scholarly journals From copper to steel: Police militarization at the end of the 20th century.

2016 ◽  
Author(s):  
Zach Baumgart
Keyword(s):  
Hierarchical Linear Modeling ◽  
Crime Control ◽  
Public Awareness ◽  
The United States ◽  
Three Dimensions ◽  
Linear Modeling ◽  
Working Paper ◽  
Military Equipment ◽  
Nationally Representative ◽  
Paper Abstract

WORKING PAPER. ABSTRACT: By 2016, ongoing police shootings of unarmed black men had increased public awareness of policing processes; chief among those was militarization. Prior researchers explored this relatively new process, but very few had systematically analyzed it. In this paper, I conceptualize, operationalize, and describe police militarization across the United States. I transformed publicly available data, the Law Enforcement and Administrative Statistics (LEMAS) dataset, into a panel of over 4,000 police departments over an eighteen-year period. I then constructed an index based on each of three dimensions of militarization: (1) increased stock of military equipment; (2) increased usage of paramilitary tactics; and (3) increased focus on military-style policing. I explain the indicators within each sub dimension, and describe their unique trend across time. Using both this Absolute LEMAS Militarization Index (ALMI) and a summary analysis of each indicator, I describe militarization between 1990 and 2007 using hierarchical linear modeling. Among key findings are three trends. First, I provide nationally representative evidence of an increasing trend in police militarization across most departments, despite statistical controls. I also found that larger departments were both more militarized and militarized faster over time than smaller departments. Finally, I found that diverse departments (either proportionately more women or more black officers) militarized at a slower rate over the period. This paper provides the theoretical and methodological basis for follow-up analyses of processes affecting militarization, including variations in crime control, organizational characteristics and racial dynamics.

A Novel Intervention for System-Involved Intimate Partner Violence Survivors: Changes in Parenting

2017 ◽  
Vol 29 (3) ◽  
pp. 268-280
Author(s):  
Christopher J. Wretman ◽  
Cynthia Fraga Rizo ◽  
Rebecca J. Macy ◽  
Shenyang Guo ◽  
Dania Ermentrout
Keyword(s):  
Intimate Partner Violence ◽  
Hierarchical Linear Modeling ◽  
Partner Violence ◽  
Parenting Practices ◽  
The United States ◽  
Preliminary Evidence ◽  
Intimate Partner ◽  
Future Research ◽  
Court System ◽  
Linear Modeling

Purpose: A growing subpopulation of intimate partner violence (IPV) victims comprises mothers who have been mandated to services by either the court system or child protective services (CPS). Two human service agencies in the United States developed a 13-week novel intervention to address these women. All participants were assigned to the intervention, which featured group psychoeducation sessions, social events, and childcare. Method: This quasi-experimental study gathered preliminary evidence regarding whether the intervention promoted participants’ ( N = 70) parenting practices. Specifically, growth curve analyses using hierarchical linear modeling examined outcomes at completion (3 months) and follow-up (6 months). Results: Participants reported statistically significant improvements on key parenting practices at both postintervention time points. Conclusions: This study provides preliminary support for engaging court- and CPS-involved female IPV survivors in specialized, group-based interventions such as that investigated herein. Future research should investigate similar programs using larger samples and more robust designs.

scholarly journals The Effects of Performance Budgeting and Funding Programs on Graduation Rate in Public Four-Year Colleges and Universities

2004 ◽  
Vol 12 ◽  
pp. 22 ◽  
Author(s):  
Jung-cheol Shinn ◽  
Sande Milton
Keyword(s):  
Graduation Rates ◽  
Hierarchical Linear Modeling ◽  
Graduation Rate ◽  
Program Effectiveness ◽  
The United States ◽  
Institutional Performance ◽  
Linear Modeling ◽  
Performance Budgeting ◽  
Funding Programs ◽  
Study Population

This study was conducted to determine whether states with performance budgeting and funding (PBF) programs had improved institutional performance of higher education over the five years (1997 through 2001) considered in this study. First Time in College (FTIC) graduation rate was used as the measure of institutional performance. In this study, the unit of analysis is institution level and the study population is all public four-or-more-year institutions in the United States. To test PBF program effectiveness, Hierarchical Linear Modeling (HLM) growth analysis was applied. According to the HLM analysis, the growth of graduation rates in states with PBF programs was not greater than in states without PBF programs. The lack of growth in institutional graduation rates, however, does not mean that PBF programs failed to achieve their goals. Policy-makers are advised to sustain PBF programs long enough until such programs bear their fruits or are proven ineffective.

The Relation Between the Academic Achievement of Students With Emotional and Behavioral Disorders and Teacher Characteristics

2017 ◽  
Vol 43 (1) ◽  
pp. 213-222 ◽  
Author(s):  
Nicholas A. Gage ◽  
Reesha Adamson ◽  
Ashley S. MacSuga-Gage ◽  
Timothy J. Lewis
Keyword(s):  
Academic Achievement ◽  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Hierarchical Linear Modeling ◽  
Teacher Characteristics ◽  
Years Of Experience ◽  
Linear Modeling ◽  
Data Set ◽  
Nationally Representative ◽  
Students With Ebd

Teachers of students with emotional and/or behavioral disorders (EBD) are less experienced and more likely to have emergency certification than teachers of students with other disabilities. Yet, to date, research has not examined the relation between the academic achievement of students with EBD and characteristics associated with highly qualified teachers (teachers’ education level, certification status, and years of experience). Using a nationally representative longitudinal data set of students with disabilities, this study examined the relation between teacher characteristics and the academic achievement of students with EBD. Using hierarchical linear modeling, the study found low academic achievement for students with EBD, null effects for change in achievement across time, and null effects for the relation between (a) teachers’ educational level, certification status, and years of experience and (b) student academic achievement. Results indicate further research is needed to examine whether and how teacher characteristics may impact the academic achievement of students with EBD.

A Multi-Level Examination of Organizational Context on Adult Probation Officer Attitudes Toward Evidence-Based Practice

2016 ◽  
Vol 62 (5) ◽  
pp. 1331-1356 ◽  
Author(s):  
Jill Viglione
Keyword(s):  
Organizational Climate ◽  
Hierarchical Linear Modeling ◽  
Organizational Context ◽  
The United States ◽  
Organizational Characteristics ◽  
Evidence Based ◽  
Linear Modeling ◽  
Adoption And Implementation ◽  
Using Data ◽  
Officer Attitudes

Currently, both researchers and criminal justice agencies recognize the need to consider evidence-based practices (EBPs) as means to provide effective supervision and reduce recidivism rates. Research documents the importance of organizational characteristics in relation to EBP adoption and implementation, including organizational climate, commitment to the organization, and cynicism for change. Using data collected through surveys of 251 probation staff nested within 12 probation agencies in the United States, the current study utilizes Hierarchical Linear Modeling to examine the association of these important organizational characteristics with probation staff reported attitudes toward EBPs. These findings are critical for understanding how probation staff perceptions relate to the transportability of EBPs and which/how contextual factors influence attitudes toward best practices.

scholarly journals Closing the Racial Achievement Gap:The Role of Reforming Instructional Practices

2004 ◽  
Vol 12 ◽  
pp. 64 ◽  
Author(s):  
Harold Wenglinsky
Keyword(s):  
No Child Left Behind ◽  
Achievement Gap ◽  
Instructional Practices ◽  
Hierarchical Linear Modeling ◽  
Fourth Graders ◽  
Linear Modeling ◽  
Student Background ◽  
Left Behind ◽  
Nationally Representative

No Child Left Behind calls for schools to close the achievement gap between races in math and reading. One possible way for schools to do so is to encourage their teachers to engage in practices that disproportionately benefit their minority students. The current study applies the technique of Hierarchical Linear Modeling to a nationally representative sample of 13,000 fourth graders who took the 2000 National Assessment of Educational Progress in mathematics to identify instructional practices that reduce the achievement gap. It finds that, even when taking student background into account, various instructional practices can make a substantial difference.

The Relationship Between Reciprocal School-to-School Collaboration and Student Academic Achievement

2021 ◽  
pp. 174114322110644
Author(s):  
Huang Wu ◽  
Jianping Shen ◽  
Patricia Reeves ◽  
Yunzheng Zheng ◽  
Lisa Ryan ◽  
...  
Keyword(s):  
Hierarchical Linear Modeling ◽  
The United States ◽  
School Outcomes ◽  
Student Academic Achievement ◽  
Linear Modeling ◽  
Collaborative Relationships ◽  
Reciprocal Relationships ◽  
Proficiency Level ◽  
School Collaboration ◽  
The Relationship

Despite the appeal of promoting and forming collaborative relationships between schools, empirical evidence for an association between school-to-school collaboration and school outcomes is still somewhat lacking. This study utilized data from 76 schools nested within 56 districts in the United States to examine the association between a school's reciprocal relationships and school outcomes by employing social network analysis and hierarchical linear modeling (HLM). After controlling for school and district demographic characteristics, we found the indices of reciprocal collaboration are associated with the school's 2018 student proficiency level in both math and reading and the growth in proficiency level between 2017 and 2018. The implications and limitations were discussed.

Multi-level analysis of knowledge transfer: a knowledge recipient’s perspective

2014 ◽  
Vol 18 (4) ◽  
pp. 758-776 ◽  
Author(s):  
Minhyung Kang ◽  
Yong Sauk Hau
Keyword(s):  
Social Capital ◽  
Social Network ◽  
Knowledge Transfer ◽  
Hierarchical Linear Modeling ◽  
Negative Impact ◽  
Three Dimensions ◽  
Linear Modeling ◽  
Content Type ◽  
Individual Level ◽  
Multi Level

Purpose – The purpose of this paper is to adopt the recipient’s perspective to explore multi-level antecedents’ effects on knowledge transfer using social capital and social network theories. Design/methodology/approach – Social network and general attribute survey responses from 331 employees were analyzed through hierarchical linear modeling to verify the study’s multi-level research model and hypotheses. Findings – A recipient’s trust in colleagues positively influences knowledge transfer and company tenure has a negative impact. At a dyadic level, the perceived expertise of a source, in addition to strength of ties, exerts a positive effect on knowledge transfer. Additionally, a recipient’s network centrality moderates the effects of dyadic relationships on knowledge transfer. Research limitations/implications – This study deepened the current understanding of the role of social capital in knowledge transfer from a recipient’s perspective. Three dimensions of a recipient’s social capital respectively showed significant, but different types of influence on knowledge transfer. Interaction effects between individual and dyadic level antecedents should be considered as well. Practical implications – Both a strong tie at a dyadic level and a diverse network at an individual level should be nurtured to facilitate knowledge transfer. In addition, bi-directional knowledge transfer between seasoned employees and new employees should be promoted. Originality/value – Most studies have focused on motivating a knowledge source, assuming that a recipient is always ready to adopt a source’s knowledge. To reduce this bias, the current study examined social capital’s role in knowledge transfer from a recipient’s perspective.

Relative and Absolute Deprivation’s Relationship With Violent Crime in the United States: Testing an Interaction Effect Between Income Inequality and Disadvantage

2017 ◽  
Vol 64 (4) ◽  
pp. 542-560 ◽  
Author(s):  
Bert Burraston ◽  
James C. McCutcheon ◽  
Stephen J. Watts
Keyword(s):  
Income Inequality ◽  
Violent Crime ◽  
Hierarchical Linear Modeling ◽  
Interaction Effect ◽  
Significant Interaction ◽  
Regression Models ◽  
Relative Deprivation ◽  
The United States ◽  
Linear Modeling ◽  
Using Data

Relative deprivation and absolute deprivation both have effects on crime. Although these two concepts are often treated as separate, some scholarship has suggested that the two may be complementary. The current study assesses whether the effects of relative and absolute deprivation interact statistically in their effect on violent crime by testing an interaction effect between income inequality and disadvantage. Using data from U.S. counties, hierarchical linear modeling (HLM) regression models show that there is a significant interaction between relative and absolute deprivation predicting violent crime rates. The plot of this interaction shows that when absolute deprivation is high, there is less violence in high inequality counties than in counties with medium levels of inequality. The implication of this finding is discussed.

scholarly journals Mathematics Achievement by Immigrant Children

2000 ◽  
Vol 8 ◽  
pp. 25
Author(s):  
Gary G. Huang
Keyword(s):  
Hierarchical Linear Modeling ◽  
Science Achievement ◽  
English Language ◽  
The United States ◽  
Immigrant Children ◽  
Math Performance ◽  
Linear Modeling ◽  
Language Background ◽  
Indigenous Groups ◽  
Math And Science

In this study, I examined academic achievement of immigrant children in the United States, Canada, England, Australia, and New Zealand. Analyzing data from the Third International Mathematics and Science Study (TIMSS), I gauged the performance gaps relating to the generation of immigration and the home language background. I found immigrant children's math and science achievement to be lower than the others only in England, the U.S., and Canada. Non-English language background was found in each country to relate to poor math and science learning and this disadvantage was stronger among native-born children—presumably children of indigenous groups—than among immigrant children. I also examined the school variation in math performance gaps, using hierarchical linear modeling (HLM) to each country's data. The patterns in which language- and generation-related math achievement gaps varied between schools are different in the five countries.

Finance Equalization and Within-School Equity: The Relationship Between Education Spending and the Social Distribution of Achievement

1998 ◽  
Vol 20 (4) ◽  
pp. 269-283 ◽  
Author(s):  
Harold Wenglinsky
Keyword(s):  
Hierarchical Linear Modeling ◽  
Education Spending ◽  
Linear Modeling ◽  
National Assessment ◽  
The Social ◽  
Data Book ◽  
Social Distribution ◽  
Nationally Representative ◽  
The Relationship ◽  
School Equity

This study relates various types of educational spending to mean mathematics achievement and its social distribution among students. A nationally representative database of 7,217 12th graders was developed by linking the 1992 National Assessment of Educational Progress in mathematics to the U.S. Common Core of Data and the School District Data Book. Through applying hierarchical linear modeling to the database, the study found that spending on instruction and capital expenditures, while not related to mean achievement levels, were related to differences in achievement between SES groups; lower spending levels are associated with greater achievement gaps within schools.

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