City Report On Youth Violence

Youth Violence Prevention
May 22, 2012
Youth Violence Prevention

Key Outcomes Introductory Narrative
Table of Contents
3 4 5 6 7 8-11
Juveniles Involved in Violent Crime and Incidents Involving Guns and Juveniles Number of Arrests for Aggravated and Simple Assault Youth Injuries Due to Assaults Youth Homicides & Shots Fired, Injuries, and Homicides Over Time Map and Data of Shots Fired
New
Goal: Connect Youth to Trusted Adults STEP-UP Year Round Youth Job Placement Achieve Minneapolis Connections Minneapolis Students with My Life Plans Student Participation in After-school Activities Students Reporting More than 45 Minutes of Homework Every Day Goal: Intervene at the First Sign of Risk 13-14 15 16 17 18-19 20
Curfew and Truancy Incidents

School Resource Officers High School Graduation Rates Teen Pregnancy Rate Goal: Restore Youth Going Down the Wrong Path JCAT Diversion Referrals and Number of Juveniles in Diversion Program Missing Juveniles and Runaways
New
21
22-23 24 25-26
27 28 29
Goal: Unlearn the Culture of Violence Students Who Feel Safe at School Student Perception of Gang Activity APPENDIX Demographic Changes Over Time
New
32-33 34
35-37
Results Minneapolis: Healthy Housing
May 22, 2012
Outcomes
Introduction
When looking at key juvenile violent crime outcome measures, such as incidents involving guns and juveniles, juveniles involved in violent crime, firearm-related assault injuries to youth and young adults, etc. there have been dramatic improvements since 2006. Despite this progress, youth homicides have not dropped similarly and looking at the shots fired maps and data (slides 8 to 11) suggest there continues to be a culture of violence in many areas of the City. To address youth violence in Minneapolis, the City and its partners developed the Blueprint for Action, a set of four goals and a mix of law enforcement and public health strategies to address the root causes of violence. Below are the four goals and a brief summary of progress on key strategies. Connect every youth with a trusted adult The City, Achieve Minneapolis and other partners have had great success engaging youth with job training and employment opportunities through the STEP-UP program. This engagement has also come with a steady flow of connections via the Career and College Centers in Minneapolis high schools. Another positive sign has been the increased participation of youth in after-school activities. Intervene at the first sign that youth are at risk for violence Identifying and providing early intervention with youth who take initial steps down the wrong path has become a key youth violence prevention strategy. Through this work we have dramatically reduced teen pregnancy rates, become more focused on curfew and truancy and made strides in graduating more students. Minneapolis Public Schools and Minneapolis Police department have also worked very hard on reaching out to students and preventing crimes in schools through the School Resource Officer program. Restore youth who have gone down the wrong path For youth that have gotten into trouble we have been very focused on getting those youth back on the right track with programs that actively reach out to students such as the diversion program and visits from the Police departments Juvenile Crime Apprehensive Team. Additionally, employment programs for gang affiliated youth, such as North4, are helping restore youth to a productive future. Unlearn the culture of violence in our community Finally, one of the overriding goals of the Blueprint is to unlearn the culture of violence. This goal and its related strategies are focused on creating a more positive culture for youth to experience. The next eight pages of this report highlight some of the key youth violence prevention outcomes we are watching. Following these pages, the report is organized by the four goals (noted above) and related programmatic efforts.
May 22, 2012
Outcomes
Incidents Involving Guns and Juveniles (Victim/Suspect/Arrestee) (2003-2011)
500 450 400 350 300 250 200 150 100 50 0 2003 2004 2005 2006 2007 2008 2009 2010 2011 217 176 141 388 357 353 347 325 412
Source: Minneapolis Police Department

Results Minneapolis: Youth Violence Prevention May 22, 2012 4
Outcomes
Number of Aggravated Assaults Arrests (2003-2011)

400 346 350 300 250 200 150 100 50 2003 2004 2005 2006 2007 2008 2009 2010 2011 131 133 99 116 104 70 80 73 67 238 215 254 221 199 212 371 353 337 303 282 240 208 208
320 281 275
Under 18 years
Age 18-24
Total 24 and under
Number of Simple Assaults Arrests (2003-2011)
1400 1200 1000 800 600 400 200 0
1261
1263 1161
1217
1038
876 674 587 675 588 621 653 560 564 417 297 300 289 621
819
695 670
579
519 406 289 381
2001
2002
2003
2004
2005
2006
2007
2008
2009
Under 18 years
Age 18-24
Total 24 and under
Results Minneapolis: Youth Violence Prevention
May 22, 2012
Outcomes
Assault Injuries Among Minneapolis Youth and Young Adults (2001-2011)
1,800 1,600 1,400 1,200 1,000 800 600 400 200 0
1,662 1,207 741 466 1,358 878 480 1,485 1,419 1,144 985 500 972 447 518
1,686
1,482 1,495
1,557 1202
1,442 1086
1,483 1167
1,362 1067
1,211
1,062
1113
475
420
382
355
356
316
295
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012 Projection
Under 18
18-24
Total 24 & under
Source: MN Hospital Association; includes hospital in-patient and out-patient visits. Projection is based on an average annual decrease over the last five years for under 18 and for 18-24 is based on returning to the 2007 level (or five years ago).
Firearm-related Assault Injuries of Minneapolis Youth and Young Adults (2001-2011)
180 160 140 120 100 80 60 44 16 23 81 71 58 35 41 121
159
156 135
106
80
104
112
107
100
107 82
100
71
94
74 75 60
68 55 44 39 35 25 29
60
40 20 0
20
15
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012 Projection
Under 18
18-24
Total 24 & under
Source: MN Hospital Association; includes hospital in-patient and out-patient visits. 2012 projection is the same as the previous 2011 projection.
May 22, 2012
Outcomes
Youth Homicides Occurring in Minneapolis (2004-2011)

30 25 25
20
20 15 10 5 1 0 2004 2005 2006 Under 18 years 2007 2008 Age 18-24 2009 2010 2011 3 18 17 15 9 4 18 17 16 13 11 6 3 6 5 9 12 4 17 17 16
Total 24 and under
This includes deaths of juveniles by homicide within Minneapolis city limits. Source: Minneapolis Police Department.
Shots Fired, Youth Injuries & Homicides

500 450 3,992 Number of Homicides and Injuries 400 4,839 4,101 5000 4,037 4500 4000 Number of Shots Fired 7
350
300 250 200 150 100 50 0 2008 Total Homicides 24 and under 2009 2010 2011 Total Firearm-related Assult Injuries, 24 & under 17 9 17 135 107 100 80
3500
3000 2500 2000 1500 1000 500 0
20
Total Shots Fired
May 22, 2012
Outcomes
May 24, 2011
Outcomes
May 24, 2011
Outcomes
Detailed historic numbers by precinct are on next page.
May 22, 2012
10
Outcomes
Sound of Shots Fired and Shotspotter Activations, All Precincts

4000 3500 3000 2500 2000 1500 1000 500 0 3613
Sound of Shots Fired, Precinct 1

160 140 120 100 136 132 120 100
2825
3156
3103
1226
1167
80
945
934
60 40 Note: Shotspotter Activation rarely occurs in Precinct 1
2008
2009
2010
2011
20 0
ShotSpotter Activation
Sound of Shots Fired
2008
2009
2010
2011
Sound of Shots Fired, Precinct 2

250 200 159 150 100 50 0 2008 2009 2010 2011 Note: Shotspotter Activation rarely occurs in Precinct 2 226 1200
Sound of Shots Fired and Shotspotter Activations, Precinct 3

1044 790 420 458 335 282 872 801 191
199
1000
800 600 400 200 0
2008
2009
2010
2011
Sound of Shots Fired

2000 1500 1872 1486

400 350 300 250 200 150 100 50 0 335 250 284
1709
1705
286
1000
500 0
754
650
567
615
40
52
34
26 2011
2008
2009
2010
2011
2008
2009
2010
ShotSpotter Activation Results Minneapolis: Healthy Housing
Sound of Shots Fired May 22, 2012
Sound of Shots Fired 11
GOALS
May 24, 2011
12
Connect Youth to Trusted Adults
Why is this measure important? Pre-work training is critical to the success youth will have on the job. Employers respond favorably to youth who show up ready to work and are prepared with soft skills that allows for a rewarding experience for both employer and intern. STEP-UP applicants are evaluated as to their work readiness level and matched with the training option that best meets their needs. The most work ready youth spend 6-8 hours in training while youth just entering the workforce spend up to 14 hours in training. What will it take to make progress? Continued support in regard to funding will allow as many youth to be trained as possible. A concerted effort to invite all eligible youth that applied to STEP-UP occurred in 2012 and if this is to become the norm, additional funding will need to be acquired.
May 22, 2012
13
Number of Youth in STEP- UP and Other City Job Programs

3,000 2,537 2,500 2,000 1,535 1,500 990 1,115 1,021 819 618 327 93 2004 STEP-UP 2005 2006 2007 2008 2009 2010 2011 Total 454 285 326 453 277 267 337 1,195 1,232 1,282 988 1,276 1,036 1,760 2,340 2,127 1,980 2,317 2765
1,000
500
693 297
Other City job programs
Minneapolis Parks and Rec job programs
Why is this measure important? STEP-UP recruits, trains and places youth, ages 14-21, in paid summer jobs with local employers and community-based organizations following work readiness training. Youth are provided with the opportunity to improve their work readiness skills, make employer connections and earn a wage while building their resume. This is critical to long-term youth development. Additionally, the City also supports youth in yearround job placements. (see information on next page) Success on the job often means youth will consider furthering their education via post-secondary options (see chart below and on next page) What will it take to make progress? Continued funding from federal, state and local government as well as the support of the Mayor, STEP-UP advisors and the employer community is essential. STEP-UP Participants who Applied and then Enrolled at the U of M
160 140 120 100 80 60 40 20 0 2006 2007 2008 2009 39 56 118 115 76 143
90
67
42
39 15 2010 14 2011
Applied
Enrolled
14
May 22, 2012
Year-round Workforce Investment Act (WIA) Program Federal support allows for some year-round job placements. Youth must be economically disadvantaged and have at least one of the following at-risk barriers to be eligible for services: basic skills deficient, school dropout, homeless, runaway or foster child, pregnant or parenting, offender, requires additional assistance to complete an educational program or secure and hold employment and youth with a disability. Other attainments made by year-round participants are also important to the long-term success of the youths career goals. Participants set individualized employment and educational goals with guidance from their case manager. Other Attainments for Youth in Year-Round Program 4/1/11-3/31/12
Occupational Skills Credential, 59
Post-secondary school , 45
High School Diploma or GED, 52
Note: All attainments made during participation or by exit

Achieve Minneapolis "Connections"

80,000 70,000 60,000 50,000 26,929 40,000 16,356 20,272 74,184
66,057
62,630
65,602
67,442
16,021 20,794
14,784 13,428
13,991 3,900 5,321
16,599
7,215 8,089 9,626 12,626
20,000 10,000 -
3,708 3,838 3,370
9,800
2006-2007 2007-2008 Career Info Financial aid info Jobs Total
2008-2009 2009-2010 2010-2011 College Info Orientation to Career and College Center Other
Note: As of 2009-2010 job "connections" are no longer being tracked
Why is this measure important? The Career and College Center (CCC) coordinators offer students individual guidance on college searches, financial aid, and career opportunities. They host workshops for students and parents, organize job fairs and college visits, and invite hundreds of business and community leaders to share their skills and inspiration. CCC Coordinators make resources available to all MPS students, not a select cohort. Last year our coordinators had more than 13,000 one-on-one meetings with students. What will it take to make progress? Strong public and private funding remain crucial to the success of the Career and College Centers. In the last three years, MPS has supported approximately half of the CCCs operating budget. Due to district budget cuts, MPS is making budget reductions in all departments in FY 13, including the CCCs. We have had to reorganize and cut one staff position. We will meet the budget challenge in two different ways: building collaborations and utilizing volunteers more effectively. We are creating collective impact by convening both a Career Readiness Collaborative (CRC) and the Local College Access Network (LCAN). CRC brings together youth employment organizations including STEP-UP, Genesys Works, Junior Achievement and others. LCAN connects MPS with nonprofits working on college readiness, including Project Success, Upward Bound, and College Possible. We also are devoting considerable time and attention to building the capacity of professional volunteers to be connected with MPS in a sustained way.
2,603
3,529
13,812
May 22, 2012
16,906 16
30,000
11,444 21,092 3,545 12,922
23,395
Percent of Minneapolis High School Students with "My Life Plans"

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 9th graders 10th graders 2007-2008 2008-2009 11th graders 2009-2010 2010-2011 12th graders 5.6% 0.2% 7.9% 71.2% 73.2% 66.4% 60.0% 53.0% 53.0%
89.0%
78.7% 75.0% 65.9% 78.0% 74.0% 76.0%
Why is this measure important? In 2010, My Life My Plan (MLP) became a graduation requirement for all MPS students. MLP is a series of grade-appropriate activities designed to help students develop the knowledge and motivation they need to make purposeful decisions about their goals beyond high school. Beginning in sixth grade, students meet milestones through activities to explore career interests. Juniors focus on college and career planning, and seniors focus on applications to post-secondary institutions, jobs, and the military.
What will it take to make progress? There are two significant barriers to meeting our target of 85% of all MPS students achieving their milestones: 1) The high number of special education and ELL students who have difficulty with the tools. 2) Student mobility We support special education and ELL students by offering counselors the opportunity to redesign MLP milestones that are educationally appropriate for individual students. We are supporting highly mobile students by improving automatic tracking of MLP milestones so the information is attached to each student rather than their school. ** Note on the 2010-2011 Data Several technical problems impacted the collection of My Life Plan data in 2010-2011, so there was a significant under-count for that year. MPS implemented a new tracking system in December and problems continued to plague the system for the remainder of the school year. A new program, Success Planner, was successfully implemented for the 2011-2012 school year, so we are confident we will have accurate rates going forward.
8th Graders' Participation in Extracurricular Activities Broken Down by Race/Ethnicity

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% American Indian African American African 2008/09 Asian American 2009/10 Hispanic American White American 2007/08 2010/11* 42% 44% 43% 57% 72% 81%
61% 61% 63%
66% 52%
60% 60% 47% 44% 44%
59% 44% 50% 39% 41%
59%
55% 57%
*Notes: Prior to 2011 (asked of 5th, 8th, and 11th graders): "How often do you participate in activities such as sports, drama, dance, music lessons, boys or girls clubs, youth programs at school or in the community? In the 2011 Student Opinion Survey (asked for 8th and 11th graders only): Do you participate in any of the following after-school activities? Sports (MPS Sports Teams and Intramurals); Music, Dance, Drama, Art Club through MPS; Robotics, Lego League, Chess Club, etc. through MPS;
Why is this measure important? Research has shown that students who spend no time in extracurricular activities, such as those offered in after-school programs, are more likely to use drugs and more likely to become teen parents than are students who spend one or more hours per week in extracurricular activities. Analyses of the Minnesota Student Opinion Survey of students who attend Minneapolis Public Schools shows that those not engaged in weekly activities were more likely to engage in antisocial behaviors, such as vandalism, theft, and fights. Lack of adult supervision between the time that students are sent home and the time that parents arrive home from work is among multiple contributing factors to juvenile delinquency. Beyond simply offering a supervised time, extracurricular activities offer children and youth opportunities to learn new skills such as conflict resolution, prepare for a successful career, improve grades and develop relationships with caring adults. These elements can be critical in helping youth develop in positive ways. What will it take to make progress? High quality, structured out of school time programs are environments that have the potential to support and promote youths development because they: (a) situate youth in safe environments, (b) prevent youth from engaging in delinquent activities, (c) teach youth general and specific skills, beliefs, and behaviors, and (d) provide opportunities for youth to develop relationships with peers and mentors. Increasing involvement in out-of-school time activities involves addressing the barriers to participation by young people and the challenges faced by providers/organizations in offering quality opportunities. In addition to the research findings, young people identified these three key barriers to participation: 1) having other responsibilities at home (caring for younger siblings, needing to earn money to help the family budget), 2) lack of safe transportation to programs/opportunities; and 3) not knowing what is available.
May 22, 2012
18
11th Graders' Participation in After-schools Activities

80% 70% 60% 50% 40% 30% 20% 10% 0% 68% 65%
47%
60%
47%
58%
49% 60%
51%
53%
54%
52% 79%
64%
62%
60%
48%
49%
62%
42%
2003/04
2004/05
42%
2005/06
45%
2006/07
46%
2007/08
2008/2009
2009/10 Overall
46%
2010/11*
63%
2013 Target
11th-Students of color
Note: Question changed in 2010/11, see note on previous page.
11th-White students

80% 70% 60% 50% 40% 30% 20% 10% 0% 67% 51% 54% 55% 54% 55% 52% 54% 65%
59%
59%
58%
59%
54%
54%
55%
52%
53%
51%
2003/04
2004/05
2005/06
2006/07
51%
2007/08
2008/2009
52%
2009/10 Overall
53%
57%
2010/11* 2013 Target
Note: Question changed in 2010/11, see note on previous page.
8th-White students

80% 70% 60% 50% 40% 30% 20% 10% 0%
67%
65%
65%
65%
62%
81%
64%
63%
62%
Question not asked in 2010/11.
65%
70%
67%
67%
66%
66%
67%
65%
64%
63%
63%
63%
62%
2003/04
2004/05
2005/06
2006/07
2007/08
2008/2009
2009/10 Overall
61%
66%
2010/11*
2013 Target
5th-White students
May 22, 2012
19
100%
Percent of 11th Graders Who Often or Frequently have Someone in their Family to Help with Their Homework
48.7% 44.9% 52.7% 41.8% 46.2% 53.0% 43.4% 49.8% 58.5% 45.7% 54.2% 50.2% 61.6% 51.0% 49.0% 64.0% 47% 43% 59.2% 52.9% 54% 53.8% 20 66.8%
50% 47.2% 0% 2003/04 51.1%
2004/05
2005/06 Students of color
2006/07
2007/08 Overall
2008/09
2009/10
White students
100% 80% 60% 40% 20% 0% 56.0% 59.4% 54.6%
Percent of 8th Graders Who Often or Frequently Have Someone in their Family to Help with Their Homework
57.8% 67.2% 54.7% 57.1% 55.3% 63.4% 57.6% 53.8% 65.8% 57.1% 71.2% 56.4% 66.0% 57.3%
52.2%
2003/04
2004/05
2005/06 Students of color
2006/07
2007/08 Overall
2008/09
40.0%
2009/10
White students
100% 80% 60%
Percent of 5th Graders Who Often or Frequently Have Someone in Their Family to Help with Their Homework
65.3% 57.6% 57.9% 57.1% 60.6% 62.6% 62.4% 64.0% 57.5%
64.2%
64.3%
62.3%
62.9%
60.1%
20%
0%
2003/04 2004/05 2005/06 Students of color 2006/07 2007/08 2008/09 White students Overall 2009/10
Note: This question was not asked in the 2010/11 survey, so updated data is not available. Why is this measure important? Students who experience success at school and with their school work are more likely to be engaged with their school, interested in academic achievement and less likely to be involved in violence. Having someone to whom they can turn for help with their school work is among multiple contributing factors to ensuring success at school. This measure monitors how frequently students engage someone in their family to help them with or to discuss their school work. What will it take to make progress? Parents, teachers, and mentors will need to work collaboratively to help students develop improved study habits and an attachment to school. Community agencies providing culturally-appropriate after-school care and activities will need to be involved in increasing homework time.
Results Minneapolis: Youth Violence Prevention May 22, 2012
57.6%
60.6%
63.5%
40%
65.0%
66.5%
Intervene at the First Sign of Risk Number of Youth Brought to Juvenile Supervision Center for a Truancy Violation (2001-2011)
1,800 1,600 1,400 1,200 1,000 800 600 400 1,612 1,585
1,463
1,246
1,504 1,112 906
762
387 2001 2002 2003 2004
730
792
200 0
2005
2006
2007
2008
2009
2010
2011
Why is this measure important? Research has shown that children who commit curfew/truancy violations often are more likely to drop out of school, exhibit delinquency and have a higher risk of drug abuse. Curfew arrests are important because they work toward ensuring juveniles are not on the street and potentially in danger and it also reduces the ability for a juvenile to commit a crime if they are inside their home. What will it take to make progress? Delinquencies/truant behavior may be a pathway for later delinquency and criminal activity. We continue to be successful in reducing curfew and truancy violations, as evidenced by the significant juvenile crime decreases. On-going focus on curfew and truancy violators insures higher school attendance therefore reducing the number of crimes committed by these offenders. By emphasizing the importance of having officers bring youths to the Juvenile Supervision Center (JSC) ensures troubled youths are evaluated for risk and provided appropriate case management. Furthermore, having School Resource Officers engage with this population in and outside of school reduces recidivism. Curfew Incidents and Arrests
4000 3550 3050
3500
3000 2500 2000 1500 1000 500 0
2203
1819 1282 1800 1051 1643 1762 1014
2444
1869
1358
2069 1148
1954 1520 1172 941
2077
956
1162
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
Curfew Incidents Results Minneapolis: Youth Violence Prevention
Curfew Arrests Age 10 to 17 May 22, 2012 21
Restore Youth Going Down the Wrong Path Positive School Resource Officer Contacts with Students (September 2010 - March 2011)
14,000 12,000 11,727 Number of Contacts Number of Contacts 10,000 8,000 6,000 4,000 2,000 Positive Contacts*
*Positive Contacts include classroom activities, criminal incidents that do not result in an arrest (eg. a warning), and other non-enforcement contacts.
School Resource Officer Enforcement Contacts with Students (September 2010-March 2011)
700 600
605
500
400 300 200 100 102 Drugs Violent Crime Property Crime Arrest/ Citation Bullying
453
269 225
Why is this measure important? The School Resource Officer Program (SRO) is significant function of the Juvenile Division in terms of personnel and work hours. The MPD Juvenile Division has 16 SROs and one community service officer. The role of the SRO is not only to operate form an enforcement position, but to connect with children and offer them a positive role model. What will it take to make progress? Through the SRO program, the Minneapolis Police Juvenile Division has sought to decriminalize school behavior issues and work with The MPD partners to offer more positive alternatives. Additionally, the Minneapolis Police department and other key partners have been Speak-UP The Minneapolis Police Juvenile Unit partners with The Minneapolis Public Schools in this program. Speak-Up is a hotline enabling young people to anonymously leave information about threats or potential acts of violence in the schools. Safe Routes The Safe Routes to School Initiative seeks to utilize resources such at MPDs Traffic Enforcement, precinct squad cars and SROs to partner with other city and school resources to ensure children safe paths to and from school.
May 22, 2012
22
Restore Youth Going Down the Wrong Path
SRO Summer Initiatives In addition to their responsibility during the regular school year, the SROs are asked to participate and in some cases develop positive, out-reach programs for Minneapolis youth during the summer months. Examples of these programs are listed below. Bike Cops for Kids This program has been operating for several years and was founded by SROs themselves. Using donations from foundations and other outside organizations, the officers spend all day riding bicycles in specificallyselected, distressed neighborhoods. Using the donated funds, The Bike Cops purchase bicycle helmets to hand out to kids in those neighborhoods. The helmet is used not only to increase safety and lessen childhood injuries, but as a method to approach and develop a conversation with the youth. The program offers Minneapolis youth to meet police officers in a positive way. Officers also have a limited number of bicycles they can give to children who are caught wearing the bike helmets later in the summer. Summer Youth Employment Program In this effort, SROs are assigned as team leaders for youth groups who have been hired to participate in projects that are designed to benefit the city. The object is to meet the one of the main directives of the Mayors Blueprint to Prevent Youth Violence by placing a positive adult role model in the life of a child. Police Activities League (PAL) With school out of session, the need to keep kids active and engaged in positive activities increases substantially. SROs are added to the staffing levels of PAL to enhance resources available to youth in Minneapolis.
May 22, 2012
23
Intervene at the First Sign of Risk Minneapolis Public High Schools Six Year AYP Graduation Rates
89% 78% 57% 38% 46% 28% 78% 62% 80% 60% 40% 20% 0% All Minneapolis 2003 7 Mainstream High Schools 2004 2005 2006 2007 Public Alternatives 2008 2009 2010 Contract Alternatives 2011
100%
Why is this measure important? Increased graduation rates and overall higher levels of educational attainment are associated with better public safety and economic outcomes than places that have lower educational outcomes. According to a Columbia University study, high school graduates tend to have more healthy lifestyles and are less likely to use publicly financed health insurance programs. High school dropouts are also at a greater risk of receiving other forms of public assistance, including federal welfare, food stamps and public housing. The research information estimates that if high school dropouts receiving assistance had earned a high school diploma, the total cost savings would be between $7.9 and $10.8 billion a year. High school graduation also serves as an important benchmark in the process of transition to adulthood and has a normalizing effect on the individual and leads to formation of more positive social networks. Furthermore, high school graduation correlates with increased access to desirable job markets, thus higher potential wage earnings, and an increase in critical thinking skills that serve to steer young people away from impulsive, harmful behavior. What will it take to make progress? The low graduation rates of students of color, left unaddressed, will further widen the racial/ethnic gap between the haves and have-nots of Minneapolis. Efforts should be made on several levels to help young people finish high school. Most obviously, the education system must be seen as a long-term investment. While turning around individual schools and large districts takes time, it is crucial to creating lasting changes for communities in terms of more economically healthy communities, increased civic involvement and lower crime. Family-, individual-, community-, and school-based models or strategies to reduce school drop out and increase preparation for college and career should be adopted and implemented. Lastly, we must all reinforce our young people with messages encouraging them to pursue their K-12 and postsecondary education.
Minneapolis Public High Schools Four Year Graduation Rates (7 major high schools)
100%
69% 73% 69% 48% 70% 49% 54% 58% 73% 68% 74% 80% 70% 52% 47% 47%
50%
0% Edison Henry North 2007 Results Minneapolis: Youth Violence Prevention Roosevelt 2008 2009 South 2010 Southwest 2011 24 Washburn Total District
May 22, 2012
Intervene at the First Sign of Risk
Minneapolis teen pregnancy rates by race/ethnicity (age 15-17)

180 160 Rate per 1000 female population 140 124 116 168
120
100 80 60 40 20 0 Minneapolis 2000 American Indian 2001 2002 2003 Asian 2004 39 23 73 62
110
Healthy People
57
61
26 11 Black Hispanic 2007 2008 2009 White 2010
2005
2006
Why is this measure important? Having a child during adolescence increases the likelihood that a mother will not complete high school and that her children will be raised in poverty. Children born to teen mothers are much more likely to exhibit behavioral problems than children of older mothers and daughters of teen mothers are more likely to become teen mothers themselves. What will it take to achieve the targets? Teens who value education, are involved in school and community activities, and believe in the possibility of a bright future are less likely to engage in sexual relationships at a young age, and are more careful about using contraception when they initiate sexual activity. To reduce teen pregnancy, it is essential that young people receive medically accurate and science based reproductive health education. It is also important that they have access to teen friendly confidential medical care. To reduce repeat births to teen mothers and keep them in school, public health home visiting, child care and other support services are essential. City of Minneapolis Strategies/Initiatives 1. Minimize barriers to reproductive health and family planning services by: Providing adolescent friendly school based health services in Minneapolis Public High Schools (Minneapolis School Based Clinics); and Targeted outreach to young males to connect them with reproductive health services (Seen on Da Streets). 2. Promote medically accurate sex education in public schools with emphasis on improving access to comprehensive sexuality education to Minneapolis youth in grades 6-8. Continued
Intervene at the First Sign of Risk
3. Reduce incidence of subsequent pregnancies to teen parents ages 19 years and younger via public health home visiting services. ( contract with Minnesota Visiting Nurses Association to implement the Minneapolis Teen Parent Home Visiting program) 4. Close the disparity gap in teen pregnancy rates for American Indian, Hispanic, African American and African youth by promoting/funding culturally specific teen pregnancy prevention initiatives. (currently working with Division of Indian Work ) 5. Encourage community collaboration and coordinated service delivery for teen pregnancy prevention and services for pregnant and parenting teens (sponsorship of Minneapolis Urban Initiative for Reproductive Health; and Hennepin County Teen Parent Connection)
May 22, 2012
26
Restore Youth Going Down the Wrong Path Number of JCAT Visits 2011
700 600 500 400 300 200 100 0 Persons Sought Arrests Addresses Checked* 142 336 625 500 400 390 300 200 198 100 0 281 243 700 600
Number of Home Visits to Kids on Probation (2006-2010)
2006-2007
2008
2009
2010
Why is this measure important? The Police Departments Juvenile Crime Apprehension Team (JCAT) is not new, however the program has evolved significantly to better serve all citizens of Minneapolis. Formerly, JCAT focused primarily on locating and arresting juveniles with arrest warrants. JCAT did so by utilizing a loose affiliation of partners outside the MPD. What will it take to make progress? In 2011, the JCAT effort formalized a partnership with The United States Marshals Service. Through this effort, JCAT has realized several benefits. For one, JCAT is able to sustain a more assertive and predictable presence focusing on juveniles. JCAT not only locates and apprehends juveniles with arrest warrants, but is also making home visits to juveniles who have sign and release warrants. Although juveniles with sign and release warrants are not placed in custody; that contact that is used to demonstrate to the youth in question that their past actions are taken seriously and they are being monitored. The intention is that this follow-up will result in a cessation of delinquent behavior or an expectation for accountability in the event of future delinquencies.
May 22, 2012
27
Outcome for juveniles offered the opportunity to participate in diversion program, 2010 and 2011
300 250 200 150 100 50 0 2010 Passed Failed No contact Declined 2011 Currently in program
279 total
78 26
263 total
65
22 88 23 65
73
36 66
Why is this measure important? Reviewing the numbers of youth who do not continue to commit crimes after receiving services from certain agencies will help us evaluate which activities are the most effective in this population. Juvenile Diversion is a program geared to first-time, misdemeanor offenders. The purpose of the program is to offer juvenile offenders an alternative to the traditional juvenile justice system in an effort to change behavior and avoid the formal charges. To do this, The MPD Juvenile Division Partners with 12 non-profit organizations who specialize in youth related issues. What will it take to make progress? MPD works with the Hennepin County Attorneys office to divert juveniles who do not meet our criteria, through their Project deNovo. This program connects youth to community-based services and restorative justice programs as well. Increasing collaborative activities such as these help reduce the number of juvenile who commit crimes.
May 22, 2012
28
In 2011 The Minneapolis Police Department investigated 1472 Missing Juvenile cases or reported Runaways.
Since this is a new program, additional data is not yet available. Additional measures will be included for the next Results Minneapolis progress conference.
Why is this measure important? In 2011 The Minneapolis Police Department investigated 1472 Missing Juvenile cases or reported Runaways. Many of these juveniles are repeat offenders. In 2011, the Minneapolis Police Department dramatically changed the manner in which these cases are investigated. Prior to 2011, Missing Juvenile reports would be assigned as the reports came in to the Juvenile Unit with no consistency as to which investigator would be assigned the case and follow up on the cases consisted of merely making sure the child was returned home the underlying reason for the youth absenting was never explored. Often these juveniles would run again and eventually engage in other harmful behaviors to themselves or others. What will it take to make progress in this area? MPD now has two dedicated missing juvenile investigators who do nothing but work on these cases. These two investigators work daily with Hennepin County Human Service and Public Health (HSPH); another significant change from the standard practice. This partnership with Hennepin County enables both the MPD and Hennepin County to work together not only to see the child is returned home safely, but to identify the specific needs of the runaway child and the needs of the family and focus resources where needed. The overall goal of this new program is to go past the surface issue of simply returning the child to his/her home to truly focusing on the root causes of the problem and correcting those issues.
May 22, 2012
29
Unlearn the Culture of Violence Percent 8th Graders Who Agree or Strongly Agree They Feel Safe at School by Race/Ethnicity
100.0%
92.2% 87.3% 87.0% 82.0% 79.6% 70.9% 81.0% 78.7% 82.1% 83.0% 85.6% 80.1% 76.4% 79.0% 91.0%90.0% 87.1% 86.2%
80.0%
78.8%
79.0% 79.7% 77.7% 77.0%
72.8%
60.0%
40.0%
20.0%
0.0% American Indian African American African 2007/08 2008/09 Asian American 2009/10 Hispanic American 2010/11 White American
Why is this measure important? Schools are an important environment for youth, a place where they spend a significant portion of their day. Youth who feel safe in their school environment are more likely to attend school and succeed academically than those who do not feel safe. What will it take to make progress? Improving classroom management skills by focusing on teacher-student communications and empowering teachers to provide a nurturing and caring environment in schools and classrooms can increase students perceptions of safety. School officials an also provide students with a voice in the discussing how to reduce violent acts among their peers. Increased interaction between law enforcement and schools is needed to increase in-school safety as well as safety on school grounds and in surrounding neighborhoods.
May 22, 2012
30
Unlearn the Culture of Violence Percent of 11th Graders Who Feel Safe at School
100% 79% 80% Agree or strongly agree 81% 79% 83% 87% 89% 86%
60%
94%
86%
86%
87%
92%
84%
85%
86%
77%
77%
40% 20% 0%
2003/04
2004/05 2005/06 11th-Students of color
76%
2006/07 2007/08 11th-White students
80%
2008/09 Overall
2010/11
Percent of 8th Graders Who Feel Safe at School

100% 80% Agree or strongly agree 60% 91% 87% 83% 82% 86% 80% 79% 79% 71% 40% 20% 0% 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 Overall 2010/11 8th-Students of color 8th-White students 75% 75% 74% 78% 81% 80% 83% 83%
82% 80% 83% 86%
Percent of 5th Graders Who Feel Safe at School

100% 80% Agree or strongly agree 60% 92% 92% 89% 90% 91% 86% 86% 86% 85% 89% 40% 20% 0% 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 Overall 2010/11 5th-Students of color 5th-White students 83% 85% 92% 31 87% 87% 87% 87% 85% 87%
76%
May 22, 2012
78%
90%
93%
Unlearn the Culture of Violence MN Student Survey: Illegal Gang Activity is a Problem at this School. (Students who agree or strongly agree)
45% 40% 35% 30% 25% 25% 20% 15% 10% 5% 0% MN 6th Grade Minneapolis MN 9th Grade 17% 14% 19% 18% 36%
42%
28%
Minneapolis
2007
2010
Why is this measure important? The Minnesota Student Survey has a question that asks students about gang problems at their school. The survey is conducted every three years. The last survey was conducted in 2010. The following tables illustrate relevant results of the survey statewide compared to Minneapolis Public Schools. Only grade 6 and grade 9 data were included due to concerns over the reliability of grade 12 data at the Minneapolis level. A wide disparity exists between perceptions of gang problems in the schools between Minneapolis Public School students and statewide. The proportion of students who perceive that gangs are a problem in Minneapolis Public Schools is nearly double the same proportion at the state level. For instance, twenty-five percent of sixth graders in Minneapolis reported illegal gang activity to be a problem in their schools, compared to fourteen percent statewide. Perceptions are similar between male students and female students, with slightly more 9th graders agreeing there is a problem compared to 6th graders.
May 22, 2012
32
Appendix
Appendix: Demographic Changes
May 24, 2011
34
Appendix: Demographic Changes
May 24, 2011
35

City Report On Youth Violence

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City Report On Youth Violence

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Youth Violence Prevention

May 22, 2012

Youth Violence Prevention

Curfew and Truancy Incidents

Results Minneapolis: Healthy Housing

May 22, 2012

Results Minneapolis: Healthy Housing

May 22, 2012

Incidents Involving Guns and Juveniles (Victim/Suspect/Arrestee) (2003-2011)

Source: Minneapolis Police Department

Number of Aggravated Assaults Arrests (2003-2011)

320 281 275

Total 24 and under

Number of Simple Assaults Arrests (2003-2011)

1400 1200 1000 800 600 400 200 0

519 406 289 381

Total 24 and under

Results Minneapolis: Youth Violence Prevention

May 22, 2012

Assault Injuries Among Minneapolis Youth and Young Adults (2001-2011)

1,800 1,600 1,400 1,200 1,000 800 600 400 200 0

Total 24 & under

Firearm-related Assault Injuries of Minneapolis Youth and Young Adults (2001-2011)

180 160 140 120 100 80 60 44 16 23 81 71 58 35 41 121

Total 24 & under

Results Minneapolis: Youth Violence Prevention

May 22, 2012

Youth Homicides Occurring in Minneapolis (2004-2011)

Total 24 and under

Shots Fired, Youth Injuries & Homicides

Total Shots Fired

Results Minneapolis: Healthy Housing

May 22, 2012

May 24, 2011

May 24, 2011

Detailed historic numbers by precinct are on next page.

Results Minneapolis: Healthy Housing

May 22, 2012

Sound of Shots Fired and Shotspotter Activations, All Precincts

Sound of Shots Fired, Precinct 1

60 40 Note: Shotspotter Activation rarely occurs in Precinct 1

Sound of Shots Fired

Sound of Shots Fired, Precinct 2

Sound of Shots Fired and Shotspotter Activations, Precinct 3

Sound of Shots Fired

Sound of Shots Fired and Shotspotter Activations, Precinct 4

Sound of Shots Fired and Shotspotter Activations, Precinct 5

ShotSpotter Activation Results Minneapolis: Healthy Housing

Sound of Shots Fired May 22, 2012

Sound of Shots Fired 11

May 24, 2011

Connect Youth to Trusted Adults

Results Minneapolis: Youth Violence Prevention

May 22, 2012

Connect Youth to Trusted Adults

Number of Youth in STEP- UP and Other City Job Programs

Other City job programs

Minneapolis Parks and Rec job programs

May 22, 2012

Connect Youth to Trusted Adults

Occupational Skills Credential, 59

High School Diploma or GED, 52

Note: All attainments made during participation or by exit