In 1985, the Teens, Crime, and the Community and Community Works (TCC/CW) program, a collaborative effort by the National Crime Prevention Council (NCPC) and Street Law, Inc., was developed in an effort to reduce adolescent victimization. The purpose of the study was to assess whether the TCC/CW program was successfully implemented and whether it achieved its desired outcome, namely to reduce adolescent victimization. Following an extensive effort to identify potential sites for inclusion in the TCC/CW program outcome evaluation, a quasi-experimental five-wave panel study of public school students was initiated in the fall of 2004. Classrooms in the sample were matched by teacher or subject and one-half of the classrooms received the TCC/CW curriculum while the other half (the control group) was not exposed to the curriculum. A total of 1,686 students representing 98 classrooms in 15 middle schools located in 9 cities in 4 different states were surveyed 3 times: pre-tests in Fall 2004 (Part 1), post-tests in Spring 2005 (Part 2), and through a one-year follow-up survey in Fall 2005 (Part 3). A total of 227 variables are included in Part 1, 297 in Part 2, and 290 in Part 3. Most of these variables are the same across waves, including demographic variables, variables measuring whether the students are involved in extracurricular and other school related activities, community service, religious activities, family activities, employment, or illegal activities and crime, variables measuring the students' views regarding bullying, schoolwork, school and neighborhood violence, property crimes, drug use, alcohol use, gun violence, vandalism, skipping school, inter-racial tensions, neighborhood poverty, and law-enforcement officers, variables measuring how students react to anger, risk, conflict with fellow students, and how they handle long-term versus short-term decision-making, variables measuring group dynamics, variables measuring students' self-esteem, and variables measuring students' awareness of resources in their respective school and neighborhood to address problems and provide support.