Report pages 54–57: 52 claims on pp. 54–57 (fact 37, statement 7, conclusion 1, conjecture 7).
Sample (n = 866 of 1746) · All principals who completed the survey and received a weight (weighted to national K-12 public school principals/schools)
we focus on the 50 percent of principals in our sample (n = 866) who said they were at their current school for that school’s initial implementation of BTAM
Our survey provided principals a list of seven possible reasons for the initial adoption of BTAM at their school and asked them to select up to three that best explain their context.
Sample (N = 452) · Principals answering the implementation drivers question
(Forty percent picked one reason, 29 percent picked two, and 26 percent picked three.)
Sample (N = 452) · Principals answering the implementation drivers question
The perception that BTAM is a best practice for violence prevention topped the list of reasons why schools implemented BTAM in the first place: 59 percent of principals selected this option as a main driver.
The next most common driver was policy requirements set at either the school or district level, which we discuss in more detail below.
Sample (N = 452) · Principals answering the implementation drivers question
Few respondents selected other reasons as main drivers: Only 11 percent of principals reported that their school had concerns about being held liable in cases of school violence; 8 percent said that other organizations on which their school depends (e.g., local law enforcement) encouraged them to adopt a BTAM program; and 5 percent said their school community wanted them to adopt a BTAM program.
Sample (N = 452) · Principals answering the implementation drivers question
Notably, 5 percent of principals reported that their school implemented BTAM directly in response to a violent incident in their school or district.
Taken together, these patterns suggest that schools are primarily adopting BTAM programs for a small number of reasons—most notably their belief that it is a best practice for school safety and because of state or local requirements.
We interpret these results as an indication that other factors—such as experiencing a violent incident or school community encouragement—may be fringe contributing reasons but are likely not the driving factors for BTAM adoption.
Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question
Interestingly, principals in states that mandated BTAM early (i.e., in 2019) or strongly encouraged its adoption early (also in 2019) perceived that such policies were a driver for BTAM adoption at their schools (e.g., half of the principals in states with early legislation said that state or local law was a main driver in their decision to implement BTAM) (see the purple box in Figure 7.1).
We asked all principals whether they were personally involved in the initial implementation of their school’s BTAM model and whether they reported using a named BTAM model or one that was locally created for their context.
If they were, we asked why their school or district initially adopted a BTAM approach and about any steps the school or district may have taken prior to implementation.
Excluding those respondents who said they did not know about the main drivers for implementation, nearly all respondents identified between one and three reasons as main drivers.
Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question
Behavioral assessment and management is a best practice for violence prevention | 61 | 59 | 58
Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question
We were required to by state or local law | 13 | 45* | 53*
Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question
We were required to by school district policy | 28 | 41 | 48*
Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question
We had concerns about being held liable in cases of school violence | 11 | 16 | 9
Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question
Other organizations we depend on (e.g., our local law enforcement department) encouraged us to adopt a BTAM program | 8 | 10 | 8
Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question
Our school community wanted us to have a BTAM program | 8 | 9 | 3
Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question
We had a violent incident in our school or district and we implemented the program as part of our response | 9 | 6 | 4
Sample (N = 452) · Principals answering the implementation drivers question
This figure depicts response data from the following survey question: “What were the main drivers for the implementation of your BTAM program?” (n = 452). Respondents were instructed to select up to three responses.
Sample (N = 452) · Principals answering the implementation drivers question
Respondents were also given an “Other” option, selected by 7 percent of respondents; a “Don’t know” option, selected by 3 percent of respondents; and a “None of these were main drivers” option, selected by 2 percent of respondents.
Includes only those who said their school has a school- or district-level BTAM team; that their team was using a named model that we listed, an “Other” model, or a locally created one; and that they were around for the initial implementation of this model.
An asterisk (*) indicates that the percentage of schools in states that had early legislation or in states that encouraged BTAM use is statistically significantly different from the percentage of schools in other states.
The fact that BTAM programs are still very common even in those states where adoption of BTAM was neither mandated nor encouraged in 2019 further highlights the finding that state policy is not the determining factor in uptake of BTAM by schools.
Before formally adopting a BTAM model, it is likely that schools (or districts) engaged in a decisionmaking process about whether to do so and, having decided to move forward, about which specific model to adopt.
Drawing on the published literature describing how schools plan and prepare for the implementation of new programs, and the types of activities that are recommended as part of implementation efforts, we provided principals with a list of actions their school or district administrators may have taken as part of this process
still saw BTAM as a best practice for violence prevention as a main reason for adoption.
Why inferred The sentence crosses a page break: this quote is the page 55 part and the sentence begins on page 54. Full sentence (pages 54–55): “However, a greater percentage of these principals still saw BTAM as a best practice for violence prevention as a main reason for adoption.” “These principals” are those in states that mandated BTAM early or strongly encouraged its adoption early (in 2019), per the preceding sentence on page 54.
and asked them to select which, if any, were applicable to their school or district BTAM implementation process.
With the caveat that principals in large districts were more likely to report not knowing about the specific actions their school or district took in the lead up to BTAM implementation, principals’ reports suggest that small districts (those serving fewer than 10,000 students) approached adoption somewhat differently from large districts (see Figure 7.2).
Sample (n = undeterminable of 451) · Principals answering the pre-implementation actions question
For example, principals of schools in small districts were more likely to report consulting with local law enforcement agencies (48 versus 33 percent, respectively).
Conversely, principals in large districts were more likely to indicate that school or district administrators surveyed or met with students, parents, and/or the larger school community.
Taken together, these findings suggest that small and large districts may have sought buy-in or collaboration from differing groups before adoption.
Large districts were also more likely to have spent time estimating funding and other resource levels necessary to implement BTAM and ensuring their availability.
More small districts also engaged in outward-facing activities (e.g., discussing participation with community providers, consulting with law enforcement), whereas more large districts engaged in inward-facing activities (e.g., surveying their [larger population] of school staff
Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question
Surveyed or met with school staff | 29 | 34
Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question
Surveyed or met with students, parents, and/or the larger school community* | 14 | 24
Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question
Estimated funding and other resource levels necessary to implement the program and ensured they were available* | 14 | 24
Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question
Consulted with our local law enforcement organization* | 48 | 33
Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question
Inventoried what intervention programs we had available | 34 | 27
Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question
Identified and discussed participation in BTAM with relevant community and service provider organizations (e.g., mental health providers, social service agencies, non-governmental service providers) | 38 | 28
This figure depicts response data from the following survey question: “Which of the following actions do you know your school took before implementing its BTAM program?” (n = 451). Respondents were instructed to select all that apply.
Sample (N = 451) · Principals answering the pre-implementation actions question
Respondents were also given the following reply options: “I don't know whether any of these actions were taken” (selected by 22 percent of respondents); and “Our school or district administrators did not complete any of these actions” (selected by 5 percent of respondents).
This figure includes only those who said that their school has a school- or district-level BTAM team; that their team was using a named model that we listed, an “other” model, or a locally created one; and that they were around for the initial implementation of this model.
An asterisk (*) indicates that the percentage of principals in small districts who said their school or district administrators took a specific action before implementing its BTAM program was statistically significantly different from the percentage of principals in large districts who said similarly.
This could also suggest that smaller districts are having to look outside their immediate school community for buy-in and support, relative to larger districts that are able to draw and depend more on internal resources.
Sample (N = 451) · Principals answering the pre-implementation actions question
Although only 5 percent of respondents overall said that their school or district administrators engaged in none of the activities we listed, no one option was implemented by more than half of represented schools.
Sample (N = 451) · Principals answering the pre-implementation actions question
The most common planning activity across schools was to consult with local law enforcement (just over 42 percent of schools did that).
Sample (N = 451) · Principals answering the pre-implementation actions question
Across the other options, surveying or meeting with students or parents and estimating funding needs were the least common (more than 17 percent reported doing each of those).
Sample (N = 451) · Principals answering the pre-implementation actions question
Only about 30 percent of schools implemented one of each of the other three types of planning activities (surveying or meeting with staff, inventorying intervention programs, and discussing participation with community organizations and service providers).
These data suggest that while many schools did engage in some pre-implementation planning, few pursued a comprehensive set of activities, indicating potential gaps in readiness or variability across districts.
Despite these differences, most schools did not carry out many of these recommended activities when planning for BTAM adoption.
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