NCIER®
CONTACT US

Report page 22

21 claims on this page · The State of Behavioral Threat Assessment and Management in K–12 Public Schools: Findings from a 2025 American School Leader Panel Survey

Report page 22 with the extracted claims highlighted
Click the page to enlarge. Highlighted passages match the claims listed alongside.

Claims on this page

Evidence [V] p022-01

Florida and other states passed threat assessment mandates after the 2018 Parkland shooting

states, including Florida, passed mandates related to threat assessments in response to the 2018 Parkland shooting (Blad, 2023).

p. 22 · NCIER Claim Map

cite page 22 Ch 1: Introduction

Conclusion [V] p022-02

Despite growth in BTAM adoption, there is little systematic data on BTAM in U.S. schools

Despite clear growth in schools’ adoption of BTAM programs, more than 20 years after the publication of findings from the joint U.S. Secret Service and U.S. Department of Education report on the Safe School Initiative (Fein et al., 2002; Vossekuil et al., 2004), we still have little systematic data on what BTAM actually looks like in schools across the United States.

p. 22 · NCIER Claim Map

cite page 22 Ch 1: Introduction

Evidence [V] p022-03

Prior studies are single-model, single-state, or based on small interview and survey samples

Although several studies have sought to understand the impact of threat assessment programs on various school-level outcomes, including violence prevention, these reports are (1) specific to a single threat assessment model, (2) confined to understanding trends in single states, or (3) based on interviews and surveys of small samples of individuals (see, e.g., Ross et al., 2022; Cornell et al., 2018; Crepeau-Hobson and Leech, 2022; Jackson and Viljoen, 2024).

p. 22 · NCIER Claim Map

cite page 22 Ch 1: Introduction

Statement [V] p022-04

Primary goal: use a nationally representative sample of school administrators to understand BTAM imp

Therefore, the primary goal of this report is to draw on a nationally representative sample of school administrators to understand how BTAM is being implemented and operationalized across the country.

p. 22 · NCIER Claim Map

cite page 22 Ch 1: Introduction

Statement [V] p022-05

The report aims to answer 12 questions about BTAM in K–12 public schools as of 2024–2025

More specifically, we aim to answer 12 questions about the state of BTAM in K–12 public schools as of the 2024–2025 school year:

p. 22 · NCIER Claim Map

cite page 22 Ch 1: Introduction

Statement [V] p022-10

Research question 5: Do schools use named BTAM models, to what extent do they modify them, or are th

Do schools use named BTAM models, to what extent do they modify them, or are they building their own models?

p. 22 · NCIER Claim Map

cite page 22 Ch 1: Introduction

Statement [V] p022-11

Research question 6: Why did schools adopt specific BTAM models (or develop their own), and how did

Why did schools adopt specific BTAM models (or develop their own), and how did they go about it?

p. 22 · NCIER Claim Map

cite page 22 Ch 1: Introduction

Statement [V] p022-12

Research question 7: How do BTAM teams assess level of risk for referred cases?

How do BTAM teams assess level of risk for referred cases?

p. 22 · NCIER Claim Map

cite page 22 Ch 1: Introduction

Statement [V] p022-13

Research question 8: How do BTAM teams develop intervention plans for at-risk students, and what do

How do BTAM teams develop intervention plans for at-risk students, and what do these plans look like?

p. 22 · NCIER Claim Map

cite page 22 Ch 1: Introduction

Statement [V] p022-14

Research question 9: How do BTAM teams monitor intervention plans?

How do BTAM teams monitor intervention plans?

p. 22 · NCIER Claim Map

cite page 22 Ch 1: Introduction

Statement [V] p022-16

Research question 11: What do principals think are the effects of their BTAM programs?

What do principals think are the effects of their BTAM programs?

p. 22 · NCIER Claim Map

cite page 22 Ch 1: Introduction

Statement [V] p022-17

Research question 12: What do principals think about sustaining and improving their BTAM programs ov

What do principals think about sustaining and improving their BTAM programs over time?

p. 22 · NCIER Claim Map

cite page 22 Ch 1: Introduction

Fact [V] p022-18

Survey data collected from K–12 public school principals February 5–24, 2025

To address these research questions, we relied on survey data collected from K–12 public school principals between February 5, 2025, and February 24, 2025.

p. 22 · NCIER Claim Map

cite page 22 Ch 1: Introduction

Fact [V] p022-19

Survey administered to a nationally representative sample of RAND ASLP principals

The survey was administered to a nationally representative sample of principals who were members of RAND’s American School Leader Panel (ASLP).

p. 22 · NCIER Claim Map

cite page 22 Ch 1: Introduction

Fact [V] p022-20

Principals received detailed questions about their school's BTAM program

Participating principals received detailed questions about their school’s BTAM program—ranging from which school and outside personnel are on their BTAM team, what specific BTAM models they are using, and the steps they took during the initial program implementation phase to perceptions of BTAM’s impact

p. 22 · NCIER Claim Map

cite page 22 Ch 1: Introduction

Evidence [V] p022-21

Footnote 2: other states with mandates: Maryland (2018), Texas (2019), Illinois (2019), Kentucky (20

Other states in this group include Maryland (2018), Texas (2019), Illinois (2019), and Kentucky (2019).

p. 22 · NCIER Claim Map

cite page 22 Ch 1: Introduction


Top

Find the Perfect Training Class For You

Learn More