The Effects of a School Policing Program on Crime, Discipline, and Disorder: A Quasi-Experimental Evaluation

Zhang, Gary

doi:10.1007/s12103-018-9440-z

Cited by 28 publications

(37 citation statements)

References 22 publications

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“…Among those tests that suggested an effect, some suggested that SROs are associated with more and others that SROs are associated with fewer crimes recorded in schools. None of these studies, nor a study by Zhang (2018) of West Virginia schools, included a pretreatment measure of the outcome variable measured in the study. Contemporary standards for ruling out selection effects in comparison group studies suggest that at least one wave of a pretest measure of the study outcome must be used to rule out preexisting differences as an alternative explanation for observed group differences on the outcome (Gottfredson et al., 2015).…”

Section: Introductionmentioning

confidence: 99%

“…(2017), using a subset of the 2009–2010 cross‐sectional SSOCS data and less extensive controls for school crime levels, found no significant effect for the number of SROs placed in the school on incidents reported to law enforcement or removals from school. Zhang (2018) examined effects of having an SRO present at school for at least one of the three years included in the study on out‐of‐school suspensions for violent crimes and drug crimes. The study found a statistically significant increase due to SRO placement in out‐of‐school suspensions for drug‐related crimes, but not for violent crimes.…”

Section: Introductionmentioning

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: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

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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“…Studies analyzing whether the presence of an SRO is associated with crime, suspensions, and behavior report contradictory results. Some studies found that SRO presence decreases reported crime related to weapons, assault, and drug possession/use (e.g., Owens, 2017;Sorensen et al, 2020;Theriot, 2009;Zhang, 2019). Other studies found that serious offenses increase with the presence of SROs (e.g., Na & Gottfredson, 2011;Zhang, 2019).…”

Section: School Resource Officersmentioning

confidence: 99%

A is for Apple, B is for Bulletproof: The racialized fortification of schools

Woulfin¹,

Sadler²

2021

Preprint

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From Colorado and Connecticut to Florida, school shootings have struck the U.S. education system, accelerating and deepening the fortification of schools. Fortification entails prioritizing and instituting multiple types of infrastructure, technology, and routines that militarize schools while defining 'safety' as a function of the building and framing educators as responders to gun violence. The school security industry is now a $2.7 billion market, so it is vital to comprehend the structures, policies, conceptualizations, resources, and activities linked with school safety. We apply structure-agency theory to advance arguments on the fortification of schools. In particular, we explain the interrelation between racialized school safety policies and practices. Thus, we highlight educators’ discretion in enacting safety policy in varied contexts. Our discussion of fortification sheds light on the nexus of guns and schools, operationalizes facets of structure-agency theory, and provides recommendations for research and practice.

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“…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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The Effects of a School Policing Program on Crime, Discipline, and Disorder: A Quasi-Experimental Evaluation

Cited by 28 publications

References 22 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

A is for Apple, B is for Bulletproof: The racialized fortification of schools

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

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