Testing the School‐to‐Prison Pipeline

Owens, Emily

doi:10.1002/pam.21954

Cited by 97 publications

(106 citation statements)

References 29 publications

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“…Our review of prior research indicated that the more rigorous prior studies (Na & Gottfredson, 2013;Owens, 2016;Swartz et al, 2016;Weisburst, 2019) found that SRO presence or receipt of CIS grants were related to increased recording of drug crimes, crimes involving weapons, and serious violent crimes as well as increased severity in school responses to student crime and disorder. With one exception, our findings mirror these: Although the direction of effects on serious violent offenses was consistent with prior research, we found no statistically significant effects on these offenses.…”

Section: Conclusion and Discussionmentioning

confidence: 91%

“…More longitudinal studies are needed. The most rigorous studies (Owens, 2016 andWeisburst, 2019) related receipt of CIS grants to increases in school crime outcomes, but could not connect the receipt of grants directly to the hiring of SROs in the schools included in the study. The current study complements these rigorous studies by relating month-to-month variation in school-level disciplinary outcomes to the timing of the placement of CIS grant-related SROs in those same schools.…”

Section: Discussionmentioning

confidence: 99%

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Effects of school resource officers on school crime and responses to school crime

Gottfredson

Crosse

Tang

et al. 2020

Criminology & Public Policy

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We examined the effects of an increase in school resource officer (SRO) staffing on schools in a sample of 33 public schools that enhanced SRO staffing through funding from the Department of Justice's Community Oriented Policing Services Hiring Program and a matched sample of 72 schools that did not increase SRO staffing at the same time. In longitudinal analyses of monthly school-level administrative data, we compared the treatment and comparison schools on disciplinary offenses and actions. We found that increased SROs increased the number of drug-and weapon-related offenses and exclusionary disciplinary actions for treatment schools relative to comparison schools. These negative effects were more frequently found for students without special needs. Policy Implications: The study findings suggest that increasing SROs does not improve school safety and that by increasing exclusionary responses to school discipline incidents it increases the criminalization of school discipline. We recommend that educational decision-makers seeking to enhance school safety consider the many alternatives to programs that require regular police presence in schools.

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Section: Conclusion and Discussionmentioning

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Effects of school resource officers on school crime and responses to school crime

Gottfredson

Crosse

Tang

et al. 2020

Criminology & Public Policy

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“…A recent paper by Owens () is a notable exception; it examines the impact of changes in police hiring on arrests in and out of school for students of different ages using national data at the police department and county level. Similar to the current study, Owens () estimates her model using quasi‐experimental variation in federal Community Oriented Police Services (COPS) grant funding for school police. She finds that expansions in school police increase property and violent arrests for children younger than high school age on school grounds and increase drug arrests for high school‐aged juveniles off of school grounds.…”

Section: Literature Reviewmentioning

confidence: 99%

Patrolling Public Schools: The Impact of Funding for School Police on Student Discipline and Long‐term Education Outcomes

Weisburst¹

2019

J Policy Anal Manage

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As police officers have become increasingly common in U.S. public schools, their role in school discipline has often expanded. While there is growing public debate about the consequences of police presence in schools, there is scant evidence of the impact of police on student discipline and academic outcomes. This paper provides the first quasiexperimental estimate of funding for school police on student outcomes, leveraging variation in federal Community Oriented Policing Services (COPS) grants. Exploiting detailed data on over 2.5 million students in Texas, I find that federal grants for police in schools increase middle school discipline rates by 6 percent. The rise in discipline is driven by sanctions for low-level offenses or school code of conduct violations. Further, I find that Black students experience the largest increases in discipline. I also find that exposure to a three-year federal grant for school police is associated with a 2.5 percent decrease in high school graduation rates and a 4 percent decrease in college enrollment rates. C 2019 by the Association for Public Policy Analysis and Management.

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“…In short, these studies have provided mixed findings. Some studies report positive effects of SROs, though, with one notable exception (Owens ), these are mostly based on school administrators' (e.g., May et al ; Time and Payne ) or students' (e.g., Jackson ) perceptions of school safety rather than more objectively measured outcomes. A greater number of studies finds null or mixed impacts of SROs (Devlin and Gottfredson ; Zhang ), or negative results, including that the presence of SROs is associated with increased exclusionary discipline (Fisher and Hennessy ), higher rates of arrest of students for minor behaviors (Na and Gottfredson ; Theriot ), or that it reshapes the school social climate in ways that can be harmful to youth (Kupchik ).…”

Section: Background On Policing In Schoolsmentioning

confidence: 99%

Police Ambassadors: Student-Police Interactions in School and Legal Socialization

Kupchik¹,

Curran²,

Fisher³

et al. 2020

Law Soc Rev

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The recent influx of police officers into US public schools has reshaped the context and frequency of children's interactions with police. Yet we know little about how the presence of these officers in schools impacts the legal socialization of students, and whether youth of color might be affected or socialized in different ways than white youth. In this study, we analyze data from interviews with school police officers as well as focus group data from school staff, parents, and students that shed light on how school police interact with youth. In particular, school police officers discussed their desire to build relationships with students that instill trust in police among students. Officers discussed their efforts to teach students that police should be trusted and relied on, and that negative views of policing and involvement with the justice system are the result of a negative news media and individual citizens' criminality, respectively. Importantly, officers discussed how they devote particular attention to imparting these lessons on youth of color and others who may see police in a negative light. We consider how these outreach efforts, what we call acting as police ambassadors, might have different impacts on youth of color compared to white youth, given existing racial disparities in interactions with police.

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Testing the School‐to‐Prison Pipeline

Abstract: The School-to-Prison

Cited by 97 publications

References 29 publications

Effects of school resource officers on school crime and responses to school crime

Effects of school resource officers on school crime and responses to school crime

Patrolling Public Schools: The Impact of Funding for School Police on Student Discipline and Long‐term Education Outcomes

Police Ambassadors: Student-Police Interactions in School and Legal Socialization

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