6 | | **Miscellaneous** | 102 | 6 | | **Assault** | 87 | 6 | | **Criminal Mischief** | 74 | 3 | | **Missing Person (Runaway)** | 65 | 3 | | **Residential Burglary** | 50 | 3 | | **Sexual Assault** | 17 | 1 | | **Crim. Possession of Stolen Property** | 16 | 1 | | **Robbery** | 11 | 1 | ### Top 10 Juvenile Crimes Investigated: 08/92 - 08/98 ![img-2.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/99-08/img-2.jpeg) - Types of Crime are categorized by the DBIC Primary File Code, an investigative method that classifies crimes and events by similarities in the criminal behavior of the offender. This behavior-driven index usually, but not always, follows the Penal Law classifications of crimes. - PINS, PINS Diversion, counseling for non-criminal albeit troublesome behavior, etc. Juvenile Crime in Cheektowaga Trends in Follow-Up Investigations August, 1998 2. Juvenile Crime by Hour of Occurrence Juvenile Crime In Cheektowaga, August, 1992 - August, 1998 Plotted by Hour of Occurrence Juvenile Crime Clock 1900 - 2000 hrs. 2nd Most Prevelant Time 1400 - 1600 hrs. Most Prevelant Time Juvenile Crime in Cheektowaga Trends in Follow-Up Investigations August, 1998 3. Juvenile Crime by Day of Occurrence Juvenile Crime in Cheektowaga Plotted by Day of Occurrence | | Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | | --- | --- | --- | --- | --- | --- | --- | --- | | 1 | 100 | 100 | 100 | 100 | 100 | 100 | 100 | | 2 | 80 | 80 | 80 | 80 | 80 | 80 | 80 | | 3 | 60 | 60 | 60 | 60 | 60 | 60 | 60 | | 4 | 40 | 40 | 40 | 40 | 40 | 40 | 40 | | 5 | 20 | 20 | 20 | 20 | 20 | 20 | 20 | | 6 | 10 | 10 | 10 | 10 | 10 | 10 | 10 | | 7 | 8 | 8 | 8 | 8 | 8 | 8 | 8 | | 8 | 6 | 6 | 6 | 6 | 6 | 6 | 6 | | 9 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | | 10 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | | 11 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | | 12 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 13 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 14 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 15 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 16 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 17 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 18 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 19 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 20 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 21 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 22 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 23 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 24 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 25 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 26 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 27 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 28 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 29 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 30 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 31 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 32 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 33 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 34 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 35 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 36 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 37 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 38 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 39 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 40 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 41 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 42 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 43 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 44 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 45 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 46 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 47 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 48 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 49 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 50 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 51 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 52 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 53 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 54 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 55 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 56 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 57 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 58 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 59 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 60 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 61 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 62 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 63 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 64 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 65 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 66 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 67 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 68 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 69 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 70 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 71 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 72 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 73 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 74 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 75 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 76 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 77 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 78 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 79 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 80 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 81 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 82 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 83 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 84 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 85 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 86 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 87 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 88 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 89 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 90 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 91 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 92 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 93 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 94 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 95 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 96 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 97 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 98 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 99 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 100 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 101 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 102 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 103 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 104 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 105 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 106 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 107 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 108 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 109 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 110 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 111 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 112 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 113 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 114 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 115 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 116 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 117 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 118 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 119 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 120 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 121 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 122 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 123 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 124 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 125 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 126 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 127 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 128 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 129 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 130 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 131 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 132 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 133 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 134 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 135 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 136 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 137 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 138 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 139 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 140 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 141 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 142 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 143 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 144 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 145 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 146 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 147 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 148 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 149 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 150 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 151 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 152 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 153 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 154 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 155 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 156 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 157 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 158 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 159 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 160 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 161 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 162 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 163 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 164 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 165 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 166 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 167 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 168 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 169 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 170 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 171 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 172 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 173 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 174 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 175 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 176 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 177 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 178 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 179 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 180 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 181 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 182 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 183 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 184 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 185 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 186 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 187 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 188 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 189 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 190 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 191 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 192 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 193 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 194 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 195 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 196 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 197 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 198 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 199 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 200 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 201 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 202 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 203 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 204 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 205 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 206 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 207 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 208 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 209 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 210 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 211 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 212 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 213 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 214 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 215 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 216 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 217 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 218 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 219 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 220 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 221 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 222 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 223 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 224 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 225 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 226 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 227 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 228 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 229 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 230 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 231 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 232 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 233 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 234 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 235 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 236 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 237 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 238 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 239 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 240 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 241 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 242 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 243 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 244 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 245 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 246 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 247 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 248 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 249 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 250 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 251 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 252 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 253 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 254 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 255 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 256 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 257 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 258 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 259 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 260 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 261 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 262 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 263 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 264 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 265 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 266 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 267 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 268 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 269 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 270 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 271 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 272 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 273 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 274 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 275 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 276 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 277 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 278 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 279 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 280 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 281 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 282 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 283 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 284 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 285 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 286 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 287 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 288 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 289 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 290 | 0 | 0 | 0 | 0 | 0 | 0 | | 291 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 292 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 293 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 294 | 0 | 0 | 0 | 0 | 0 | 0 | | 295 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 296 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 297 | 0 | 0 | 0 | 0 | 0 | 0 | | 298 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 299 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 299 | 0 | 0 | 0 | 0 | 0 | 0 | | 299 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 300 | 0 | 0 | 0 | 0 | 0 | 0 | | 301 | 0 | 0 | 0 | 0 | 0 | 0 | | 302 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | 303 | 0 | 0 | 0 | 0 | 0 | 0 | | 304 | 0 | 0 | 0 | 0 | 0 | 0 | | 304 | 0 | 0 | 0 | 0 | 0 | 0 | | 305 | 0 | 0 | 0 | 0 | 0 | 0 | | 305 | 0 | 0 | 0 | 0 | 0 | 0 | | 306 | 0 | 0 | 0 | 0 | 0 | 0 | | 307 | 0 | 0 | 0 | 0 | 0 | 0 | | 307 | 0 | 0 | 0 | 0 | 0 | 0 | | 308 | 0 | 0 | 0 | 0 | 0 | 0 | | 309 | 0 | 0 | 0 | 0 | 0 | 0 | | 310 | 0 | 0 | 0 | 0 | 0 | 0 | | 309 | 0 | 0 | 0 | 0 | 0 | 0 | | 310 | 0 | 0 | 0 | 0 | 0 | | 311 | 0 | 0 | 0 | 0 | 0 | 0 | | 311 | 0 | 0 | 0 | 0 | 0 | 0 | | 312 | 0 | 0 | 0 | 0 | 0 | | 312 | 0 | 0 | 0 | 0 | 0 | 0 | | 313 | 0 | 0 | 0 | 0 | 0 | | 313 | 0 | 0 | 0 | 0 | 0 | | 313 | 0 | 0 | 0 | 0 | 0 | 0 | | 313 | 0 | 0 | 0 | 0 | 0 | | 314 | 0 | 0 | 0 | 0 | 0 | | 314 | 0 | 0 | 0 | 0 | 0 | | 315 | 0 | 0 | 0 | 0 | 0 | | 315 | 0 | 0 | 0 | 0 | 0 | | 315 | 0 | 0 | 0 | 0 | 0 | | 315 | 0 | 0 | 0 | 0 | 0 | | 315 | 0 | 0 | 0 | 0 | 0 | | 316 | 0 | 0 | 0 | 0 | 0 | | 316 | 0 | 0 | 0 | 0 | 0 | | 317 | 0 | 0 | 0 | 0 | 0 | | 317 | 0 | 0 | 0 | 0 | 0 | | 317 | 0 | 0 | 0 | 0 | 0 | | 318 | 0 | 0 | 0 | 0 | 0 | | 318 | 0 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | 0 | | 320 | 0 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | 0 | | 311 | 0 | 0 | 0 | 0 | 0 | | 311 | 0 | 0 | 0 | 0 | 0 | | 311 | 0 | 0 | 0 | 0 | 0 | | 311 | 0 | 0 | 0 | 0 | | 312 | 0 | 0 | 0 | 0 | 0 | | 313 | 0 | 0 | 0 | 0 | 0 | | 313 | 0 | 0 | 0 | 0 | 0 | | 313 | 0 | 0 | 0 | 0 | 0 | | 313 | 0 | 0 | 0 | 0 | 0 | | 314 | 0 | 0 | 0 | 0 | 0 | | 315 | 0 | 0 | 0 | 0 | 0 | | 315 | 0 | 0 | 0 | 0 | 0 | | 315 | 0 | 0 | 0 | 0 | 0 | | 315 | 0 | 0 | 0 | 0 | 0 | | 315 | 0 | 0 | 0 | 0 | 0 | | 315 | 0 | 0 | 0 | 0 | 0 | | 315 | 0 | 0 | 0 | 0 | 0 | | 317 | 0 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | 0 | | 320 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | 0 | | 320 | 0 | 0 | 0 | 0 | | 320 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | 0 | | 320 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | | 320 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | | 320 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | | 320 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 320 | 0 | 0 | 0 | 0 | | 320 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | | 319 | 0 | 0 | # 4. Juvenile Crime in Relation to the School Calendar ![img-3.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/99-08/img-3.jpeg) ## Behavior Patterns Suggested Juveniles commit more crimes during the calendar weeks when schools are in session than are committed during the calendar weeks of major breaks and vacations The juvenile crime rate increases as the school year progresses Semester 2 A (between Winter Break and Spring Break) has the highest percentage of violent crimes committed by juvenile offenders The Winter Break has the lowest percentage of violent crimes committed by juvenile offenders Statistically, juveniles are most likely to commit crimes on Fridays and Wednesdays, between 2:00 PM and 4:00 PM, during Semester 2 A of the school year. Types of Juvenile Offenses in Relation to the School Calendar Juvenile Crimes Plotted by School Calendar Period ![img-4.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/99-08/img-4.jpeg) Raw Data On Type and Amount of Juvenile Crime By School Time Period | 1 Sem 1 | Assault | $1.94 \%$ | | --- | --- | --- | | | Res Burg | $1.39 \%$ | | | Stolen Prop | $0.14 \%$ | | | Harassments | $3.47 \%$ | | | Larceny | $3.19 \%$ | | | Missing Per | $2.08 \%$ | | | Conspiracy | $0.14 \%$ | | | Robbery | $0.28 \%$ | | | Sex Assault | $0.55 \%$ | | | Vandalism | $1.39 \%$ | | | Weapons | $0.14 \%$ | | | Misc. | $2.77 \%$ | | 1 Sem 1 Total | | $17.48 \%$ | | 2 Winter Brk | Assault | $0.55 \%$ | | | Res Burg | $0.28 \%$ | | | Harassments | $0.28 \%$ | | | Larceny | $0.55 \%$ | | | Missing Per | $0.14 \%$ | | | Vandalism | $0.42 \%$ | | | Narcotics | $0.14 \%$ | | | Misc. | $0.42 \%$ | | 2 Winter Brk Total | | $2.77 \%$ | | 3 Sem 2a | Assault | $4.72 \%$ | | | Res Burg | $1.11 \%$ | | | Stolen Prop | $0.69 \%$ | | | Domestic | $0.55 \%$ | | | Harassments | $4.30 \%$ | | | Juv Del. | $0.55 \%$ | | | Larceny | $6.52 \%$ | | | Missing Per | $2.50 \%$ | | | Conspiracy | $0.14 \%$ | | | Robbery | $0.69 \%$ | | | Sex Assault | $0.97 \%$ | | | Frauds | $0.14 \%$ | | | Auto Theft | $0.28 \%$ | | | Vandalism | $3.33 \%$ | | | Weapons | $0.42 \%$ | | | Narcotics | $0.14 \%$ | | | Misc. | $3.74 \%$ | | 3 Sem 2a Total | | $30.79 \%$ | | 4 Spring Brk | Assault | $0.42 \%$ | | --- | --- | --- | | | Res Burg | $0.42 \%$ | | | Domestic | $0.14 \%$ | | | Harassments | $0.97 \%$ | | | Larceny | $0.42 \%$ | | | Missing Per | $0.42 \%$ | | | Vandalism | $0.42 \%$ | | | Misc. | $0.83 \%$ | | | (blank) | $0.00 \%$ | | 4 Spring Brk Total | | $4.02 \%$ | | 5 Sem 2b | Assault | $2.91 \%$ | | | Res Burg | $1.80 \%$ | | | Stolen Prop | $0.42 \%$ | | | Domestic | $0.14 \%$ | | | Harassments | $4.16 \%$ | | | Juv Del. | $0.42 \%$ | | | Traffic Law | $0.14 \%$ | | | Larceny | $3.19 \%$ | | | Comm Burg | $0.14 \%$ | | | Missing Per | $1.90 \%$ | | | Conspiracy | $0.14 \%$ | | | Sex Assault | $0.28 \%$ | | | Vandalism | $2.36 \%$ | | | Weapons | $0.14 \%$ | | | Narcotics | $0.28 \%$ | | | Misc. | $4.72 \%$ | | 5 Sem 2b Total | | $23.02 \%$ | | 6 Sum Vac | Assault | $1.53 \%$ | | | Res Burg | $1.94 \%$ | | | Stolen Prop | $0.97 \%$ | | | Fire /Arson | $0.14 \%$ | | | Harassments | $3.61 \%$ | | | Larceny | $5.69 \%$ | | | Comm Burg | $0.28 \%$ | | | Missing Per | $2.08 \%$ | | | Robbery | $0.55 \%$ | | | Sex Assault | $0.55 \%$ | | | Auto Theft | $0.14 \%$ | | | Vandalism | $2.36 \%$ | | | Weapons | $0.14 \%$ | | | Narcotics | $0.28 \%$ | | | Misc. | $1.66 \%$ | | | (blank) | $0.00 \%$ | | 6 Sum Vac Total | | $21.91 \%$ | | Grand Total | | $100.00 \%$ | Juvenile Crime in Cheektowaga Trends in Follow-Up Investigations August, 1998 # 5. Juvenile Crime by Geographical Location in Cheektowaga ![img-5.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/99-08/img-5.jpeg) Raw Data on Juvenile Crime Follow-Up Investigations by Tract Location | Tract | \% of Juvenile Crime | | --: | :--: | | 8 | $22 \%$ | | 17 | $11 \%$ | | 16 | $9 \%$ | | 15 | $8 \%$ | | 3 | $7 \%$ | | 1 | $6 \%$ | | 2 | $6 \%$ | | 11 | $6 \%$ | | 14 | $5 \%$ | | 9 | $4 \%$ | | 6 | $3 \%$ | | 12 | $3 \%$ | | 4 | $3 \%$ | | 7 | $3 \%$ | | 5 | $2 \%$ | | 10 | $2 \%$ | | 13 | $1 \%$ | # REPORT Developmental Assets: A Profile of Your Youth John F. Kennedy High School ## Prepared for: John F. Kennedy High School Cheektowaga, NY June 5, 1997 ## Prepared by: | Search | Thresher Square West Suite 210 700 South Third Street Minneapolis, MN 55415 | | :-- | :-- | # Figure 2: Who Was Surveyed | Total Sample | | Number of Youth | Percent of Total | | --- | --- | --- | --- | | Gender* | Male | 259 | 50 | | | Female | 262 | 50 | | Grade* | 6 | 0 | 0 | | | 7 | 102 | 19 | | | 8 | 84 | 16 | | | 9 | 104 | 20 | | | 10 | 83 | 16 | | | 11 | 84 | 16 | | | 12 | 71 | 13 | | Race / Ethnicity* | American Indian | 5 | 1 | | | Asian / Pacific Islander | 0 | 0 | | | Black / African American | 3 | 1 | | | Hispanic | 4 | 1 | | | White | 504 | 95 | | | Multi-racial | 13 | 2 | *Numbers may not sum to "Total Sample" due to missing information. # Figure 8: Percent of Youth Reporting Each of 5 Deficits, by Gender and Grade | Deficit | Definition | Total Sample | Gender | | Grade | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | | | M | F | 5 | 7 | 8 | 9 | 10 | 11 | 12 | | Alone at Home | Two hours or more per school day | 71 | 70 | 72 | | 51 | 72 | 78 | 81 | 78 | 71 | | TV Overexposure | Watches TV or videos three or more hours per school day | 64 | 68 | 60 | | 71 | 64 | 66 | 70 | 61 | 49 | | Physical Abuse | Reports one or more incidents, "have you ever been physically harmed (that is, where someone caused you to have a scar, black and blue marks, welts, bleeding, or a broken bone) by someone in your family or someone living with you?" | 27 | 20 | 33 | | 23 | 21 | 38 | 24 | 33 | 18 | | Victim of Violence | Reports one or more incidents, "how many times in the last 2 years have you been the victim of physical violence where someone caused you physical pain or injury?" | 31 | 35 | 26 | | 25 | 37 | 35 | 27 | 27 | 35 | | Drinking Parties | Reports attending one or more parties in the last year "where other kids your age were drinking." | 59 | 54 | 64 | | 29 | 47 | 64 | 67 | 71 | 83 | Figure 9: Percent of Youth Reporting Each of 9 Substance Use Related Risk-Taking Behaviors, by Gender and Grade | Risk-Taking Behavior | | Total Sample | Gender | | Grade | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | Category | Definition | | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | Alcohol | Used alcohol once or more in the last 30 days | 41 | 37 | 44 | | 24 | 33 | 45 | 47 | 54 | 47 | | | Got drunk once or more in the last two weeks | 32 | 30 | 33 | | 21 | 22 | 33 | 33 | 45 | 39 | | Tobacco | Smoked cigarettes once or more in the last 30 days | 32 | 28 | 35 | | 20 | 25 | 38 | 37 | 35 | 40 | | | Used smokeless tobacco once or more in the last 12 months | 4 | 9 | 0 | | 3 | 2 | 2 | 5 | 8 | 7 | | Inhalants | Sniffed or inhaled substances to get high once or more in the last 12 months | 8 | 9 | 6 | | 12 | 7 | 12 | 5 | 7 | 1 | | Marijuana | Used marijuana once or more in the last 12 months | 23 | 24 | 22 | | 7 | 19 | 28 | 23 | 29 | 37 | | Other Drug Use | Used other illicit drugs once or more in the last 12 months* | 11 | 10 | 12 | | 4 | 11 | 14 | 12 | 12 | 14 | | Driving and Alcohol | Drove after drinking once or more in the last 12 months | 11 | 13 | 9 | | 5 | 2 | 12 | 11 | 17 | 21 | | | Rode (once or more in the last 12 months) with a driver who had been drinking | 43 | 42 | 43 | | 29 | 44 | 49 | 42 | 43 | 54 | - Includes cocaine, LSD, PCP or angel dust, heroin, and amphetamines # Figure 10: Percent of Youth Reporting Each of 15 Other Risk-Taking Behaviors, by Gender and Grade | Risk-Taking Behavior | | Total Sample | Gender | | Grade | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | Category | Definition | | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | Sexual Intercourse | Has had sexual intercourse one or more times | 31 | 33 | 30 | | 12 | 19 | 34 | 33 | 43 | 54 | | Anti-Social Behavior | Shoplifted once or more in the last 12 months | 29 | 28 | 30 | | 21 | 36 | 36 | 33 | 23 | 27 | | | Committed vandalism once or more in the last 12 months | 28 | 39 | 17 | | 19 | 33 | 34 | 40 | 19 | 27 | | | Got into trouble with police once or more in the last 12 months | 29 | 34 | 24 | | 20 | 31 | 30 | 38 | 27 | 30 | | Violence | Hit someone once or more in the last 12 months | 46 | 56 | 36 | | 39 | 56 | 50 | 53 | 39 | 36 | | | Physically hurt someone once or more in the last 12 months | 20 | 27 | 13 | | 17 | 20 | 23 | 27 | 20 | 11 | | | Used a weapon to get something from a person once or more in the last 12 months | 7 | 10 | 5 | | 1 | 8 | 10 | 12 | 7 | 7 | | | Been in a group fight once or more in the last 12 months | 32 | 39 | 24 | | 36 | 40 | 36 | 28 | 23 | 29 | | | Carried a weapon for protection once or more in the last 12 months | 21 | 28 | 14 | | 17 | 22 | 26 | 22 | 16 | 24 | | | Threatened physical harm to someone once or more in the last 12 months | 46 | 49 | 43 | | 36 | 47 | 46 | 53 | 46 | 53 | | School Truancy | Skipped school once or more in the last four weeks | 30 | 30 | 29 | | 23 | 25 | 27 | 32 | 33 | 43 | | Gambling | Gambled once or more in the last 12 months | 62 | 69 | 53 | | 54 | 59 | 59 | 63 | 63 | 76 | | Eating Disorder | Has engaged in bulimic or anorexic behavior | 15 | 10 | 20 | | 15 | 16 | 13 | 8 | 19 | 20 | | Depression | Felt sad or depressed most or all of the time in the last month | 18 | 12 | 24 | | 7 | 19 | 23 | 23 | 18 | 21 | | Attempted Suicide | Has attempted suicide one or more times | 17 | 9 | 25 | | 14 | 18 | 24 | 13 | 14 | 21 | # Figure 11: Percent of Youth Reporting Each of 10 High-Risk Behavior Patterns, by Gender and Grade | High-Risk Behavior Pattern | | Total Sample | Gender | | Grade | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | Category | Definition | | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | Alcohol | Has used alcohol three or more times in the last 30 days or got drunk once or more in the last two weeks | 33 | 31 | 35 | | 23 | 24 | 33 | 34 | 46 | 41 | | Tobacco | Smokes one or more cigarettes every day or uses chewing tobacco frequently | 23 | 22 | 24 | | 11 | 23 | 28 | 22 | 26 | 31 | | Illicit Drugs | Used illicit drugs three or more times in the last 12 months* | 18 | 18 | 18 | | 5 | 13 | 24 | 18 | 22 | 29 | | Sexual Intercourse | Has had sexual intercourse three or more times in lifetime | 23 | 24 | 22 | | 8 | 10 | 18 | 26 | 35 | 48 | | Depression/Suicide | Is frequently depressed and/or has attempted suicide | 28 | 20 | 36 | | 17 | 27 | 34 | 33 | 26 | 35 | | Anti-Social Behavior | Has been involved in three or more incidents of shoplifting, trouble with police, or vandalism in the last 12 months | 28 | 31 | 25 | | 17 | 31 | 36 | 34 | 24 | 27 | | Violence | Has engaged in three or more acts of fighting, hitting, injuring a person, carrying or using a weapon, or threatening physical harm in the last 12 months | 45 | 53 | 36 | | 39 | 53 | 45 | 49 | 39 | 43 | | School Problems | Has skipped school two or more days in the last four weeks and/or has below a C average | 22 | 25 | 18 | | 15 | 21 | 26 | 28 | 20 | 23 | | Driving and Alcohol | Has driven after drinking or ridden with a drinking driver three or more times in the last 12 months | 23 | 24 | 23 | | 15 | 17 | 24 | 27 | 24 | 38 | | Gambling | Has gambled three or more times in the last 12 months | 39 | 49 | 29 | | 25 | 39 | 38 | 39 | 46 | 53 | - Includes cocaine, LSD, PCP or angel dust, heroin, and amphetamines # Figure 20: 35 Characteristics of Asset-Building Communities 1. A vision rooted in developmental assets is communicated several times a year to all residents. 2. All residents understand their personal capacity to promote developmental assets. 3. Most residents take personal responsibility. 4. Most residents take action. 5. New residents are quickly socialized to the community vision. 6. Children and teenagers know the developmental assets. 7. Most youth take action to promote assets for themselves and for their peers. 8. The community thinks and acts intergenerationally. Most adults establish sustained relationships with children and adolescents and most adolescents establish sustained relationships with younger children. 9. Youth have many opportunities to lead, make decisions, and give input; youth are provided useful roles in community life. Youth then are actors in the reclaiming of community rather than just objects of programs. 10. All children and teenagers frequently engage in service to others. Much of this "work" is done with adults, and a premium is placed on learning from these experiences (i.e., service-learning). 11. A common core of values is named. 12. Adults model and articulate their values. 13. A common core of boundaries is named. 14. Adults model and articulate these boundaries. 15. Families are supported, taught, and equipped to elevate asset building to top priority. 16. Community programs assist adults - particularly parents - to personally reclaim developmental assets. 17. Neighbors and community residents build caring relationships with youth and express this caring through dialogue, listening, commending positive behavior, acknowledging their presence, enjoying their company, and involving them in decision-making. They know neighborhood children and adolescents by name and take time to get to know them. 18. Businesses that employ teenagers address the assets of support, boundaries, values, and social competencies. Employers also develop family-friendly policies and provide mechanisms for employees to build relationships with youth. 19. Religious institutions mobilize their capacity for intergenerational relationships, educating and supporting parents, constructive use of time, values development, and service to the community. They focus on both their own members and the larger community. 20. Schools - both elementary and secondary - place priority on becoming caring environments for all students, providing a challenging and engaging curriculum for all students, providing opportunities for nurturing values deemed crucial by the community, expanding and strengthening co-curricular activities, and using their connections with parents to reinforce the importance of family attention to assets. Report number 2199 Page 37 John F. Kennedy High School # Figure 20: 35 Characteristics of Asset-Building Communities (Cont'd) 21. Youth organizations and other service providers train leaders and volunteers in asset-building strategies and provide meaningful opportunities for youth to serve their communities and build citizenship and leadership skills. 22. Local government - through policy, influence, training, and resource allocation - moves asset development and community-wide cooperation to top priorities for planning, policies, and funding allocations within the municipality. 23. The community invests in expanding and strengthening its systems of youth clubs, teams, and organizations. 24. Virtually all 7- to 18-year-olds are involved in one or more clubs, teams, or other youth-serving organizations that view building assets as central to their mission. 25. All professionals (e.g., day-care providers, teachers, social workers, religious youth workers) and volunteers (e.g., coaches, mentors) who work with youth receive training in asset building. 26. The media (print, radio, television, internet) repeatedly communicate the community's vision, support local mobilization efforts, and provide forums for sharing innovative actions taken by individuals and organizations. 27. The community prizes cultural strengths and traditions. Particularly for youth of color, this heritage includes the concept of elders, the primacy of intergenerational relationships, respect for figures of authority, the value of caring for others, and a wisdom about what matters. Being in touch with and affirming these strengths represent an important dimension of cultural competence, in addition to knowledge and contact with cultures beyond one's own. 28. Teenagers have safe places "to hang." 29. Families have safe places on weekends and during evenings to receive short-term child care. 30. All children receive frequent expressions of support in both informal public settings and in places where youth gather. 31. The community celebrates the individuals and systems which take innovative action. Youth professionals and volunteers have high status in the life of the community. 32. The community-wide commitment to asset building is long-term and inclusive. 33. The community pays particular attention to helping girls develop assertiveness skills, a sense of personal control and mastery, and healthy self-concept. 34. The community pays particular attention to helping boys develop and express compassion and caring. 35. Current programs which intentionally build assets, such as peer helping, mentoring, and service-learning, are elevated to top priority and expanded to reach a larger number of youth. Report number 2199 Page 38 John F. Kennedy High School | All Survey Items by Gender and Grade (Cont'd) | Percent | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | Total Sample | Gender | | Grade | | | | | | | | | | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | 52. In my neighborhood, there are a lot of people who care about me | | | | | | | | | | | | Strongly agree | 12 | 13 | 11 | 12 | 13 | 12 | 12 | 13 | 9 | | | Agree | 25 | 25 | 24 | 28 | 20 | 29 | 21 | 26 | 21 | | | Not sure | 40 | 38 | 41 | 40 | 34 | 37 | 50 | 38 | 40 | | | Disagree | 14 | 14 | 15 | 10 | 20 | 13 | 12 | 12 | 19 | | | Strongly disagree | 10 | 10 | 9 | 10 | 12 | 10 | 5 | 11 | 11 | | | 53. At my school, everyone knows that you'll get in trouble for using alcohol or other drugs | | | | | | | | | | | | Strongly agree | 27 | 32 | 23 | 36 | 23 | 24 | 29 | 23 | 30 | | | Agree | 27 | 21 | 34 | 24 | 19 | 33 | 24 | 35 | 27 | | | Not sure | 19 | 17 | 20 | 19 | 26 | 15 | 23 | 14 | 15 | | | Disagree | 13 | 14 | 11 | 8 | 14 | 13 | 12 | 13 | 15 | | | Strongly disagree | 14 | 16 | 12 | 14 | 18 | 14 | 11 | 15 | 13 | | | 54. If one of my neighbors saw me do something wrong, he or she would tell one of my parents | | | | | | | | | | | | Strongly agree | 23 | 24 | 23 | 30 | 26 | 22 | 20 | 20 | 15 | | | Agree | 23 | 25 | 23 | 22 | 17 | 29 | 28 | 25 | 20 | | | Not sure | 31 | 28 | 34 | 27 | 33 | 31 | 31 | 29 | 34 | | | Disagree | 12 | 13 | 10 | 11 | 11 | 10 | 10 | 12 | 20 | | | Strongly disagree | 11 | 11 | 11 | 10 | 13 | 9 | 11 | 14 | 11 | | | During the last 12 months, how many times have you...? | | | | | | | | | | | | 55. Been a leader in a group or organization | | | | | | | | | | | | Never | 43 | 43 | 43 | 52 | 46 | 52 | 31 | 43 | 25 | | | Once in a while | 19 | 21 | 18 | 20 | 18 | 17 | 27 | 18 | 17 | | | Sometimes | 14 | 12 | 15 | 5 | 20 | 11 | 16 | 14 | 21 | | | Often | 10 | 7 | 12 | 8 | 10 | 10 | 14 | 10 | 8 | | | Always | 14 | 17 | 12 | 16 | 6 | 11 | 12 | 14 | 28 | | | 56. Stolen something from a store | | | | | | | | | | | | Never | 71 | 72 | 70 | 79 | 64 | 64 | 67 | 77 | 73 | | | Once in a while | 10 | 9 | 11 | 6 | 17 | 10 | 11 | 10 | 6 | | | Sometimes | 6 | 7 | 5 | 5 | 2 | 13 | 5 | 4 | 4 | | | Often | 5 | 5 | 5 | 2 | 6 | 4 | 6 | 6 | 6 | | | Always | 9 | 7 | 9 | 8 | 11 | 9 | 11 | 4 | 11 | | | 57. Gotten into trouble with the police | | | | | | | | | | | | Never | 71 | 66 | 76 | 80 | 69 | 70 | 62 | 73 | 70 | | | Once in a while | 13 | 14 | 12 | 10 | 17 | 10 | 16 | 14 | 14 | | | Sometimes | 7 | 10 | 5 | 6 | 11 | 6 | 10 | 4 | 10 | | | Often | 5 | 6 | 4 | 1 | 2 | 12 | 6 | 6 | 3 | | | Always | 3 | 4 | 2 | 3 | 1 | 3 | 6 | 4 | 3 | | | 58. Hit or beat up someone | | | | | | | | | | | | Never | 54 | 44 | 64 | 61 | 44 | 50 | 47 | 61 | 64 | | | Once in a while | 16 | 17 | 16 | 9 | 18 | 21 | 19 | 12 | 20 | | | Sometimes | 11 | 14 | 8 | 14 | 16 | 13 | 12 | 7 | 3 | | | Often | 7 | 10 | 5 | 11 | 9 | 9 | 6 | 6 | 0 | | | Always | 11 | 15 | 7 | 6 | 13 | 8 | 16 | 14 | 13 | | | 59. Damaged property just for fun (such as breaking windows, scratching a car, putting paint on walls, etc.) | | | | | | | | | | | | Never | 72 | 61 | 83 | 81 | 67 | 66 | 60 | 81 | 73 | | | Once in a while | 13 | 15 | 11 | 8 | 19 | 12 | 17 | 11 | 13 | | | Sometimes | 5 | 7 | 3 | 2 | 5 | 9 | 7 | 2 | 6 | | | Often | 4 | 7 | 2 | 2 | 5 | 6 | 7 | 2 | 3 | | | Always | 6 | 10 | 2 | 7 | 4 | 8 | 8 | 4 | 6 | | | All Survey Items by Gender and Grade (Cont'd) | Percent | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | Total | Gender | | Grade | | | | | | | | | Sample | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | During an average week, how many hours do you spend ...? | | | | | | | | | | | | 66. Helping friends or neighbors | | | | | | | | | | | | 0 hours | 16 | 22 | 10 | | 16 | 15 | 15 | 10 | 20 | 19 | | 1 hour | 40 | 38 | 42 | | 40 | 46 | 41 | 46 | 32 | 32 | | 2 hours | 20 | 18 | 21 | | 21 | 14 | 22 | 20 | 20 | 19 | | 3 - 5 hours | 16 | 15 | 18 | | 12 | 17 | 16 | 14 | 20 | 19 | | 6 - 10 hours | 3 | 3 | 2 | | 4 | 2 | 2 | 0 | 6 | 1 | | 11 or more hours | 6 | 4 | 8 | | 8 | 5 | 3 | 10 | 1 | 10 | | 67. Practicing or taking lessons in music, art, drama, or dance, after school or on weekends | | | | | | | | | | | | 0 hours | 68 | 78 | 56 | | 66 | 61 | 63 | 71 | 77 | 68 | | 1 hour | 9 | 7 | 12 | | 15 | 7 | 12 | 7 | 4 | 11 | | 2 hours | 8 | 3 | 12 | | 5 | 12 | 5 | 7 | 8 | 10 | | 3 - 5 hours | 7 | 5 | 9 | | 5 | 14 | 11 | 4 | 6 | 1 | | 6 - 10 hours | 3 | 2 | 4 | | 2 | 1 | 3 | 5 | 4 | 3 | | 11 or more hours | 6 | 5 | 7 | | 7 | 5 | 7 | 6 | 1 | 7 | | People who know me would say that this is ... | | | | | | | | | | | | 68. Knowing how to say "no" when someone wants me to do things I know are wrong or dangerous | | | | | | | | | | | | Not at all like me | 9 | 9 | 8 | | 8 | 11 | 11 | 8 | 11 | 3 | | A little like me | 14 | 18 | 10 | | 15 | 13 | 13 | 20 | 11 | 13 | | Somewhat like me | 18 | 19 | 18 | | 17 | 18 | 20 | 18 | 18 | 20 | | Quite like me | 27 | 24 | 29 | | 20 | 34 | 24 | 29 | 25 | 31 | | Very much like me | 32 | 29 | 35 | | 41 | 24 | 32 | 24 | 35 | 34 | | 69. Caring about other people's feelings | | | | | | | | | | | | Not at all like me | 4 | 7 | 1 | | 5 | 6 | 6 | 4 | 2 | 0 | | A little like me | 9 | 15 | 3 | | 14 | 12 | 5 | 11 | 7 | 6 | | Somewhat like me | 20 | 24 | 15 | | 21 | 33 | 15 | 16 | 19 | 14 | | Quite like me | 36 | 36 | 36 | | 30 | 33 | 40 | 37 | 30 | 51 | | Very much like me | 31 | 19 | 44 | | 31 | 17 | 35 | 33 | 41 | 30 | | 70. Thinking through the possible good and bad results of different choices before I make decisions | | | | | | | | | | | | Not at all like me | 7 | 9 | 5 | | 11 | 5 | 9 | 8 | 7 | 1 | | A little like me | 16 | 15 | 16 | | 13 | 20 | 20 | 17 | 10 | 13 | | Somewhat like me | 31 | 31 | 31 | | 34 | 33 | 27 | 35 | 30 | 25 | | Quite like me | 29 | 29 | 28 | | 21 | 29 | 30 | 28 | 31 | 35 | | Very much like me | 18 | 16 | 20 | | 22 | 13 | 14 | 12 | 22 | 25 | | 71. Saving my money for something special rather than spending it all right away | | | | | | | | | | | | Not at all like me | 18 | 16 | 20 | | 26 | 12 | 18 | 18 | 18 | 15 | | A little like me | 18 | 19 | 18 | | 21 | 19 | 20 | 17 | 13 | 17 | | Somewhat like me | 23 | 19 | 25 | | 14 | 27 | 21 | 27 | 20 | 30 | | Quite like me | 22 | 25 | 20 | | 17 | 18 | 24 | 27 | 28 | 21 | | Very much like me | 19 | 21 | 17 | | 23 | 24 | 16 | 11 | 20 | 17 | | 72. Respecting the values and beliefs of people who are of a different race or culture than I am | | | | | | | | | | | | Not at all like me | 8 | 13 | 3 | | 10 | 9 | 8 | 10 | 7 | 3 | | A little like me | 15 | 20 | 10 | | 14 | 13 | 17 | 13 | 14 | 18 | | Somewhat like me | 21 | 22 | 20 | | 22 | 29 | 10 | 18 | 24 | 30 | | Quite like me | 30 | 27 | 34 | | 23 | 32 | 33 | 29 | 35 | 30 | | Very much like me | 25 | 18 | 33 | | 31 | 17 | 32 | 30 | 19 | 20 | | 73. Giving up when things get hard for me | | | | | | | | | | | | Not at all like me | 41 | 47 | 36 | | 46 | 40 | 37 | 45 | 37 | 45 | | A little like me | 27 | 25 | 30 | | 23 | 27 | 25 | 27 | 34 | 31 | | Somewhat like me | 16 | 14 | 17 | | 16 | 14 | 20 | 13 | 14 | 15 | | Quite like me | 10 | 9 | 10 | | 7 | 14 | 11 | 13 | 8 | 4 | | Very much like me | 6 | 5 | 7 | | 9 | 6 | 7 | 2 | 6 | 4 | Report number 2199 Appendix A - 9 John F. Kennedy High School | All Survey Items by Gender and Grade (Cont'd) | Percent | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | Total Sample | Gender | | Grade | | | | | | | | | | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | People who know me would say that this is ... | | | | | | | | | | | | 74. Staying away from people who might get me in trouble | | | | | | | | | | | | Not at all like me | 16 | 14 | 18 | | 16 | 20 | 22 | 11 | 13 | 11 | | A little like me | 24 | 26 | 22 | | 18 | 27 | 21 | 33 | 23 | 27 | | Somewhat like me | 23 | 20 | 25 | | 20 | 20 | 21 | 27 | 24 | 24 | | Quite like me | 20 | 21 | 19 | | 23 | 12 | 19 | 18 | 27 | 20 | | Very much like me | 17 | 19 | 16 | | 24 | 20 | 16 | 12 | 13 | 18 | | 75. Feeling really sad when one of my friends is unhappy | | | | | | | | | | | | Not at all like me | 13 | 22 | 2 | | 19 | 13 | 13 | 11 | 10 | 7 | | A little like me | 20 | 26 | 14 | | 20 | 26 | 19 | 24 | 16 | 17 | | Somewhat like me | 28 | 28 | 27 | | 29 | 26 | 24 | 25 | 33 | 32 | | Quite like me | 23 | 15 | 31 | | 18 | 20 | 23 | 25 | 30 | 20 | | Very much like me | 17 | 8 | 26 | | 15 | 16 | 20 | 14 | 12 | 24 | | 76. Being good at making and keeping friends | | | | | | | | | | | | Not at all like me | 4 | 6 | 2 | | 6 | 1 | 7 | 5 | 2 | 0 | | A little like me | 10 | 12 | 8 | | 7 | 8 | 11 | 10 | 12 | 15 | | Somewhat like me | 21 | 23 | 19 | | 20 | 27 | 21 | 20 | 18 | 17 | | Quite like me | 37 | 38 | 37 | | 34 | 30 | 32 | 42 | 43 | 42 | | Very much like me | 29 | 22 | 35 | | 34 | 34 | 29 | 23 | 24 | 23 | | 77. Knowing a lot about people of other races | | | | | | | | | | | | Not at all like me | 16 | 19 | 13 | | 19 | 13 | 13 | 17 | 18 | 17 | | A little like me | 30 | 30 | 30 | | 24 | 30 | 34 | 29 | 34 | 30 | | Somewhat like me | 27 | 26 | 28 | | 28 | 28 | 27 | 24 | 22 | 32 | | Quite like me | 17 | 16 | 19 | | 20 | 19 | 11 | 20 | 17 | 17 | | Very much like me | 10 | 10 | 10 | | 10 | 10 | 16 | 10 | 9 | 4 | | 78. Enjoying being with people who are of a different race than I am | | | | | | | | | | | | Not at all like me | 14 | 20 | 8 | | 14 | 12 | 11 | 18 | 11 | 20 | | A little like me | 27 | 29 | 26 | | 23 | 24 | 27 | 24 | 39 | 30 | | Somewhat like me | 26 | 26 | 25 | | 29 | 27 | 23 | 20 | 24 | 20 | | Quite like me | 21 | 18 | 24 | | 21 | 31 | 19 | 22 | 17 | 14 | | Very much like me | 12 | 7 | 17 | | 14 | 6 | 17 | 16 | 10 | 6 | | 79. Being good at planning ahead | | | | | | | | | | | | Not at all like me | 9 | 11 | 7 | | 12 | 6 | 14 | 1 | 9 | 11 | | A little like me | 19 | 19 | 19 | | 19 | 25 | 19 | 23 | 15 | 14 | | Somewhat like me | 27 | 27 | 26 | | 24 | 25 | 24 | 41 | 20 | 30 | | Quite like me | 28 | 27 | 29 | | 28 | 31 | 24 | 18 | 38 | 30 | | Very much like me | 17 | 16 | 18 | | 17 | 14 | 18 | 17 | 20 | 15 | | 80. Taking good care of my body (such as, eating foods that are good for me, exercising regularly, and eating three good meals a day) | | | | | | | | | | | | Not at all like me | 9 | 9 | 10 | | 11 | 9 | 10 | 5 | 11 | 10 | | A little like me | 14 | 12 | 15 | | 15 | 11 | 14 | 18 | 12 | 13 | | Somewhat like me | 19 | 20 | 18 | | 17 | 20 | 19 | 19 | 18 | 20 | | Quite like me | 29 | 26 | 32 | | 28 | 26 | 30 | 25 | 31 | 34 | | Very much like me | 29 | 33 | 26 | | 30 | 35 | 27 | 33 | 28 | 24 | | How many times, if any, have you had alcohol to drink ...? | | | | | | | | | | | | 81. In your lifetime | | | | | | | | | | | | 0 | 21 | 25 | 18 | | 35 | 30 | 21 | 11 | 13 | 11 | | 1 | 9 | 12 | 6 | | 17 | 11 | 5 | 8 | 6 | 6 | | 2 | 7 | 5 | 8 | | 14 | 6 | 3 | 7 | 6 | 3 | | 3 - 5 | 15 | 13 | 18 | | 13 | 15 | 14 | 24 | 14 | 14 | | 6 - 9 | 9 | 7 | 10 | | 6 | 17 | 7 | 11 | 7 | 4 | | 10 - 19 | 11 | 9 | 12 | | 7 | 7 | 17 | 7 | 13 | 16 | | 20 - 39 | 9 | 8 | 10 | | 5 | 4 | 16 | 8 | 7 | 11 | | 40 + | 19 | 21 | 18 | | 4 | 10 | 18 | 23 | 33 | 34 | | All Survey Items by Gender and Grade (Cont'd) | Percent | | | | | | | | | | | :--: | :--: | :--: | :--: | :--: | :--: | :--: | :--: | :--: | :--: | :--: | | | Total Sample | Gender | | Grade | | | | | | | | | | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | People who know me would say that this is ... 74. Staying away from people who might get me in trouble | | | | | | | | | | | | | 20 | 25 | 14 | 14 | 21 | 25 | | | | | | | 19 | 20 | 19 | 17 | 16 | 27 | | | | | | | 23 | 25 | 20 | 15 | 26 | 25 | | | | | | | 14 | 11 | 17 | 18 | 13 | 11 | | | | | | | 24 | 18 | 29 | 35 | 24 | 11 | | | | | | 75. Feeling really sad when one of my friends is unhappy | | | | | | | | | | | | | 17 | 24 | 10 | 13 | 18 | 18 | | | | | | | 19 | 24 | 14 | 14 | 20 | 23 | | | | | | | 23 | 27 | 18 | 17 | 26 | 24 | | | | | | | 22 | 16 | 28 | 27 | 20 | 20 | | | | | | | 19 | 8 | 30 | 28 | 16 | 15 | | | | | | 76. Being good at making and keeping friends | | | | | | | | | | | | | 8 | 11 | 5 | 5 | 10 | 7 | | | | | | | 12 | 16 | 8 | 12 | 11 | 15 | | | | | | | 17 | 17 | 15 | 17 | 16 | 17 | | | | | | | 26 | 24 | 29 | 16 | 27 | 35 | | | | | | | 37 | 31 | 43 | 49 | 36 | 26 | | | | | | 77. Knowing a lot about people of other races | | | | | | | | | | | | | 17 | 23 | 11 | 19 | 17 | 16 | | | | | | | 21 | 19 | 23 | 19 | 21 | 23 | | | | | | | 30 | 32 | 28 | 30 | 31 | 28 | | | | | | | 20 | 17 | 23 | 23 | 18 | 21 | | | | | | | 12 | 9 | 14 | 10 | 12 | 12 | | | | | | 78. Enjoying being with people who are of a different race than I am | | | | | | | | | | | | | 12 | 17 | 8 | 10 | 14 | 13 | | | | | | | 15 | 16 | 15 | 20 | 15 | 11 | | | | | | | 24 | 29 | 18 | 24 | 23 | 25 | | | | | | | 23 | 21 | 25 | 19 | 24 | 27 | | | | | | | 26 | 17 | 35 | 27 | 25 | 24 | | | | | | 79. Being good at planning ahead | | | | | | | | | | | | | 15 | 19 | 10 | 10 | 17 | 16 | | | | | | | 14 | 14 | 14 | 11 | 16 | 14 | | | | | | | 31 | 29 | 32 | 16 | 34 | 39 | | | | | | | 23 | 21 | 25 | 32 | 20 | 19 | | | | | | | 17 | 16 | 19 | 31 | 13 | 12 | | | | | | 80. Taking good care of my body (such as, eating foods that are good for me, exercising regularly, and eating three good meals a day) | | | | | | | | | | | | | 11 | 12 | 10 | 7 | 13 | 11 | | | | | | | 14 | 12 | 17 | 7 | 17 | 18 | | | | | | | 20 | 21 | 19 | 16 | 20 | 24 | | | | | | | 25 | 25 | 25 | 30 | 22 | 25 | | | | | | | 30 | 30 | 30 | 41 | 28 | 22 | | | | | | How many times, if any, have you had alcohol to drink . . . ? | | | | | | | | | | | | 81. In your lifetime | | | | | | | | | | | | | 41 | 40 | 42 | 67 | 36 | 24 | | | | | | 1 | 13 | 9 | 17 | 12 | 13 | 12 | | | | | | 2 | 9 | 9 | 9 | 5 | 10 | 10 | | | | | | $3-5$ | 13 | 14 | 12 | 4 | 13 | 20 | | | | | | $6-9$ | 7 | 9 | 5 | 4 | 12 | 3 | | | | | | $10-19$ | 7 | 6 | 8 | 1 | 5 | 15 | | | | | | $20-39$ | 4 | 5 | 4 | 0 | 4 | 9 | | | | | | $40+$ | 7 | 9 | 5 | 5 | 7 | 7 | | | | | | All Survey Items by Gender and Grade (Cont'd) | Percent | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | Total Sample | Gender | | Grade | | | | | | | | | | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | 115. In my town or city, I feel like I matter to people | | | | | | | | | | | | Strongly agree | 7 | 11 | 3 | | 8 | 14 | 8 | 5 | 2 | 1 | | Agree | 23 | 22 | 25 | | 24 | 16 | 28 | 24 | 27 | 21 | | Not sure | 39 | 39 | 38 | | 47 | 34 | 34 | 43 | 39 | 38 | | Disagree | 20 | 18 | 22 | | 12 | 28 | 14 | 23 | 23 | 24 | | Strongly disagree | 11 | 9 | 12 | | 9 | 8 | 16 | 5 | 10 | 15 | | 116. When things don't go well for me, I am good at finding a way to make things better | | | | | | | | | | | | Strongly agree | 16 | 19 | 13 | | 24 | 19 | 12 | 12 | 14 | 14 | | Agree | 38 | 37 | 39 | | 33 | 32 | 37 | 42 | 43 | 41 | | Not sure | 30 | 31 | 30 | | 29 | 31 | 28 | 34 | 30 | 31 | | Disagree | 10 | 8 | 13 | | 10 | 11 | 15 | 8 | 8 | 9 | | Strongly disagree | 6 | 5 | 7 | | 5 | 7 | 9 | 4 | 5 | 4 | | 117. When I am an adult, I'm sure I will have a good life | | | | | | | | | | | | Strongly agree | 34 | 38 | 30 | | 45 | 35 | 29 | 33 | 29 | 32 | | Agree | 36 | 34 | 39 | | 29 | 31 | 37 | 45 | 45 | 32 | | Not sure | 24 | 23 | 24 | | 19 | 25 | 27 | 22 | 23 | 27 | | Disagree | 3 | 3 | 3 | | 2 | 6 | 3 | 1 | 1 | 6 | | Strongly disagree | 3 | 2 | 4 | | 5 | 4 | 5 | 0 | 2 | 3 | | During the last 12 months, how many times have you...? | | | | | | | | | | | | 118. Taken part in a fight where a group of your friends fought another group | | | | | | | | | | | | Never | 68 | 61 | 76 | | 64 | 60 | 64 | 72 | 77 | 71 | | Once | 15 | 15 | 14 | | 14 | 18 | 21 | 13 | 10 | 11 | | Twice | 7 | 10 | 5 | | 9 | 8 | 9 | 2 | 8 | 7 | | 3 - 4 times | 5 | 8 | 3 | | 8 | 6 | 4 | 7 | 2 | 4 | | 5 or more times | 5 | 6 | 2 | | 5 | 8 | 2 | 5 | 2 | 6 | | 119. Hurt someone badly enough to need bandages or a doctor | | | | | | | | | | | | Never | 80 | 73 | 87 | | 83 | 80 | 77 | 73 | 80 | 89 | | Once | 11 | 16 | 7 | | 8 | 12 | 16 | 12 | 14 | 3 | | Twice | 5 | 5 | 4 | | 5 | 4 | 6 | 5 | 6 | 1 | | 3 - 4 times | 2 | 3 | 0 | | 1 | 1 | 2 | 1 | 0 | 6 | | 5 or more times | 3 | 4 | 1 | | 3 | 4 | 0 | 9 | 0 | 1 | | 120. Used a knife, gun or other weapon to get something from a person | | | | | | | | | | | | Never | 93 | 90 | 95 | | 99 | 92 | 90 | 88 | 93 | 93 | | Once | 4 | 6 | 3 | | 1 | 4 | 8 | 5 | 4 | 4 | | Twice | 2 | 2 | 1 | | 0 | 4 | 1 | 1 | 4 | 1 | | 3 - 4 times | 1 | 1 | 0 | | 0 | 0 | 1 | 2 | 0 | 0 | | 5 or more times | 1 | 2 | 0 | | 0 | 1 | 0 | 4 | 0 | 1 | | 121. If you had an important concern about drugs, alcohol, sex, or some other serious issue, would you talk to your parent(s) about it? | | | | | | | | | | | | Yes | 27 | 27 | 28 | | 32 | 21 | 33 | 29 | 24 | 21 | | Probably | 18 | 16 | 19 | | 19 | 18 | 11 | 16 | 23 | 21 | | I'm not sure | 18 | 17 | 19 | | 21 | 20 | 16 | 20 | 14 | 19 | | Probably not | 14 | 16 | 13 | | 11 | 18 | 13 | 15 | 14 | 16 | | No | 23 | 24 | 21 | | 17 | 23 | 28 | 21 | 25 | 23 | | 122. How much of the time do your parents ask you where you are going or with whom you will be? | | | | | | | | | | | | Never | 3 | 4 | 2 | | 4 | 1 | 5 | 1 | 4 | 4 | | Seldom | 6 | 8 | 3 | | 4 | 7 | 7 | 2 | 6 | 6 | | Some of the time | 9 | 11 | 7 | | 7 | 13 | 7 | 9 | 12 | 10 | | Most of the time | 29 | 33 | 25 | | 23 | 26 | 31 | 37 | 23 | 34 | | All of the time | 53 | 44 | 63 | | 62 | 52 | 51 | 51 | 56 | 46 | | All Survey Items by Gender and Grade (Cont'd) | Percent | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | Total | Gender | | Grade | | | | | | | | | Sample | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | Among the people you consider to be your closest friends, how many would you say...? | | | | | | | | | | | | 123. Drink alcohol once a week or more | | | | | | | | | | | | None | 42 | 48 | 37 | | 67 | 57 | 36 | 40 | 25 | 23 | | A few | 27 | 22 | 32 | | 21 | 19 | 30 | 30 | 32 | 31 | | Some | 15 | 14 | 15 | | 8 | 14 | 21 | 8 | 19 | 17 | | Most | 10 | 9 | 11 | | 3 | 7 | 5 | 13 | 17 | 18 | | All | 6 | 7 | 6 | | 2 | 2 | 9 | 8 | 7 | 11 | | 124. Have used drugs such as marijuana or cocaine | | | | | | | | | | | | None | 58 | 62 | 55 | | 85 | 67 | 52 | 53 | 46 | 37 | | A few | 17 | 18 | 17 | | 6 | 16 | 16 | 19 | 21 | 31 | | Some | 10 | 8 | 11 | | 4 | 6 | 16 | 8 | 14 | 9 | | Most | 11 | 9 | 13 | | 4 | 10 | 9 | 14 | 13 | 20 | | All | 4 | 3 | 4 | | 1 | 1 | 7 | 5 | 5 | 3 | | 125. Do well in school | | | | | | | | | | | | None | 5 | 5 | 4 | | 4 | 6 | 6 | 5 | 5 | 1 | | A few | 24 | 26 | 20 | | 28 | 24 | 22 | 30 | 16 | 20 | | Some | 28 | 30 | 26 | | 24 | 24 | 32 | 32 | 30 | 25 | | Most | 35 | 29 | 40 | | 32 | 37 | 34 | 28 | 40 | 38 | | All | 9 | 9 | 10 | | 12 | 8 | 7 | 5 | 10 | 15 | | 126. Get into trouble at school | | | | | | | | | | | | None | 25 | 17 | 33 | | 27 | 22 | 17 | 22 | 30 | 34 | | A few | 33 | 34 | 33 | | 32 | 25 | 36 | 34 | 38 | 35 | | Some | 25 | 27 | 22 | | 24 | 30 | 28 | 23 | 24 | 17 | | Most | 13 | 16 | 9 | | 11 | 18 | 13 | 17 | 6 | 10 | | All | 5 | 6 | 3 | | 6 | 5 | 6 | 5 | 2 | 4 | | How often do you feel afraid of...? | | | | | | | | | | | | 127. Walking around your neighborhood | | | | | | | | | | | | Never | 62 | 71 | 53 | | 56 | 55 | 62 | 72 | 68 | 62 | | Once in a while | 25 | 16 | 33 | | 30 | 26 | 24 | 17 | 24 | 25 | | Sometimes | 8 | 7 | 9 | | 10 | 11 | 11 | 4 | 5 | 10 | | Often | 3 | 3 | 5 | | 3 | 4 | 3 | 5 | 2 | 1 | | Always | 2 | 2 | 2 | | 1 | 5 | 1 | 2 | 1 | 1 | | 128. Getting hurt by someone at your school | | | | | | | | | | | | Never | 70 | 72 | 68 | | 64 | 61 | 65 | 70 | 80 | 85 | | Once in a while | 19 | 16 | 21 | | 26 | 19 | 21 | 18 | 14 | 8 | | Sometimes | 7 | 5 | 8 | | 6 | 8 | 10 | 7 | 2 | 7 | | Often | 3 | 4 | 1 | | 2 | 8 | 3 | 2 | 1 | 0 | | Always | 2 | 2 | 2 | | 2 | 4 | 1 | 2 | 2 | 0 | | 129. Getting hurt by someone in your home | | | | | | | | | | | | Never | 89 | 95 | 84 | | 91 | 88 | 84 | 90 | 93 | 89 | | Once in a while | 7 | 4 | 9 | | 6 | 8 | 7 | 6 | 5 | 8 | | Sometimes | 3 | 1 | 5 | | 2 | 2 | 5 | 4 | 2 | 3 | | Often | 1 | 0 | 2 | | 0 | 0 | 5 | 0 | 0 | 0 | | Always | 0 | 0 | 0 | | 1 | 1 | 0 | 0 | 0 | 0 | | 130. On the average, how many evenings per week do you go out to activities at a school, youth group, congregation, or other organization? | | | | | | | | | | | | 0 | 43 | 50 | 36 | | 50 | 41 | 40 | 43 | 40 | 44 | | 1 | 15 | 15 | 16 | | 13 | 12 | 20 | 14 | 19 | 13 | | 2 | 13 | 8 | 16 | | 13 | 18 | 10 | 14 | 11 | 10 | | 3 | 10 | 7 | 14 | | 9 | 7 | 12 | 5 | 18 | 10 | | 4 | 4 | 4 | 5 | | 1 | 4 | 7 | 8 | 2 | 4 | | 5 | 8 | 9 | 7 | | 4 | 10 | 9 | 8 | 6 | 13 | | 6 | 3 | 5 | 2 | | 6 | 6 | 0 | 5 | 1 | 1 | | 7 | 3 | 3 | 3 | | 5 | 2 | 3 | 1 | 2 | 4 | | All Survey Items by Gender and Grade (Cont'd) | Percent | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | Total | Gender | | Grade | | | | | | | | | Sample | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | 131. On the average, how many evenings per week do you go out just to be with your friends without anything special to do? | | | | | | | | | | | | 0 | 10 | 13 | 7 | | 15 | 16 | 4 | 7 | 8 | 7 | | 1 | 10 | 8 | 12 | | 11 | 10 | 11 | 11 | 11 | 10 | | 2 | 17 | 18 | 16 | | 20 | 11 | 17 | 17 | 19 | 15 | | 3 | 15 | 10 | 21 | | 12 | 16 | 16 | 17 | 14 | 18 | | 4 | 12 | 15 | 9 | | 12 | 8 | 11 | 14 | 8 | 20 | | 5 | 14 | 14 | 14 | | 11 | 14 | 16 | 17 | 13 | 11 | | 6 | 7 | 7 | 6 | | 8 | 2 | 9 | 6 | 8 | 6 | | 7 | 15 | 16 | 15 | | 11 | 23 | 17 | 11 | 18 | 13 | | 132. Imagine that someone at your school hit you or pushed you for no reason. What would you do? | | | | | | | | | | | | I'd hit or push them right back. | 50 | 44 | 57 | | 44 | 56 | 50 | 50 | 50 | 54 | | I'd try to hurt them worse than they hurt me. | 22 | 28 | 16 | | 20 | 16 | 22 | 26 | 21 | 27 | | I'd try to talk to this person and work out our differences. | 8 | 8 | 8 | | 2 | 6 | 10 | 4 | 14 | 14 | | I'd talk to a teacher or other adult. | 5 | 2 | 7 | | 9 | 7 | 4 | 4 | 4 | 0 | | I'd just ignore it and do nothing. | 15 | 18 | 12 | | 24 | 15 | 14 | 17 | 11 | 6 | | 133. Students help decide what goes on in my school | | | | | | | | | | | | Strongly agree | 9 | 9 | 8 | | 16 | 7 | 7 | 7 | 8 | 6 | | Agree | 28 | 27 | 30 | | 31 | 31 | 24 | 22 | 32 | 31 | | Not sure | 33 | 34 | 32 | | 30 | 34 | 38 | 35 | 31 | 32 | | Disagree | 17 | 16 | 18 | | 13 | 13 | 17 | 22 | 17 | 21 | | Strongly disagree | 13 | 14 | 12 | | 11 | 14 | 15 | 14 | 12 | 10 | | 134. I don't care how I do in school | | | | | | | | | | | | Strongly agree | 2 | 3 | 2 | | 5 | 2 | 4 | 1 | 0 | 0 | | Agree | 7 | 9 | 5 | | 7 | 9 | 8 | 8 | 4 | 4 | | Not sure | 11 | 15 | 7 | | 10 | 12 | 7 | 19 | 5 | 17 | | Disagree | 38 | 34 | 43 | | 39 | 38 | 38 | 39 | 44 | 31 | | Strongly disagree | 42 | 39 | 44 | | 40 | 39 | 44 | 33 | 48 | 48 | | 135. I have lots of good conversations with my parents | | | | | | | | | | | | Strongly agree | 14 | 11 | 18 | | 20 | 21 | 11 | 10 | 13 | 13 | | Agree | 40 | 42 | 38 | | 44 | 34 | 36 | 39 | 43 | 47 | | Not sure | 24 | 25 | 22 | | 23 | 24 | 24 | 30 | 24 | 16 | | Disagree | 13 | 14 | 12 | | 9 | 11 | 13 | 18 | 12 | 14 | | Strongly disagree | 9 | 8 | 10 | | 5 | 10 | 16 | 4 | 8 | 10 | | 136. If I break a rule at school, I'm sure to get in trouble | | | | | | | | | | | | Strongly agree | 17 | 18 | 16 | | 25 | 22 | 12 | 14 | 17 | 10 | | Agree | 38 | 33 | 43 | | 45 | 24 | 46 | 39 | 40 | 31 | | Not sure | 27 | 29 | 25 | | 16 | 33 | 30 | 29 | 23 | 35 | | Disagree | 14 | 13 | 14 | | 8 | 19 | 10 | 14 | 14 | 18 | | Strongly disagree | 4 | 7 | 2 | | 6 | 2 | 3 | 4 | 6 | 6 | | 137. My parents spend a lot of time helping other people | | | | | | | | | | | | Strongly agree | 9 | 7 | 11 | | 15 | 12 | 6 | 7 | 6 | 7 | | Agree | 30 | 32 | 27 | | 28 | 39 | 29 | 28 | 30 | 28 | | Not sure | 38 | 39 | 38 | | 47 | 33 | 37 | 42 | 35 | 37 | | Disagree | 16 | 15 | 16 | | 9 | 12 | 18 | 16 | 23 | 17 | | Strongly disagree | 7 | 6 | 8 | | 2 | 5 | 11 | 6 | 7 | 11 | | 138. I have little control over the things that will happen in my life | | | | | | | | | | | | Strongly agree | 7 | 8 | 5 | | 11 | 6 | 8 | 4 | 4 | 7 | | Agree | 13 | 12 | 14 | | 15 | 17 | 15 | 15 | 13 | 1 | | Not sure | 18 | 20 | 15 | | 21 | 24 | 15 | 17 | 13 | 18 | | Disagree | 35 | 33 | 36 | | 23 | 28 | 36 | 37 | 43 | 44 | | Strongly disagree | 28 | 27 | 29 | | 30 | 24 | 27 | 27 | 27 | 30 | | All Survey Items by Gender and Grade (Cont'd) | Percent | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | Total Sample | Gender | | Grade | | | | | | | | | | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | During the last 12 months, how many times have you...? | | | | | | | | | | | | 139. Carried a knife or gun to protect yourself | | | | | | | | | | | | Never | 79 | 72 | 86 | | 83 | 78 | 74 | 78 | 84 | 76 | | Once | 9 | 10 | 8 | | 9 | 10 | 13 | 7 | 7 | 4 | | Twice | 4 | 5 | 2 | | 3 | 2 | 4 | 7 | 1 | 6 | | 3 - 4 times | 3 | 3 | 3 | | 1 | 6 | 5 | 1 | 2 | 1 | | 5 or more times | 6 | 10 | 1 | | 4 | 4 | 4 | 6 | 5 | 13 | | 140. Threatened to physically hurt someone | | | | | | | | | | | | Never | 54 | 51 | 57 | | 64 | 53 | 54 | 47 | 54 | 47 | | Once | 17 | 16 | 17 | | 18 | 17 | 18 | 17 | 11 | 20 | | Twice | 9 | 8 | 11 | | 9 | 11 | 11 | 8 | 8 | 7 | | 3 - 4 times | 8 | 9 | 7 | | 4 | 6 | 8 | 11 | 8 | 11 | | 5 or more times | 12 | 16 | 8 | | 5 | 13 | 10 | 17 | 18 | 14 | | 141. Gambled (for example, bought lottery tickets or tabs, bet money on sports teams or card games, etc.) | | | | | | | | | | | | Never | 38 | 31 | 47 | | 46 | 41 | 41 | 37 | 37 | 24 | | Once | 12 | 10 | 14 | | 17 | 12 | 10 | 12 | 12 | 11 | | Twice | 10 | 10 | 10 | | 12 | 8 | 11 | 12 | 5 | 11 | | 3 - 4 times | 12 | 10 | 14 | | 10 | 10 | 12 | 12 | 10 | 19 | | 5 or more times | 28 | 39 | 16 | | 15 | 29 | 27 | 27 | 37 | 34 | | How many adults have you known for two or more years who...? (don't count parents or relatives) | | | | | | | | | | | | 142. Give you lots of encouragement whenever they see you | | | | | | | | | | | | 0 | 12 | 13 | 10 | | 13 | 13 | 18 | 10 | 6 | 8 | | 1 | 12 | 12 | 13 | | 12 | 11 | 7 | 19 | 17 | 10 | | 2 | 21 | 16 | 25 | | 22 | 12 | 17 | 22 | 26 | 27 | | 3 or 4 | 23 | 25 | 22 | | 22 | 25 | 28 | 18 | 19 | 25 | | 5 or more | 32 | 34 | 29 | | 31 | 39 | 30 | 31 | 32 | 30 | | 143. You look forward to spending time with | | | | | | | | | | | | 0 | 15 | 18 | 13 | | 19 | 13 | 15 | 17 | 12 | 15 | | 1 | 14 | 14 | 15 | | 15 | 22 | 13 | 15 | 11 | 8 | | 2 | 24 | 23 | 25 | | 21 | 17 | 24 | 23 | 29 | 32 | | 3 or 4 | 24 | 22 | 26 | | 21 | 22 | 22 | 26 | 31 | 23 | | 5 or more | 23 | 23 | 22 | | 25 | 27 | 25 | 20 | 18 | 21 | | 144. Spend a lot of time helping other people | | | | | | | | | | | | 0 | 21 | 24 | 19 | | 23 | 12 | 24 | 26 | 18 | 21 | | 1 | 20 | 21 | 20 | | 23 | 25 | 18 | 16 | 24 | 14 | | 2 | 25 | 25 | 25 | | 26 | 30 | 23 | 26 | 24 | 24 | | 3 or 4 | 19 | 15 | 23 | | 18 | 15 | 23 | 18 | 21 | 20 | | 5 or more | 15 | 15 | 13 | | 11 | 19 | 12 | 15 | 13 | 21 | | 145. Do things that are wrong or dangerous | | | | | | | | | | | | 0 | 58 | 54 | 61 | | 69 | 59 | 51 | 60 | 56 | 52 | | 1 | 18 | 18 | 18 | | 20 | 17 | 24 | 17 | 14 | 13 | | 2 | 10 | 12 | 7 | | 5 | 7 | 10 | 12 | 10 | 15 | | 3 or 4 | 5 | 6 | 4 | | 3 | 2 | 8 | 1 | 10 | 7 | | 5 or more | 9 | 9 | 10 | | 3 | 15 | 8 | 10 | 11 | 13 | | 146. Talk with you at least once a month | | | | | | | | | | | | 0 | 12 | 12 | 13 | | 19 | 11 | 15 | 11 | 7 | 8 | | 1 | 17 | 18 | 15 | | 18 | 17 | 16 | 19 | 18 | 10 | | 2 | 18 | 19 | 18 | | 18 | 15 | 13 | 20 | 23 | 23 | | 3 or 4 | 21 | 15 | 26 | | 19 | 20 | 24 | 18 | 20 | 21 | | 5 or more | 33 | 36 | 29 | | 27 | 38 | 32 | 31 | 32 | 38 | | All Survey Items by Gender and Grade (Cont'd) | Percent | | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | Total | Gender | | | Grade | | | | | | | | | Sample | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | On an average school day, how many hours do you spend ...? | | | | | | | | | | | | | 147. Watching TV or videos | | | | | | | | | | | | | None | 6 | 8 | 4 | 4 | 5 | 7 | 2 | 6 | 10 | | | | Less than 1 hour | 13 | 9 | 17 | 11 | 12 | 12 | 7 | 18 | 20 | | | | 1 hour | 17 | 15 | 19 | 14 | 19 | 15 | 21 | 15 | 21 | | | | 2 hours | 25 | 22 | 27 | 26 | 22 | 30 | 28 | 23 | 17 | | | | 3 hours | 18 | 18 | 18 | 26 | 12 | 17 | 18 | 15 | 20 | | | | 4 or more hours | 21 | 28 | 15 | 19 | 30 | 19 | 23 | 25 | 13 | | | | 148. At home with no adult there with you | | | | | | | | | | | | | None | 10 | 10 | 10 | 19 | 9 | 4 | 5 | 11 | 14 | | | | Less than 1 hour | 18 | 19 | 18 | 30 | 20 | 18 | 14 | 11 | 14 | | | | 1 hour | 17 | 19 | 16 | 18 | 19 | 17 | 17 | 16 | 16 | | | | 2 hours | 19 | 19 | 19 | 11 | 25 | 23 | 25 | 14 | 17 | | | | 3 hours | 16 | 15 | 17 | 11 | 14 | 17 | 17 | 24 | 16 | | | | 4 or more hours | 19 | 18 | 19 | 10 | 15 | 21 | 22 | 24 | 22 | | | | 149. Have you ever been physically harmed (that is, where someone caused you to have a scar, block and blue marks, welts, bleeding, or a broken bone) by someone in your family or someone living with you? | | | | | | | | | | | | | Never | 73 | 80 | 67 | 77 | 79 | 63 | 76 | 67 | 82 | | | | Once | 10 | 7 | 12 | 6 | 9 | 15 | 10 | 14 | 1 | | | | 2 - 3 times | 10 | 9 | 11 | 10 | 5 | 14 | 7 | 12 | 11 | | | | 4 - 10 times | 3 | 1 | 4 | 2 | 2 | 2 | 2 | 5 | 3 | | | | More than 10 times | 4 | 4 | 5 | 5 | 5 | 6 | 5 | 2 | 3 | | | | 150. How many times in the last 2 years have you been the victim of physical violence where someone caused you physical pain or injury? | | | | | | | | | | | | | Never | 69 | 65 | 74 | 75 | 63 | 65 | 73 | 73 | 65 | | | | Once | 14 | 16 | 11 | 11 | 18 | 13 | 8 | 18 | 12 | | | | Twice | 7 | 10 | 4 | 5 | 6 | 7 | 11 | 2 | 12 | | | | 3 times | 4 | 4 | 4 | 3 | 4 | 8 | 2 | 2 | 4 | | | | 4 or more times | 6 | 5 | 7 | 6 | 10 | 7 | 5 | 5 | 7 | | | | 151. Where does your family now live? | | | | | | | | | | | | | On a farm | 1 | 1 | 1 | 1 | 2 | 0 | 0 | 0 | 1 | | | | In the country, not on a farm | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | | | | On an American Indian reservation | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | | | | In a small town (under 2,500 in population) | 28 | 28 | 29 | 34 | 19 | 41 | 28 | 27 | 16 | | | | In a town (2,500 to 9,999) | 45 | 42 | 48 | 39 | 53 | 40 | 43 | 49 | 51 | | | | In a small city (10,000 to 49,999) | 11 | 14 | 7 | 10 | 11 | 7 | 13 | 11 | 13 | | | | In a medium size city (50,000 to 250,000) | 11 | 11 | 11 | 13 | 10 | 11 | 13 | 10 | 13 | | | | In a large city (over 250,000) | 3 | 4 | 3 | 3 | 5 | 1 | 2 | 4 | 6 | | | | 152. How many years have you lived in the city where you now live? | | | | | | | | | | | | | All my life | 50 | 49 | 50 | 41 | 47 | 43 | 52 | 55 | 65 | | | | 10 years or more, but I've lived in at least one other place | 16 | 16 | 17 | 13 | 10 | 20 | 23 | 13 | 20 | | | | 5 - 9 years | 15 | 15 | 14 | 20 | 11 | 12 | 12 | 23 | 8 | | | | 3 - 4 years | 10 | 11 | 8 | 15 | 13 | 13 | 7 | 4 | 4 | | | | 1 - 2 years | 6 | 5 | 6 | 5 | 11 | 6 | 4 | 5 | 3 | | | | Less than 1 year | 4 | 4 | 4 | 6 | 8 | 7 | 1 | 0 | 0 | | | | 153. How often do you binge eat (eat a lot of food in a short period of time) and then make yourself throw up or use laxatives to get rid of the food you have eaten? | | | | | | | | | | | | | Never | 87 | 89 | 85 | 87 | 86 | 84 | 94 | 87 | 87 | | | | Once in a while | 8 | 6 | 10 | 9 | 11 | 9 | 4 | 7 | 7 | | | | Sometimes | 3 | 2 | 3 | 2 | 2 | 4 | 1 | 4 | 3 | | | | Often | 2 | 2 | 2 | 2 | 1 | 4 | 1 | 2 | 3 | | | # REPORT Developmental Assets: A Profile of Your Youth Maryvale Middle School Prepared for:Suburban Wellness CoalitionCheektowaga, NY March 24, 1998 Prepared by: | Search | | :--: | | INSTITUTE | # Figure 2: Who Was Surveyed | Total Sample | | Number of Youth | Percent of Total | | --- | --- | --- | --- | | Gender* | Male | 183 | 52 | | | Female | 171 | 48 | | Grade* | 6 | 92 | 26 | | | 7 | 164 | 46 | | | 8 | 100 | 28 | | | 9 | 0 | 0 | | | 10 | 0 | 0 | | | 11 | 0 | 0 | | | 12 | 0 | 0 | | Race / Ethnicity* | American Indian | 7 | 2 | | | Asian / Pacific Islander | 4 | 1 | | | Black / African American | 3 | 1 | | | Hispanic | 1 | 0 | | | White | 324 | 92 | | | Multi-racial | 15 | 4 | *Numbers may not sum to "Total Sample" due to missing information. # Figure 8: Percent of Youth Reporting Each of 5 Deficits, by Gender and Grade | Deficit | Definition | Total Sample | Gender | | Grade | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | | | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | Alone at Home | Two hours or more per school day | 61 | 60 | 62 | 49 | 67 | 65 | | | | | | TV Overexposure | Watches TV or videos three or more hours per school day | 69 | 73 | 64 | 59 | 76 | 68 | | | | | | Physical Abuse | Reports one or more incidents, "have you ever been physically harmed (that is, where someone caused you to have a scar, black and blue marks, welts, bleeding, or a broken bone) by someone in your family or someone living with you?" | 32 | 34 | 29 | 26 | 31 | 39 | | | | | | Victim of Violence | Reports one or more incidents, "how many times in the last 2 years have you been the victim of physical violence where someone caused you physical pain or injury?" | 31 | 38 | 23 | 22 | 35 | 34 | | | | | | Drinking Parties | Reports attending one or more parties in the last year "where other kids your age were drinking." | 29 | 27 | 31 | 12 | 35 | 36 | | | | | Figure 9: Percent of Youth Reporting Each of 9 Substance Use Related Risk-Taking Behaviors, by Gender and Grade | Risk-Taking Behavior | | Total Sample | Gender | | Grade | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | Category | Definition | | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | Alcohol | Used alcohol once or more in the last 30 days | 25 | 25 | 24 | 12 | 25 | 37 | | | | | | | Got drunk once or more in the last two weeks | 17 | 18 | 17 | 12 | 17 | 23 | | | | | | Tobacco | Smoked cigarettes once or more in the last 30 days | 18 | 17 | 18 | 3 | 23 | 24 | | | | | | | Used smokeless tobacco once or more in the last 12 months | 4 | 4 | 3 | 1 | 6 | 3 | | | | | | Inhalants | Sniffed or inhaled substances to get high once or more in the last 12 months | 23 | 21 | 24 | 11 | 28 | 26 | | | | | | Marijuana | Used marijuana once or more in the last 12 months | 10 | 12 | 7 | 2 | 11 | 14 | | | | | | Other Drug Use | Used other illicit drugs once or more in the last 12 months* | 9 | 11 | 7 | 2 | 12 | 12 | | | | | | Driving and Alcohol | Drove after drinking once or more in the last 12 months | 3 | 3 | 3 | 2 | 2 | 5 | | | | | | | Rode (once or more in the last 12 months) with a driver who had been drinking | 33 | 32 | 34 | 22 | 35 | 39 | | | | | - Includes cocaine, LSD, PCP or angel dust, heroin, and amphetamines # Figure 10: Percent of Youth Reporting Each of 15 Other Risk-Taking Behaviors, by Gender and Grade | Risk-Taking Behavior | | Total Sample | Gender | | Grade | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | Category | Definition | | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | Sexual Intercourse | Has had sexual intercourse one or more times | 16 | 21 | 12 | 5 | 19 | 22 | | | | | | Anti-Social Behavior | Shoplifted once or more in the last 12 months | 31 | 35 | 27 | 15 | 35 | 40 | | | | | | | Committed vandalism once or more in the last 12 months | 24 | 33 | 14 | 12 | 26 | 32 | | | | | | | Got into trouble with police once or more in the last 12 months | 21 | 28 | 15 | 11 | 24 | 27 | | | | | | Violence | Hit someone once or more in the last 12 months | 55 | 68 | 42 | 46 | 53 | 67 | | | | | | | Physically hurt someone once or more in the last 12 months | 19 | 26 | 11 | 10 | 23 | 20 | | | | | | | Used a weapon to get something from a person once or more in the last 12 months | 7 | 10 | 3 | 4 | 9 | 6 | | | | | | | Been in a group fight once or more in the last 12 months | 37 | 41 | 33 | 23 | 42 | 43 | | | | | | | Carried a weapon for protection once or more in the last 12 months | 15 | 19 | 9 | 2 | 21 | 17 | | | | | | | Threatened physical harm to someone once or more in the last 12 months | 41 | 44 | 38 | 22 | 43 | 57 | | | | | | School Truancy | Skipped school once or more in the last four weeks | 17 | 20 | 13 | 11 | 16 | 23 | | | | | | Gambling | Gambled once or more in the last 12 months | 42 | 51 | 32 | 31 | 40 | 55 | | | | | | Eating Disorder | Has engaged in bulimic or anorexic behavior | 18 | 15 | 21 | 14 | 16 | 25 | | | | | | Depression | Felt sad or depressed most or all of the time in the last month | 21 | 13 | 27 | 11 | 24 | 24 | | | | | | Attempted Suicide | Has attempted suicide one or more times | 25 | 19 | 30 | 24 | 24 | 26 | | | | | # Figure 11: Percent of Youth Reporting Each of 10 High-Risk Behavior Patterns, by Gender and Grade | High-Risk Behavior Pattern | | Total Sample | Gender | | | Grade | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | Category | Definition | | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | Alcohol | Has used alcohol three or more times in the last 30 days or got drunk once or more in the last two weeks | 18 | 19 | 18 | 12 | 18 | 25 | | | | | | | Tobacco | Smokes one or more cigarettes every day or uses chewing tobacco frequently | 10 | 9 | 11 | 1 | 11 | 16 | | | | | | | Illicit Drugs | Used illicit drugs three or more times in the last 12 months* | 7 | 8 | 6 | 0 | 9 | 10 | | | | | | | Sexual Intercourse | Has had sexual intercourse three or more times in lifetime | 8 | 10 | 6 | 2 | 7 | 14 | | | | | | | Depression/ Suicide | Is frequently depressed and/or has attempted suicide | 33 | 27 | 38 | 28 | 33 | 37 | | | | | | | Anti-Social Behavior | Has been involved in three or more incidents of shoplifting, trouble with police, or vandalism in the last 12 months | 23 | 30 | 15 | 10 | 26 | 31 | | | | | | | Violence | Has engaged in three or more acts of fighting, hitting, injuring a person, carrying or using a weapon, or threatening physical harm in the last 12 months | 47 | 57 | 37 | 30 | 53 | 57 | | | | | | | School Problems | Has skipped school two or more days in the last four weeks and/or has below a C average | 16 | 19 | 13 | 9 | 14 | 25 | | | | | | | Driving and Alcohol | Has driven after drinking or ridden with a drinking driver three or more times in the last 12 months | 16 | 17 | 16 | 11 | 17 | 21 | | | | | | | Gambling | Has gambled three or more times in the last 12 months | 23 | 34 | 12 | 15 | 21 | 32 | | | | | | - Includes cocaine, LSD, PCP or angel dust, heroin, and amphetamines # Figure 20: 35 Characteristics of Asset-Building Communities 1. A vision rooted in developmental assets is communicated several times a year to all residents. 2. All residents understand their personal capacity to promote developmental assets. 3. Most residents take personal responsibility. 4. Most residents take action. 5. New residents are quickly socialized to the community vision. 6. Children and teenagers know the developmental assets. 7. Most youth take action to promote assets for themselves and for their peers. 8. The community thinks and acts intergenerationally. Most adults establish sustained relationships with children and adolescents and most adolescents establish sustained relationships with younger children. 9. Youth have many opportunities to lead, make decisions, and give input; youth are provided useful roles in community life. Youth then are actors in the reclaiming of community rather than just objects of programs. 10. All children and teenagers frequently engage in service to others. Much of this "work" is done with adults, and a premium is placed on learning from these experiences (i.e., service-learning). 11. A common core of values is named. 12. Adults model and articulate their values. 13. A common core of boundaries is named. 14. Adults model and articulate these boundaries. 15. Families are supported, taught, and equipped to elevate asset building to top priority. 16. Community programs assist adults - particularly parents - to personally reclaim developmental assets. 17. Neighbors and community residents build caring relationships with youth and express this caring through dialogue, listening, commending positive behavior, acknowledging their presence, enjoying their company, and involving them in decision-making. They know neighborhood children and adolescents by name and take time to get to know them. 18. Businesses that employ teenagers address the assets of support, boundaries, values, and social competencies. Employers also develop family-friendly policies and provide mechanisms for employees to build relationships with youth. 19. Religious institutions mobilize their capacity for intergenerational relationships, educating and supporting parents, constructive use of time, values development, and service to the community. They focus on both their own members and the larger community. 20. Schools - both elementary and secondary - place priority on becoming caring environments for all students, providing a challenging and engaging curriculum for all students, providing opportunities for nurturing values deemed crucial by the community, expanding and strengthening co-curricular activities, and using their connections with parents to reinforce the importance of family attention to assets. # Figure 20: 35 Characteristics of Asset-Building Communities (Cont'd) 21. Youth organizations and other service providers train leaders and volunteers in asset-building strategies and provide meaningful opportunities for youth to serve their communities and build citizenship and leadership skills. 22. Local government - through policy, influence, training, and resource allocation - moves asset development and community-wide cooperation to top priorities for planning, policies, and funding allocations within the municipality. 23. The community invests in expanding and strengthening its systems of youth clubs, teams, and organizations. 24. Virtually all 7 - to 18 -year-olds are involved in one or more clubs, teams, or other youth-serving organizations that view building assets as central to their mission. 25. All professionals (e.g., day-care providers, teachers, social workers, religious youth workers) and volunteers (e.g., coaches, mentors) who work with youth receive training in asset building. 26. The media (print, radio, television, internet) repeatedly communicate the community's vision, support local mobilization efforts, and provide forums for sharing innovative actions taken by individuals and organizations. 27. The community prizes cultural strengths and traditions. Particularly for youth of color, this heritage includes the concept of elders, the primacy of intergenerational relationships, respect for figures of authority, the value of caring for others, and a wisdom about what matters. Being in touch with and affirming these strengths represent an important dimension of cultural competence, in addition to knowledge and contact with cultures beyond one's own. 28. Teenagers have safe places "to hang." 29. Families have safe places on weekends and during evenings-to-receive short-term-child-care. 30. All children receive frequent expressions of support in both informal public settings and in places where youth gather. 31. The community celebrates the individuals and systems which take innovative action. Youth professionals and volunteers have high status in the life of the community. 32. The community-wide commitment to asset building is long-term and inclusive. 33. The community pays particular attention to helping girls develop assertiveness skills, a sense of personal control and mastery, and healthy self-concept. 34. The community pays particular attention to helping boys develop and express compassion and caring. 35. Current programs which intentionally build assets, such as peer helping, mentoring, and service-learning, are elevated to top priority and expanded to reach a larger number of youth. | All Survey Items by Gender and Grade (Cont'd) | Percent | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | Total | Gender | | Grade | | | | | | | | | Sample | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | 52. In my neighborhood, there are a lot of people who care about me | | | | | | | | | | | | Strongly agree | 17 | 17 | 16 | 23 | 14 | 16 | | | | | | Agree | 23 | 18 | 28 | 28 | 21 | 20 | | | | | | Not sure | 34 | 36 | 33 | 29 | 35 | 38 | | | | | | Disagree | 12 | 12 | 11 | 11 | 13 | 10 | | | | | | Strongly disagree | 14 | 17 | 11 | 9 | 16 | 16 | | | | | | 53. At my school, everyone knows that you'll get in trouble for using alcohol or other drugs | | | | | | | | | | | | Strongly agree | 44 | 43 | 44 | 57 | 44 | 31 | | | | | | Agree | 24 | 19 | 29 | 21 | 22 | 29 | | | | | | Not sure | 12 | 11 | 12 | 13 | 13 | 9 | | | | | | Disagree | 8 | 12 | 4 | 4 | 7 | 13 | | | | | | Strongly disagree | 13 | 14 | 11 | 5 | 13 | 18 | | | | | | 54. If one of my neighbors saw me do something wrong, he or she would tell one of my parents | | | | | | | | | | | | Strongly agree | 33 | 31 | 35 | 33 | 40 | 21 | | | | | | Agree | 22 | 21 | 23 | 32 | 16 | 22 | | | | | | Not sure | 29 | 29 | 29 | 23 | 29 | 34 | | | | | | Disagree | 7 | 7 | 8 | 4 | 5 | 13 | | | | | | Strongly disagree | 9 | 13 | 6 | 9 | 9 | 10 | | | | | | During the last 12 months, how many times have you ...? | | | | | | | | | | | | 55. Been a leader in a group or organization | | | | | | | | | | | | Never | 34 | 36 | 32 | 36 | 35 | 30 | | | | | | Once in a while | 21 | 17 | 25 | 18 | 23 | 19 | | | | | | Sometimes | 15 | 13 | 16 | 15 | 12 | 19 | | | | | | Often | 12 | 10 | 15 | 14 | 11 | 13 | | | | | | Always | 19 | 23 | 13 | 16 | 19 | 19 | | | | | | 56. Stolen something from a store | | | | | | | | | | | | Never | 69 | 65 | 73 | 85 | 65 | 60 | | | | | | Once in a while | 15 | 14 | 16 | 12 | 14 | 20 | | | | | | Sometimes | 4 | 7 | 2 | 1 | 5 | 7 | | | | | | Often | 3 | 4 | 2 | 1 | 4 | 2 | | | | | | Always | 9 | 9 | 8 | 1 | 12 | 11 | | | | | | 57. Gotten into trouble with the police | | | | | | | | | | | | Never | 79 | 72 | 85 | 89 | 76 | 73 | | | | | | Once in a while | 13 | 15 | 10 | 5 | 14 | 17 | | | | | | Sometimes | 5 | 7 | 3 | 1 | 7 | 4 | | | | | | Often | 2 | 2 | 1 | 1 | 1 | 4 | | | | | | Always | 2 | 4 | 1 | 3 | 2 | 2 | | | | | | 58. Hit or beat up someone | | | | | | | | | | | | Never | 45 | 32 | 58 | 54 | 47 | 33 | | | | | | Once in a while | 22 | 24 | 19 | 22 | 18 | 27 | | | | | | Sometimes | 9 | 12 | 6 | 3 | 12 | 9 | | | | | | Often | 8 | 9 | 6 | 5 | 7 | 10 | | | | | | Always | 17 | 23 | 11 | 15 | 15 | 21 | | | | | | 59. Damaged property just for fun (such as breaking windows, scratching a car, putting paint on walls, etc.) | | | | | | | | | | | | Never | 76 | 67 | 86 | 88 | 74 | 68 | | | | | | Once in a while | 11 | 16 | 6 | 3 | 13 | 15 | | | | | | Sometimes | 3 | 2 | 4 | 1 | 3 | 4 | | | | | | Often | 2 | 3 | 1 | 2 | 1 | 4 | | | | | | Always | 8 | 11 | 4 | 5 | 9 | 9 | | | | | | All Survey Items by Gender and Grade (Cont'd) | Percent | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | Total Sample | Gender | | Grade | | | | | | | | | | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | During an average week, how many hours do you spend ...? | | | | | | | | | | | | 66. Helping friends or neighbors | | | | | | | | | | | | 0 hours | 18 | 24 | 10 | 16 | 17 | 19 | | | | | | 1 hour | 36 | 34 | 39 | 40 | 39 | 29 | | | | | | 2 hours | 20 | 19 | 21 | 20 | 19 | 22 | | | | | | 3 - 5 hours | 16 | 13 | 18 | 14 | 15 | 18 | | | | | | 6 - 10 hours | 5 | 5 | 5 | 3 | 3 | 9 | | | | | | 11 or more hours | 6 | 5 | 7 | 7 | 7 | 3 | | | | | | 67. Practicing or taking lessons in music, art, drama, or dance, after school or on weekends | | | | | | | | | | | | 0 hours | 58 | 69 | 46 | 45 | 61 | 64 | | | | | | 1 hour | 16 | 13 | 19 | 20 | 13 | 17 | | | | | | 2 hours | 8 | 6 | 11 | 14 | 9 | 2 | | | | | | 3 - 5 hours | 11 | 7 | 14 | 10 | 12 | 10 | | | | | | 6 - 10 hours | 4 | 2 | 6 | 5 | 2 | 5 | | | | | | 11 or more hours | 4 | 3 | 5 | 7 | 3 | 2 | | | | | | People who know me would say that this is ... | | | | | | | | | | | | 68. Knowing how to say "no" when someone wants me to do things I know are wrong or dangerous | | | | | | | | | | | | Not at all like me | 12 | 13 | 11 | 10 | 12 | 14 | | | | | | A little like me | 12 | 15 | 9 | 10 | 13 | 13 | | | | | | Somewhat like me | 22 | 27 | 17 | 16 | 20 | 31 | | | | | | Quite like me | 23 | 23 | 24 | 17 | 26 | 25 | | | | | | Very much like me | 31 | 23 | 40 | 47 | 29 | 18 | | | | | | 69. Caring about other people's feelings | | | | | | | | | | | | Not at all like me | 7 | 12 | 2 | 7 | 6 | 9 | | | | | | A little like me | 8 | 11 | 5 | 9 | 7 | 8 | | | | | | Somewhat like me | 23 | 32 | 14 | 18 | 22 | 29 | | | | | | Quite like me | 33 | 26 | 40 | 29 | 36 | 30 | | | | | | Very much like me | 29 | 19 | 39 | 37 | 28 | 23 | | | | | | 70. Thinking through the possible good and bad results of different choices before I make decisions | | | | | | | | | | | | Not at all like me | 11 | 14 | 8 | 9 | 10 | 15 | | | | | | A little like me | 21 | 24 | 18 | 12 | 21 | 28 | | | | | | Somewhat like me | 26 | 29 | 23 | 20 | 31 | 24 | | | | | | Quite like me | 26 | 19 | 33 | 32 | 24 | 24 | | | | | | Very much like me | 16 | 14 | 19 | 27 | 13 | 9 | | | | | | 71. Saving my money for something special rather than spending it all right away | | | | | | | | | | | | Not at all like me | 23 | 20 | 26 | 30 | 25 | 24 | | | | | | A little like me | 12 | 11 | 13 | 5 | 13 | 17 | | | | | | Somewhat like me | 18 | 17 | 18 | 12 | 18 | 24 | | | | | | Quite like me | 20 | 19 | 20 | 26 | 20 | 14 | | | | | | Very much like me | 28 | 33 | 22 | 37 | 25 | 22 | | | | | | 72. Respecting the values and beliefs of people who are of a different race or culture than I am | | | | | | | | | | | | Not at all like me | 8 | 12 | 5 | 8 | 8 | 9 | | | | | | A little like me | 8 | 8 | 8 | 8 | 9 | 7 | | | | | | Somewhat like me | 23 | 32 | 14 | 24 | 23 | 24 | | | | | | Quite like me | 29 | 25 | 34 | 30 | 28 | 31 | | | | | | Very much like me | 31 | 23 | 39 | 30 | 33 | 28 | | | | | | 73. Giving up when things get hard for me | | | | | | | | | | | | Not at all like me | 44 | 48 | 40 | 58 | 40 | 37 | | | | | | A little like me | 27 | 25 | 28 | 18 | 23 | 41 | | | | | | Somewhat like me | 14 | 13 | 15 | 16 | 17 | 7 | | | | | | Quite like me | 7 | 6 | 8 | 7 | 6 | 8 | | | | | | Very much like me | 8 | 8 | 9 | 1 | 14 | 6 | | | | | | All Survey Items by Gender and Grade (Cont'd) | Percent | | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | Total | Gender | | | Grade | | | | | | | | | Sample | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | People who know me would say that this is ... | | | | | | | | | | | | | 74. Staying away from people who might get me in trouble | | | | | | | | | | | | | Not at all like me | 20 | 25 | 14 | 14 | 21 | 25 | | | | | | | A little like me | 19 | 20 | 19 | 17 | 16 | 27 | | | | | | | Somewhat like me | 23 | 25 | 20 | 15 | 26 | 25 | | | | | | | Quite like me | 14 | 11 | 17 | 18 | 13 | 11 | | | | | | | Very much like me | 24 | 18 | 29 | 35 | 24 | 11 | | | | | | | 75. Feeling really sad when one of my friends is unhappy | | | | | | | | | | | | | Not at all like me | 17 | 24 | 10 | 13 | 18 | 18 | | | | | | | A little like me | 19 | 24 | 14 | 14 | 20 | 23 | | | | | | | Somewhat like me | 23 | 27 | 18 | 17 | 26 | 24 | | | | | | | Quite like me | 22 | 16 | 28 | 27 | 20 | 20 | | | | | | | Very much like me | 19 | 8 | 30 | 28 | 16 | 15 | | | | | | | 76. Being good at making and keeping friends | | | | | | | | | | | | | Not at all like me | 8 | 11 | 5 | 5 | 10 | 7 | | | | | | | A little like me | 12 | 16 | 8 | 12 | 11 | 15 | | | | | | | Somewhat like me | 17 | 17 | 15 | 17 | 16 | 17 | | | | | | | Quite like me | 26 | 24 | 29 | 16 | 27 | 35 | | | | | | | Very much like me | 37 | 31 | 43 | 49 | 36 | 26 | | | | | | | 77. Knowing a lot about people of other races | | | | | | | | | | | | | Not at all like me | 17 | 23 | 11 | 19 | 17 | 16 | | | | | | | A little like me | 21 | 19 | 23 | 19 | 21 | 23 | | | | | | | Somewhat like me | 30 | 32 | 28 | 30 | 31 | 28 | | | | | | | Quite like me | 20 | 17 | 23 | 23 | 18 | 21 | | | | | | | Very much like me | 12 | 9 | 14 | 10 | 12 | 12 | | | | | | | 78. Enjoying being with people who are of a different race than I am | | | | | | | | | | | | | Not at all like me | 12 | 17 | 8 | 10 | 14 | 13 | | | | | | | A little like me | 15 | 16 | 15 | 20 | 15 | 11 | | | | | | | Somewhat like me | 24 | 29 | 18 | 24 | 23 | 25 | | | | | | | Quite like me | 23 | 21 | 25 | 19 | 24 | 27 | | | | | | | Very much like me | 26 | 17 | 25 | 27 | 25 | 24 | | | | | | | 79. Being good at planning ahead | | | | | | | | | | | | | Not at all like me | 15 | 19 | 10 | 10 | 17 | 16 | | | | | | | A little like me | 14 | 14 | 14 | 11 | 16 | 14 | | | | | | | Somewhat like me | 31 | 29 | 32 | 16 | 34 | 39 | | | | | | | Quite like me | 23 | 21 | 25 | 32 | 20 | 19 | | | | | | | Very much like me | 17 | 16 | 19 | 31 | 13 | 12 | | | | | | | 80. Taking good care of my body (such as, eating foods that are good for me, exercising regularly, and eating three good meals a day) | | | | | | | | | | | | | Not at all like me | 11 | 12 | 10 | 7 | 13 | 11 | | | | | | | A little like me | 14 | 12 | 17 | 7 | 17 | 18 | | | | | | | Somewhat like me | 20 | 21 | 19 | 16 | 20 | 24 | | | | | | | Quite like me | 25 | 25 | 25 | 30 | 22 | 25 | | | | | | | Very much like me | 30 | 30 | 30 | 41 | 28 | 22 | | | | | | | How many times, if any, have you had alcohol to drink ...? | | | | | | | | | | | | | 81. In your lifetime | | | | | | | | | | | | | 0 | 41 | 40 | 42 | 67 | 36 | 24 | | | | | | | 1 | 13 | 9 | 17 | 12 | 13 | 12 | | | | | | | 2 | 9 | 9 | 9 | 5 | 10 | 10 | | | | | | | 3 - 5 | 13 | 14 | 12 | 4 | 13 | 20 | | | | | | | 6 - 9 | 7 | 9 | 5 | 4 | 12 | 3 | | | | | | | 10 - 19 | 7 | 6 | 8 | 1 | 5 | 15 | | | | | | | 20 - 39 | 4 | 5 | 4 | 0 | 4 | 9 | | | | | | | 40 + | 7 | 9 | 5 | 5 | 7 | 7 | | | | | | | All Survey Items by Gender and Grade (Cont'd) | Percent | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | Total | Gender | | Grade | | | | | | | | | Sample | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | 115. In my town or city, I feel like I matter to people | | | | | | | | | | | | Strongly agree | 13 | 12 | 15 | 21 | 12 | 8 | | | | | | Agree | 24 | 25 | 23 | 25 | 21 | 27 | | | | | | Not sure | 37 | 36 | 39 | 38 | 34 | 41 | | | | | | Disagree | 13 | 12 | 13 | 8 | 19 | 7 | | | | | | Strongly disagree | 13 | 15 | 10 | 8 | 13 | 17 | | | | | | 116. When things don't go well for me, I am good at finding a way to make things better | | | | | | | | | | | | Strongly agree | 16 | 15 | 17 | 24 | 14 | 11 | | | | | | Agree | 36 | 34 | 38 | 35 | 35 | 38 | | | | | | Not sure | 32 | 34 | 30 | 32 | 33 | 31 | | | | | | Disagree | 8 | 7 | 8 | 5 | 8 | 9 | | | | | | Strongly disagree | 9 | 11 | 7 | 3 | 11 | 11 | | | | | | 117. When I am an adult, I'm sure I will have a good life | | | | | | | | | | | | Strongly agree | 37 | 37 | 38 | 49 | 31 | 36 | | | | | | Agree | 25 | 24 | 25 | 21 | 25 | 27 | | | | | | Not sure | 28 | 30 | 25 | 23 | 31 | 27 | | | | | | Disagree | 5 | 2 | 8 | 4 | 6 | 5 | | | | | | Strongly disagree | 5 | 7 | 4 | 2 | 7 | 5 | | | | | | During the last 12 months, how many times have you ...? | | | | | | | | | | | | 118. Taken part in a fight where a group of your friends fought another group | | | | | | | | | | | | Never | 63 | 59 | 67 | 77 | 58 | 57 | | | | | | Once | 20 | 21 | 19 | 10 | 24 | 23 | | | | | | Twice | 8 | 9 | 7 | 7 | 10 | 8 | | | | | | 3 - 4 times | 2 | 2 | 2 | 1 | 2 | 3 | | | | | | 5 or more times | 7 | 9 | 5 | 5 | 6 | 9 | | | | | | 119. Hurt someone badly enough to need bandages or a doctor | | | | | | | | | | | | Never | 81 | 74 | 89 | 90 | 77 | 80 | | | | | | Once | 12 | 17 | 7 | 5 | 14 | 13 | | | | | | Twice | 4 | 6 | 2 | 1 | 6 | 3 | | | | | | 3 - 4 times | 1 | 2 | 1 | 0 | 1 | 2 | | | | | | 5 or more times | 2 | 2 | 2 | 3 | 1 | 2 | | | | | | 120. Used a knife, gun or other weapon to get something from a person | | | | | | | | | | | | Never | 93 | 90 | 97 | 96 | 91 | 94 | | | | | | Once | 4 | 6 | 2 | 3 | 6 | 3 | | | | | | Twice | 1 | 2 | 0 | 0 | 1 | 2 | | | | | | 3 - 4 times | 0 | 1 | 0 | 0 | 1 | 0 | | | | | | 5 or more times | 1 | 2 | 1 | 1 | 2 | 1 | | | | | | 121. If you had an important concern about drugs, alcohol, sex, or some other serious issue, would you talk to your parent(s) about it? | | | | | | | | | | | | Yes | 31 | 28 | 33 | 51 | 25 | 22 | | | | | | Probably | 15 | 14 | 16 | 19 | 17 | 8 | | | | | | I'm not sure | 15 | 16 | 14 | 14 | 15 | 16 | | | | | | Probably not | 11 | 11 | 11 | 3 | 11 | 18 | | | | | | No | 28 | 31 | 26 | 13 | 32 | 36 | | | | | | 122. How much of the time do your parents ask you where you are going or with whom you will be? | | | | | | | | | | | | Never | 5 | 7 | 2 | 8 | 4 | 3 | | | | | | Seldom | 7 | 8 | 5 | 2 | 9 | 6 | | | | | | Some of the time | 10 | 11 | 9 | 10 | 8 | 14 | | | | | | Most of the time | 28 | 27 | 29 | 27 | 25 | 34 | | | | | | All of the time | 51 | 47 | 55 | 53 | 54 | 43 | | | | | | All Survey Items by Gender and Grade (Cont'd) | Percent | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | Total | Gender | | Grade | | | | | | | | | Sample | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | Among the people you consider to be your closest friends, how many would you say...? | | | | | | | | | | | | 123. Drink alcohol once a week or more | | | | | | | | | | | | None | 71 | 73 | 70 | 93 | 64 | 62 | | | | | | A few | 19 | 16 | 22 | 5 | 23 | 25 | | | | | | Some | 5 | 6 | 4 | 1 | 5 | 8 | | | | | | Most | 4 | 4 | 4 | 0 | 7 | 4 | | | | | | All | 1 | 1 | 1 | 0 | 1 | 1 | | | | | | 124. Have used drugs such as marijuana or cocaine | | | | | | | | | | | | None | 77 | 75 | 79 | 97 | 72 | 67 | | | | | | A few | 14 | 15 | 13 | 2 | 16 | 21 | | | | | | Some | 4 | 3 | 4 | 0 | 4 | 6 | | | | | | Most | 4 | 5 | 3 | 1 | 6 | 4 | | | | | | All | 1 | 2 | 1 | 0 | 2 | 2 | | | | | | 125. Do well in school | | | | | | | | | | | | None | 8 | 9 | 7 | 9 | 8 | 7 | | | | | | A few | 16 | 15 | 17 | 9 | 19 | 18 | | | | | | Some | 26 | 28 | 24 | 15 | 30 | 29 | | | | | | Most | 31 | 30 | 32 | 32 | 29 | 34 | | | | | | All | 19 | 18 | 21 | 35 | 15 | 11 | | | | | | 126. Get into trouble at school | | | | | | | | | | | | None | 27 | 20 | 35 | 43 | 21 | 20 | | | | | | A few | 31 | 31 | 30 | 26 | 29 | 37 | | | | | | Some | 26 | 30 | 21 | 22 | 31 | 22 | | | | | | Most | 10 | 12 | 7 | 5 | 10 | 14 | | | | | | All | 7 | 7 | 7 | 3 | 10 | 6 | | | | | | How often do you feel afraid of...? | | | | | | | | | | | | 127. Walking around your neighborhood | | | | | | | | | | | | Never | 62 | 73 | 51 | 63 | 63 | 62 | | | | | | Once in a while | 23 | 17 | 29 | 23 | 23 | 23 | | | | | | Sometimes | 7 | 6 | 8 | 10 | 5 | 8 | | | | | | Often | 5 | 3 | 8 | 2 | 7 | 6 | | | | | | Always | 2 | 1 | 3 | 2 | 2 | 1 | | | | | | 128. Getting hurt by someone at your school | | | | | | | | | | | | Never | 58 | 64 | 52 | 64 | 54 | 59 | | | | | | Once in a while | 25 | 24 | 25 | 14 | 32 | 23 | | | | | | Sometimes | 6 | 6 | 7 | 4 | 5 | 10 | | | | | | Often | 6 | 4 | 8 | 10 | 4 | 4 | | | | | | Always | 5 | 2 | 8 | 8 | 4 | 4 | | | | | | 129. Getting hurt by someone in your home | | | | | | | | | | | | Never | 83 | 87 | 78 | 86 | 79 | 87 | | | | | | Once in a while | 7 | 4 | 10 | 3 | 9 | 8 | | | | | | Sometimes | 4 | 4 | 5 | 3 | 5 | 4 | | | | | | Often | 1 | 2 | 1 | 1 | 2 | 1 | | | | | | Always | 4 | 3 | 5 | 7 | 5 | 0 | | | | | | 130. On the average, how many evenings per week do you go out to activities at a school, youth group, congregation, or other organization? | | | | | | | | | | | | 0 | 38 | 40 | 36 | 34 | 38 | 42 | | | | | | 1 | 20 | 15 | 26 | 23 | 21 | 17 | | | | | | 2 | 11 | 11 | 12 | 17 | 10 | 8 | | | | | | 3 | 10 | 10 | 10 | 8 | 8 | 15 | | | | | | 4 | 6 | 6 | 5 | 8 | 7 | 2 | | | | | | 5 | 9 | 11 | 7 | 5 | 12 | 8 | | | | | | 6 | 2 | 3 | 1 | 2 | 1 | 4 | | | | | | 7 | 3 | 4 | 2 | 3 | 3 | 3 | | | | | | All Survey Items by Gender and Grade (Cont'd) | Percent | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | Total | Gender | | Grade | | | | | | | | | Sample | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | 131. On the average, how many evenings per week do you go out just to be with your friends without anything special to do? | | | | | | | | | | | | 0 | 16 | 16 | 15 | 29 | 11 | 10 | | | | | | 1 | 18 | 17 | 18 | 19 | 21 | 12 | | | | | | 2 | 17 | 17 | 17 | 15 | 19 | 15 | | | | | | 3 | 13 | 13 | 12 | 8 | 13 | 16 | | | | | | 4 | 11 | 8 | 15 | 7 | 11 | 15 | | | | | | 5 | 8 | 10 | 5 | 8 | 9 | 6 | | | | | | 6 | 5 | 6 | 4 | 3 | 4 | 8 | | | | | | 7 | 13 | 13 | 14 | 12 | 12 | 17 | | | | | | 132. Imagine that someone at your school hit you or pushed you for no reason. What would you do? | | | | | | | | | | | | I'd hit or push them right back. | 44 | 52 | 37 | 26 | 51 | 52 | | | | | | I'd try to hurt them worse than they hurt me. | 18 | 24 | 10 | 12 | 19 | 21 | | | | | | I'd try to talk to this person and work out our differences. | 6 | 3 | 9 | 4 | 7 | 5 | | | | | | I'd talk to a teacher or other adult. | 15 | 7 | 24 | 38 | 7 | 5 | | | | | | I'd just ignore it and do nothing. | 17 | 14 | 20 | 20 | 15 | 17 | | | | | | 133. Students help decide what goes on in my school | | | | | | | | | | | | Strongly agree | 20 | 18 | 22 | 29 | 16 | 18 | | | | | | Agree | 33 | 34 | 32 | 36 | 33 | 30 | | | | | | Not sure | 27 | 25 | 29 | 26 | 27 | 28 | | | | | | Disagree | 9 | 8 | 10 | 3 | 11 | 11 | | | | | | Strongly disagree | 11 | 14 | 6 | 5 | 12 | 13 | | | | | | 134. I don't care how I do in school | | | | | | | | | | | | Strongly agree | 4 | 5 | 2 | 1 | 5 | 5 | | | | | | Agree | 6 | 8 | 4 | 5 | 6 | 7 | | | | | | Not sure | 11 | 13 | 9 | 8 | 13 | 11 | | | | | | Disagree | 28 | 28 | 29 | 20 | 27 | 39 | | | | | | Strongly disagree | 50 | 46 | 55 | 66 | 49 | 37 | | | | | | 135. I have lots of good conversations with my parents | | | | | | | | | | | | Strongly agree | 21 | 18 | 23 | 33 | 14 | 18 | | | | | | Agree | 36 | 37 | 35 | 36 | 34 | 39 | | | | | | Not sure | 26 | 27 | 25 | 25 | 26 | 27 | | | | | | Disagree | 10 | 9 | 11 | 2 | 15 | 10 | | | | | | Strongly disagree | 8 | 9 | 6 | 3 | 11 | 6 | | | | | | 136. If I break a rule at school, I'm sure to get in trouble | | | | | | | | | | | | Strongly agree | 26 | 23 | 28 | 34 | 26 | 18 | | | | | | Agree | 35 | 31 | 40 | 33 | 41 | 29 | | | | | | Not sure | 25 | 28 | 21 | 22 | 20 | 35 | | | | | | Disagree | 9 | 11 | 8 | 5 | 8 | 15 | | | | | | Strongly disagree | 5 | 7 | 3 | 7 | 5 | 3 | | | | | | 137. My parents spend a lot of time helping other people | | | | | | | | | | | | Strongly agree | 14 | 12 | 16 | 21 | 12 | 11 | | | | | | Agree | 29 | 29 | 30 | 28 | 31 | 28 | | | | | | Not sure | 41 | 43 | 38 | 44 | 39 | 40 | | | | | | Disagree | 10 | 9 | 9 | 3 | 12 | 10 | | | | | | Strongly disagree | 7 | 7 | 7 | 3 | 7 | 10 | | | | | | 138. I have little control over the things that will happen in my life | | | | | | | | | | | | Strongly agree | 14 | 15 | 13 | 15 | 15 | 12 | | | | | | Agree | 16 | 12 | 20 | 12 | 17 | 17 | | | | | | Not sure | 25 | 26 | 23 | 26 | 25 | 23 | | | | | | Disagree | 20 | 23 | 18 | 16 | 21 | 23 | | | | | | Strongly disagree | 25 | 25 | 25 | 30 | 22 | 23 | | | | | | All Survey Items by Gender and Grade (Cont'd) | Percent | | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | Total | Gender | | | Grade | | | | | | | | | Sample | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | | During the last 12 months, how many times have you . . . ? | | | | | | | | | | | | | 139. Carried a knife or gun to protect yourself | | | | | | | | | | | | | Never | 85 | 81 | 91 | 98 | 79 | 83 | | | | | | | Once | 6 | 8 | 4 | 1 | 8 | 7 | | | | | | | Twice | 3 | 4 | 2 | 0 | 5 | 2 | | | | | | | 3 - 4 times | 2 | 3 | 1 | 1 | 3 | 0 | | | | | | | 5 or more times | 4 | 4 | 3 | 0 | 4 | 8 | | | | | | | 140. Threatened to physically hurt someone | | | | | | | | | | | | | Never | 59 | 56 | 62 | 78 | 57 | 43 | | | | | | | Once | 14 | 16 | 13 | 10 | 13 | 21 | | | | | | | Twice | 11 | 8 | 14 | 10 | 10 | 13 | | | | | | | 3 - 4 times | 5 | 5 | 5 | 0 | 7 | 8 | | | | | | | 5 or more times | 10 | 14 | 6 | 2 | 13 | 14 | | | | | | | 141. Gambled (for example, bought lottery tickets or tabs, bet money on sports teams or card games, etc.) | | | | | | | | | | | | | Never | 58 | 49 | 68 | 69 | 60 | 45 | | | | | | | Once | 12 | 12 | 13 | 13 | 8 | 18 | | | | | | | Twice | 7 | 6 | 8 | 2 | 11 | 5 | | | | | | | 3 - 4 times | 7 | 7 | 6 | 5 | 7 | 7 | | | | | | | 5 or more times | 16 | 26 | 5 | 10 | 15 | 25 | | | | | | | How many adults have you known for two or more years who . . . ? (don't count parents or relatives) | | | | | | | | | | | | | 142. Give you lots of encouragement whenever they see you | | | | | | | | | | | | | 0 | 13 | 14 | 11 | 11 | 14 | 13 | | | | | | | 1 | 21 | 17 | 24 | 23 | 21 | 18 | | | | | | | 2 | 22 | 26 | 18 | 18 | 22 | 26 | | | | | | | 3 or 4 | 14 | 11 | 18 | 13 | 11 | 19 | | | | | | | 5 or more | 30 | 32 | 29 | 35 | 32 | 23 | | | | | | | 143. You look forward to spending time with | | | | | | | | | | | | | 0 | 13 | 14 | 11 | 12 | 15 | 11 | | | | | | | 1 | 19 | 18 | 20 | 21 | 14 | 23 | | | | | | | 2 | 22 | 25 | 19 | 16 | 26 | 20 | | | | | | | 3 or 4 | 18 | 15 | 22 | 14 | 19 | 21 | | | | | | | 5 or more | 28 | 29 | 27 | 36 | 26 | 23 | | | | | | | 144. Spend a lot of time helping other people | | | | | | | | | | | | | 0 | 23 | 25 | 19 | 21 | 21 | 27 | | | | | | | 1 | 22 | 19 | 24 | 20 | 22 | 23 | | | | | | | 2 | 23 | 25 | 22 | 22 | 21 | 27 | | | | | | | 3 or 4 | 14 | 13 | 16 | 13 | 19 | 8 | | | | | | | 5 or more | 18 | 18 | 19 | 23 | 17 | 15 | | | | | | | 145. Do things that are wrong or dangerous | | | | | | | | | | | | | 0 | 66 | 59 | 73 | 84 | 61 | 55 | | | | | | | 1 | 18 | 17 | 19 | 8 | 22 | 20 | | | | | | | 2 | 7 | 8 | 6 | 2 | 8 | 10 | | | | | | | 3 or 4 | 3 | 5 | 1 | 1 | 3 | 5 | | | | | | | 5 or more | 7 | 11 | 2 | 5 | 6 | 9 | | | | | | | 146. Talk with you at least once a month | | | | | | | | | | | | | 0 | 18 | 22 | 15 | 20 | 17 | 18 | | | | | | | 1 | 19 | 16 | 22 | 11 | 21 | 24 | | | | | | | 2 | 18 | 17 | 19 | 13 | 18 | 21 | | | | | | | 3 or 4 | 14 | 10 | 18 | 18 | 16 | 7 | | | | | | | 5 or more | 31 | 36 | 25 | 38 | 27 | 29 | | | | | | | All Survey Items by Gender and Grade (Cont'd) | Percent | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | | Total | Gender | | Grade | | | | | | | | | Sample | M | F | 6 | 7 | 8 | 9 | 10 | 11 | 12 | | On an average school day, how many hours do you spend ...? | | | | | | | | | | | | 147. Watching TV or videos | | | | | | | | | | | | None | 4 | 4 | 3 | 5 | 1 | 5 | | | | | | Less than 1 hour | 12 | 10 | 14 | 20 | 9 | 9 | | | | | | 1 hour | 16 | 12 | 19 | 16 | 13 | 18 | | | | | | 2 hours | 23 | 24 | 21 | 27 | 23 | 20 | | | | | | 3 hours | 21 | 20 | 23 | 16 | 26 | 20 | | | | | | 4 or more hours | 24 | 29 | 19 | 15 | 28 | 28 | | | | | | 148. At home with no adult there with you | | | | | | | | | | | | None | 11 | 10 | 11 | 15 | 7 | 10 | | | | | | Less than 1 hour | 28 | 29 | 27 | 35 | 26 | 25 | | | | | | 1 hour | 19 | 18 | 20 | 15 | 16 | 26 | | | | | | 2 hours | 15 | 12 | 18 | 7 | 22 | 13 | | | | | | 3 hours | 11 | 9 | 12 | 10 | 12 | 9 | | | | | | 4 or more hours | 17 | 21 | 13 | 18 | 16 | 16 | | | | | | 149. Have you ever been physically harmed (that is, where someone caused you to have a scar, black and blue marks, welts, bleeding, or a broken bone) by someone in your family or someone living with you? | | | | | | | | | | | | Never | 68 | 66 | 71 | 74 | 69 | 61 | | | | | | Once | 18 | 18 | 17 | 18 | 14 | 23 | | | | | | 2 - 3 times | 7 | 7 | 7 | 7 | 8 | 7 | | | | | | 4 - 10 times | 4 | 4 | 3 | 1 | 5 | 4 | | | | | | More than 10 times | 3 | 5 | 1 | 1 | 4 | 5 | | | | | | 150. How many times in the last 2 years have you been the victim of physical violence where someone caused you physical pain or injury? | | | | | | | | | | | | Never | 69 | 62 | 77 | 78 | 65 | 66 | | | | | | Once | 14 | 20 | 9 | 11 | 17 | 14 | | | | | | Twice | 3 | 4 | 3 | 3 | 3 | 4 | | | | | | 3 times | 5 | 4 | 2 | 4 | 7 | 5 | | | | | | 4 or more times | 8 | 10 | 4 | 3 | 9 | 10 | | | | | | 151. Where does your family now live? | | | | | | | | | | | | On a farm | 1 | 1 | 0 | 0 | 1 | 0 | | | | | | In the country, not on a farm | 1 | 1 | 1 | 0 | 1 | 1 | | | | | | On an American Indian reservation | 0 | 1 | 0 | 0 | 1 | 0 | | | | | | In a small town (under 2,500 in population) | 11 | 12 | 9 | 7 | 8 | 18 | | | | | | In a town (2,500 to 9,999) | 54 | 53 | 55 | 72 | 49 | 43 | | | | | | In a small city (10,000 to 49,999) | 9 | 9 | 9 | 9 | 13 | 5 | | | | | | In a medium size city (50,000 to 250,000) | 15 | 16 | 15 | 7 | 14 | 26 | | | | | | In a large city (over 250,000) | 9 | 7 | 10 | 7 | 13 | 6 | | | | | | 152. How many years have you lived in the city where you now live? | | | | | | | | | | | | All my life | 46 | 43 | 49 | 45 | 41 | 54 | | | | | | 10 years or more, but I've lived in at least one other place | 15 | 18 | 12 | 12 | 16 | 16 | | | | | | 5 - 9 years | 20 | 21 | 20 | 22 | 22 | 16 | | | | | | 3 - 4 years | 7 | 6 | 8 | 5 | 9 | 5 | | | | | | 1 - 2 years | 7 | 6 | 7 | 7 | 8 | 5 | | | | | | Less than 1 year | 6 | 7 | 5 | 10 | 5 | 3 | | | | | | 153. How often do you binge eat (eat a lot of food in a short period of time) and then make yourself throw up or use laxatives to get rid of the food you have eaten? | | | | | | | | | | | | Never | 80 | 82 | 80 | 86 | 82 | 72 | | | | | | Once in a while | 11 | 11 | 11 | 8 | 8 | 17 | | | | | | Sometimes | 5 | 3 | 6 | 4 | 6 | 3 | | | | | | Often | 4 | 4 | 4 | 2 | 3 | 7 | | | | | # Cheektowaga Police Department ## School Enrollments - 1998/1999 (Public - 8,017; Parochial - 1,502 = 9,519 Total) | School/Grades | 12th | 11th | 10th | 9th | 8th | 7th | 6th | 5th | 4th | 3rd | 2nd | 1st | K | Totals | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | Cleveland Hill | 81 | 94 | 114 | 114 | 120 | 111 | 127 | 138 | 127 | 154 | 119 | 123 | 166 | 1588 | | Maryvale | 139 | 178 | 213 | 223 | 187 | 180 | 197 | 195 | 178 | 196 | 214 | 223 | 183 | 2506 | | Cheektowaga Central | 166 | 166 | 192 | 261 | 185 | 199 | 182 | 187 | 209 | 191 | 193 | 176 | 187 | 2494 | | Cheektowaga/Sloan | 85 | 113 | 102 | 133 | 92 | 123 | 104 | 96 | 114 | 123 | 102 | 125 | 117 | 1429 | | Infant of Prague | 0 | 0 | 0 | 0 | 17 | 25 | 21 | 25 | 26 | 37 | 28 | 26 | 29 | 234 | | St. Aloysius | 0 | 0 | 0 | 0 | 31 | 19 | 22 | 31 | 18 | 21 | 22 | 20 | 22 | 206 | | Kolbe | 0 | 0 | 0 | 0 | 22 | 18 | 18 | 22 | 23 | 26 | 18 | 22 | 24 | 193 | | St. Josaphat's | 0 | 0 | 0 | 0 | 20 | 8 | 18 | 15 | 19 | 22 | 13 | 23 | 17 | 155 | | Our Lady Help of Christians | 0 | 0 | 0 | 0 | 13 | 5 | 24 | 16 | 11 | 22 | 19 | 19 | 16 | 145 | | St. Andrew's | 0 | 0 | 0 | 0 | 14 | 9 | 7 | 18 | 12 | 17 | 17 | 24 | 21 | 139 | | St. Barnabas | 0 | 0 | 0 | 0 | 21 | 10 | 13 | 12 | 13 | 19 | 16 | 14 | 16 | 134 | | Queen of Martyrs | 0 | 0 | 0 | 0 | 7 | 14 | 11 | 13 | 10 | 17 | 13 | 14 | 18 | 117 | | Our Lady of Czestochowa | 0 | 0 | 0 | 0 | 8 | 9 | 14 | 11 | 11 | 6 | 16 | 14 | 11 | 100 | | Resurrection | 0 | 0 | 0 | 0 | 0 | 0 | 12 | 6 | 8 | 14 | 10 | 17 | 12 | 79 | | | 471 | 551 | 621 | 731 | 737 | 730 | 770 | 785 | 779 | 865 | 800 | 840 | 839 | 9,519 | Prepared by the CPD Research, Analysis and Planning Unit and Crime Resistance Unit (02-04-99). # Cheektowaga Police Department School Enrollments - 1998/1999 (Public - 8,017; Parochial - 1,502 = 9,519 Total) | School/Grades | 12th | 11th | 10th | 9th | 8th | 7th | 6th | 5th | 4th | 3rd | 2nd | 1st | K | Totals | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | Cleveland Hill | 81 | 94 | 114 | 114 | 120 | 111 | 127 | 138 | 127 | 154 | 119 | 123 | 166 | 1588 | | Maryvale | 139 | 178 | 213 | 223 | 187 | 180 | 197 | 195 | 178 | 196 | 214 | 223 | 183 | 2506 | | Cheektowaga Central | 166 | 166 | 192 | 261 | 185 | 199 | 182 | 187 | 209 | 191 | 193 | 176 | 187 | 2494 | | Cheektowaga/Sloan | 85 | 113 | 102 | 133 | 92 | 123 | 104 | 96 | 114 | 123 | 102 | 125 | 117 | 1429 | | Infant of Prague | 0 | 0 | 0 | 0 | 17 | 25 | 21 | 25 | 26 | 37 | 28 | 26 | 29 | 234 | | St. Aloysius | 0 | 0 | 0 | 0 | 31 | 19 | 22 | 31 | 18 | 21 | 22 | 20 | 22 | 206 | | Kolbe | 0 | 0 | 0 | 0 | 22 | 18 | 18 | 22 | 23 | 26 | 18 | 22 | 24 | 193 | | St. Josaphat's | 0 | 0 | 0 | 0 | 20 | 8 | 18 | 15 | 19 | 22 | 13 | 23 | 17 | 155 | | Our Lady Help of Christians | 0 | 0 | 0 | 0 | 13 | 5 | 24 | 16 | 11 | 22 | 19 | 19 | 16 | 145 | | St. Andrew's | 0 | 0 | 0 | 0 | 14 | 9 | 7 | 18 | 12 | 17 | 17 | 24 | 21 | 139 | | St. Barnabas | 0 | 0 | 0 | 0 | 21 | 10 | 13 | 12 | 13 | 19 | 16 | 14 | 16 | 134 | | Queen of Martyrs | 0 | 0 | 0 | 0 | 7 | 14 | 11 | 13 | 10 | 17 | 13 | 14 | 18 | 117 | | Our Lady of Czestochowa | 0 | 0 | 0 | 0 | 8 | 9 | 14 | 11 | 11 | 6 | 16 | 14 | 11 | 100 | | Resurrection | 0 | 0 | 0 | 0 | 0 | 0 | 12 | 6 | 8 | 14 | 10 | 17 | 12 | 79 | | | 471 | 551 | 621 | 731 | 737 | 730 | 770 | 785 | 779 | 865 | 800 | 840 | 839 | 9,519 | Prepared by the CPD Research, Analysis and Planning Unit and Crime Resistance Unit (02-04-99). # Cheektowaga Police Department Public School Enrollment - 1998/1999 ![img-6.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/99-08/img-6.jpeg) Prepared by the CPD Research, Analysis and Planning Unit and Crime Resistance Unit (02-04-99). # Cheektowaga Police Department Fourteen Schools - Enrollments - 1998/1999 ![img-7.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/99-08/img-7.jpeg) Prepared by the CPD Research, Analysis and Planning Unit and Crime Resistance Unit (02-04-99)