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Date: April 30, 2024 Tue
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Results for school resource officers
20 results foundAuthor: Wald, Johanna Title: First, Do No Harm: How Educations and Police Can Work Together More Effectively to Preserve School Safety and Protect Vulnerable Students Summary: "This policy brief offers recommendations for how school resource officers can be more effectively deployed in public schools. It provides an overview of how and why police moved in such critical masses into middle and high schools across the country, identifies studies that have examined some of the consequences of placing police in schools, and summarizes major findings from a series of interviews the authors conducted during 2008-2009 of police chiefs and school resource officers in 16 Massachusetts school districts. The last section of this brief offers recommendations for steps that we believe schools, districts, and state legislatures can take to maximize the benefits of placing school resource officers in school, while reducing the likelihood of criminalizing student behaviors that should be handled more appropriately within the school environment." Details: Cambridge, MA: Charles Hamilton Houston Institute for Race and Justice, 2010. 14p. Source: Internet Resource; A CHHIRJ Policy Brief; Accessed August 8, 2010 at www.charleshamiltonhouston.org/assets/documents/news/FINAL%20Do%20No%20Harm.pdf Year: 2010 Country: United States URL: Shelf Number: 118684 Keywords: School CrimeSchool Resource OfficersSchool SafetySchool Violence |
Author: Raymond, Barbara Title: Assigning Police Officers to Schools Summary: Nearly half of all public schools have assigned police officers, commonly referred to as school resource officers (SRO's) or education officers. Assigning Police Officers to Schools summarizes the typical duties of SROs, synthesizes the research pertaining to their effectiveness, and presents issues for communities to bear in mind when considering the adoption of an SRO model. Details: Washington, DC: U.S. Department of Justice, Office of Community Oriented Policing Services, 2010. 56p. Source: Internet Resource; Problem-Oriented Guides for Police; Response Guides Series, No. 10; Accessed August 17, 2010 at: http://www.cops.usdoj.gov/files/RIC/Publications/e041028272-assign-officers-to-schools.pdf Year: 2010 Country: United States URL: http://www.cops.usdoj.gov/files/RIC/Publications/e041028272-assign-officers-to-schools.pdf Shelf Number: 119624 Keywords: Police Officers, SchoolsSchool CrimeSchool Resource OfficersSchool Safety |
Author: Moss, Kary Title: Reclaiming Michigan's Throwaway Kids: Students Trapped in the School to Prison Pipeline Summary: This report documents the disproportionate suspensions of public students of African descent in a significant number of school districts throughout Michigan. The school-to-prison pipeline problem experienced by these students and others is due in significant part to the following: a.) Lack of universal access to quality education; b.) Institutional obstacles that limit educational opportunities of children enrolled in school; c.) The loss of educational opportunities by large numbers of students because competing institutional concerns displace consideration of what is in the best interest of the child; d.) Sometimes insurmountable obstacles to restoration of lost educational opportunities; e.) The criminalization of students who lose their educational opportunities. These problems are manifested in the following specific ways: Access to Education • Children have no “right” to an education. Michigan’s constitution [Art. 8, Section 2] requires only that the state “maintain and support” a system of free schools in a nondiscriminatory manner. By contrast, the constitutions of more than 30 states require, in some form, that the state provide all children with a quality education. Michigan is one of only eleven states that fail to give students a right to a quality or adequate education. Thus, when Michigan’s racially disparate suspension and expulsion patterns and other factors remove large numbers of children from the educational system many have no prospects for access to additional education or the means to re-enter the educational system. Institutional Threats to Educational Opportunities • Michigan’s “zero tolerance” expulsion law is broader in scope than federal law requires, and it increases the chances of expulsion for all students, including students of African descent who are already expelled at high rates. The impact of this law on expulsion rates is compounded when administrators decline to exercise permissible discretion when considering whether the law’s harsh penalties are appropriate. • The absence of uniform procedural guidelines for suspensions and expulsions has sometimes resulted in failure to provide adequate opportunities for accused students to be heard and to otherwise defend themselves against accusations of misconduct. • The absence of safeguards against cultural misunderstanding, cultural ignorance and cultural conflict that account to some extent for disproportionate discipline of black students. • Some school districts’ failure to comply with laws that require evaluation and/or treatment of students with disabilities prior to suspension or expulsion. • Mechanical application of rules leading to suspension and expulsion without use of discretion or individualized consideration of circumstances that indicate that exclusion of certain children from school is inappropriate. Loss of Educational Opportunities • In a significant number of Michigan school districts, students of African descent are suspended and expelled at rates that are disproportionately high relative to their representation in the school population. In contrast, white students tend to be disciplined at rates that are proportionate to their numbers, or disproportionately less than their representation in the school population. • Many students who are suspended longterm, or who are expelled drop out of school altogether. Obstacles to Restoration of Lost Educational Opportunities • The process for readmission to school after expulsion is complex and may present insurmountable obstacles to low-income families that lack the wherewithal to prepare and timely submit required petitions. • Many students who have been suspended long-term or expelled have no alternative opportunities for learning or other productive activities. A 1985 Attorney General’s opinion that concluded that school districts are not required to establish or maintain alternative education programs has apparently contributed to confusion about whether, when and by whom these programs should be established. Nevertheless, Michigan’s statutory framework suggests that in some way, the state is responsible for providing alternative education opportunities to students who are excluded from school for extended periods of time. The Criminalization of Students • When school administrators refer some student discipline matters to law enforcement agencies, there is a consequent criminalization of many students whose offenses would otherwise have been dealt with entirely by school officials. • The growing presence in schools of “school resource officers,” and police personnel generally has resulted in not only arrests of students on school premises, but also incidents of police misconduct on school grounds. • It costs the state more to maintain a prisoner than it does to educate a student. This results in not only an immediate financial loss, but a long-term loss of the productive capacity of former students. Details: Detroit: American Civil Liberties Union of Michigan, 2009. 76p. Source: Internet Resource: Accessed April 21, 2011 at: http://www.aclumich.org/sites/default/files/file/reclaimingmichigansthrowawaykids.pdf Year: 2009 Country: United States URL: http://www.aclumich.org/sites/default/files/file/reclaimingmichigansthrowawaykids.pdf Shelf Number: 121473 Keywords: Delinquency Prevention (Michigan)EducationRacial DisparitiesSchool CrimeSchool DisciplineSchool Resource OfficersSchool SuspensionsStudent ExpulsionZero Tolerance |
Author: Petteruti, Amanda Title: Education Under Arrest: The Case Against Police in Schools Summary: The increase in the presence of law enforcement in schools, especially in the form of school resource officers (SROs) has coincided with increases in referrals to the justice system, especially for minor offenses like disorderly conduct. This is causing lasting harm to youth, as arrests and referrals to the juvenile justice system disrupt the educational process and can lead to suspension, expulsion, or other alienation from school. All of these negative effects set youth on a track to drop out of school and put them at greater risk of becoming involved in the justice system later on, all at tremendous costs for taxpayers aswell the youth themselves and their communities. Details: Washington, DC: Justice Policy Institute, 2011. 43p. Source: Internet Resource: Accessed November 15, 2011 at: http://www.justicepolicy.org/research/3177 Year: 2011 Country: United States URL: http://www.justicepolicy.org/research/3177 Shelf Number: 123357 Keywords: Police PersonnelSchool CrimeSchool DisciplineSchool Resource OfficersSchool Security Officers(U.S.) |
Author: Fowler, Deborah Title: Texas' School-to-Prison Pipeline: Ticketing, Arrest & Use of Force in Schools. How the Myth of the "Blackboard Jungle" Reshaped School Disciplinary Policy Summary: Schools in Texas have historically been safe places for teachers to teach and students to learn—even in high crime neighborhoods, yet student discipline is increasingly moving from the schoolhouse to the courthouse. Disrupting class, using profanity, misbehaving on a school bus, student fights, and truancy once meant a trip to the principal’s office. Today, such misbehavior results in a Class C misdemeanor ticket and a trip to court for thousands of Texas students and their families each year. It is conservatively estimated that more than 275,000 non-traffic tickets are issued to juveniles in Texas each year based on information from the Texas Office of Court Administration (TOCA). Low reporting of juvenile case data by Justice of the Peace courts to TOCA suggests that the number of non-traffic tickets issued to students may very well grossly exceed that number. While it is impossible to pinpoint how many of these tickets are issued by campus police, the vast majority of these tickets are issued for offenses most commonly linked to school-related misbehavior—disruption of class, disorderly conduct, disruption of transportation, truancy, and simple assaults related to student fights. “Criminalization” of student misbehavior extends to even the youngest students. In Texas, students as young as six have been ticketed at school in the past five years, and it is not uncommon for elementary-school students to be ticketed by school-based law enforcement. School-based arrest of students is not as common, but does occur—and often without prior notice to parents or a lawyer being present during initial questioning of the student. The increase in ticketing and arrest of students, in Texas and nationwide, has coincided with the growth in school-based policing. Campus policing is the largest and fastest growing area of law enforcement in Texas, according to its own professional association. With counselors stretched to handle class scheduling and test administration duties, school administrators and teachers are increasingly turning to campus police officers (also known as School Resource Officers or SROs) to handle student behavior problems. Today in Texas, most public schools have a police officer assigned to patrol hallways, lunchrooms, school grounds, and after-school events. According to media accounts, police officers in some Texas schools are resorting to “use of force” measures more commonly associated with fighting street crime—pepper spray, Tasers and trained canines—when a schoolyard fight breaks out or when students are misbehaving in a cafeteria or at a school event. The intent is to keep schools and students safe, but there can be unintended consequences to disciplining public school students in a way that introduces them to the justice system or exposes them to policing techniques more commonly used with adults. This report is the third in a series of Texas Appleseed publications exploring the impact of school disciplinary policies on school dropout and future involvement in the juvenile justice system. The “school-to-prison pipeline” is a phenomenon documented in a growing body of state and national research, and it is a destructive path all too familiar to the hundreds of teens incarcerated in Texas Youth Commission (TYC) facilities. Their stories highlight being repeatedly suspended, expelled, ticketed and referred to court for minor offenses before committing the offense that triggered their incarceration in TYC. Lock up in TYC is the “end of the pipeline” for some, while others will be transferred or commit a new offense resulting in their imprisonment in an adult corrections facility. After three years researching these issues through data analysis, literature review, direct observations and interviews with stakeholders, our main finding is clear: Texas can interrupt this destructive cycle and prevent the loss of more young people to the “school-to-prison pipeline” through early interventions focused less on punishment and more on creating positive school environments that address students’ academic and behavioral needs. Recommendations for reform are included in this report. Details: Austin, Texas: Texas Appleseed, 2010. 214p. Source: Internet Resource: Accessed February 14, 2012 at http://www.texasappleseed.net/images/stories/reports/Ticketing_Booklet_web.pdf Year: 2010 Country: United States URL: http://www.texasappleseed.net/images/stories/reports/Ticketing_Booklet_web.pdf Shelf Number: 124138 Keywords: Police Use of ForceSchool Crime (Texas)School Resource Officers |
Author: Uchida, Craig D. Title: Evaluating Problem Solving in Colorado Springs: The 1999 School-Based Partnership Program Summary: In 1998 and 1999 the COPS Office initiated major grant programs to deal with crime and disorder problems in schools. The idea behind the program was to assist police and schools in implementing Problem-Oriented Policing, a strategy first developed by Herman Goldstein in 1979. While police agencies had successfully used the problem-solving model for crime and disorder problems on city streets, in parks and recreational areas, and in public housing, rarely did they work with schools to deal with day-to-day problems. The School-Based Partnership program (SBP) was an attempt to encourage law enforcement to work with school administrators, students, faculty and parents using this model. Over 250 jurisdictions received funding in 1998 and 1999 at a cost of over $30 million. As part of the grant, the COPS Office required that law enforcement provide funds to evaluators to document and describe the implementation of the program. In 1999, the Colorado Springs Police Department (CSPD) received one of these grants to conduct problem-solving projects in five high schools. CSPD selected 21st Century Solutions, Inc. as its evaluator. During a two-year period, staff of 21st Century Solutions, Inc. made site visits, conducted in-person interviews, analyzed data from the schools and police, worked closely with the School Resource Officers, and observed a variety of activities. This document describes the implementation of the problem-solving model and discusses possible impacts of the project on the schools and police. The report is divided into eight sections. The first section provides background information about Colorado Springs, the police department, schools, and the problem-solving partnership grant. We also discuss our research methods, including research questions, data sources, and analysis. Section 2 examines the literature on school-based programs and problem oriented policing to provide a context for this study and the work of police officers in schools. Sections 3 through 7 report on the problem-solving activities at each of the five high schools. Section 8 concludes with a summary of our findings and recommendations. Details: Silver Spring, MD: 21st Century Solutions, Inc., 2001. 63p. Source: Internet Resource: Accessed February 29, 2012 at http://www.cops.usdoj.gov/pdf/school_based/ColoradoSprings_CO.pdf Year: 2001 Country: United States URL: http://www.cops.usdoj.gov/pdf/school_based/ColoradoSprings_CO.pdf Shelf Number: 118161 Keywords: Evaluative StudiesProblem SolvingSchool CrimeSchool Resource Officers |
Author: Wilhelm, Daniel F. Title: Youth, Safety, and Violence: Schools, Communities, and Mental Health Summary: One of the most shocking elements of the Newtown, Connecticut tragedy is that it took place in what is supposed to be a safe place for children: a school. Understandably, much attention is being paid to how to make and keep schools safe. Some propose that increasing the police presence in schools is necessary. However, in a 2005 national survey of principals, a quarter of those who reported the presence of school-based law enforcement personnel (often referred to as School Resource Officers, or SROs) said that the primary reason for introducing police was not the level of violence in the school, disorder problems, or even requests from parents, but “national media attention about school violence.” In considering this approach, it is important to recognize that little is known about the immediate and long-term effects of such a policy and practice. Intensive information gathering and discussion about the potential implications of allowing or increasing school-based police is needed to ensure that a well-intentioned policy initiative does not have unintended consequences, such as: further criminalizing youth, particularly youth of color from marginalized and under-resourced communities; impeding the development of positive school enviroments; and in some cases, actually reducing the likelihood of achieving the goal of fostering safe school environments. It is also necessary to put school violence in context: according to national data, less than 1 percent of all homicides among school-aged children occur on school grounds or in transit to and from school. This figure does not detract from the tragedy of any death or other violent incidents related to school, but it demonstrates where most lethal violence takes place in young people’s lives: outside school settings. Details: New York: Vera Institute of Justice, 2013. 12p. Source: Internet Resource: Policy Brief: Accessed March 12, 2013 at: http://www.vera.org/sites/default/files/resources/downloads/youth-safety-and-violence.pdf Year: 2013 Country: United States URL: http://www.vera.org/sites/default/files/resources/downloads/youth-safety-and-violence.pdf Shelf Number: 127926 Keywords: HomicidesMental Health ServicesSchool CrimeSchool Resource OfficersSchool SafetySchool Violence (U.S.) |
Author: Swayze, Dana Title: Law enforcement in Minnesota schools: A statewide survey of school resource officers. Summary: Police agencies have long had a role in service to schools. Traditional activities have included periodic patrols, responding to calls for service and criminal investigations of offenses involving youth. Only in the last 20 years has assigning law enforcement officers to schools on a full-time basis become a widespread practice. Some factors thought to have contributed to the expanded use of police in schools include the rising involvement of juveniles in crime in the 1980s and 1990s; the shift to accountability-based policies to behavior in schools, including "zero tolerance;" and new, federal funding for community oriented policing, which includes funding for law enforcement in schools. In addition, high profile school shootings in the late-1990s, coupled with the terrorist attack of Sept. 11, 2001, significantly elevated concern for schools as targets of violence. The presence of law enforcement in schools has been controversial. Proponents assert that School Resource Officers (SROs) keep students and educators safe, which in turn creates an environment conducive to learning. SROs help schools prepare for potential external threats and help reduce the internal presence of drugs, alcohol, weapons, gangs and violence. In addition, SROs can serve as mentors for youth, and educators for students and staff. Supports believe SRO programs encourage positive relationships between students and police, increasing the likelihood that youth will come to police with information about illegal activity. Those opposed to law enforcement presence in schools contend there is little evidence to demonstrate that SRO programs reduce illegal or disruptive behavior. By the time SROs became common in the late 1990s, juvenile involvement in crime was already declining both inside and outside of schools. Opponents express concern that SROs can negatively affect school climate and compromise the civil rights of youth. Of particular concern is the criminalization of certain behaviors by a justice system response - behaviors which, in the absence of an SRO, would have been addressed with school-based discipline. Furthermore, justice system responses are more likely to be applied to youth of color, special education students and low income students. The practice of school-based policing expanded rapidly in the mid-1990s and early 2000s, leaving little time for evaluation or establishment of best practices. Goals and outcome measures for SRO programs have been elusive given the tremendous variability across states and jurisdictions. Throughout the 2000s, researchers studied the effects of law enforcement in schools in an attempt to provide policy-and-practice guidelines for these unique partnerships. Details: St. Paul, MN: Minnesota Department of Public Safety, Office of Justice Programs, 2014. 111p. Source: Internet Resource: Accessed January 28, 2015 at: https://dps.mn.gov/divisions/ojp/forms-documents/Documents/SRO%20REPORT.pdf Year: 2014 Country: United States URL: https://dps.mn.gov/divisions/ojp/forms-documents/Documents/SRO%20REPORT.pdf Shelf Number: 134478 Keywords: School Crime (Minnesota)School DisciplineSchool Resource OfficersSchool SafetySchool Violence |
Author: Kim, Catherine Y. Title: Policing in Schools: Developing a Governance Document for School Resource Officers in K-12 Schools Summary: K-12 public schools across the country have begun to deploy law enforcement agents on school grounds in growing numbers. Although there are no current national figures for the number of such officers, in 2004, 60 percent of high school teachers reported armed police officers stationed on school grounds, and in 2005, almost 70 percent of public school students ages 12 to 18 reported that police officers or security guards patrol their hallways. Frequently referred to as "School Resource Officers" or SROs, these agents are often sworn police officers employed by the local police department and assigned to patrol public school hallways full-time. In larger jurisdictions such as Los Angeles and Houston, these officers may be employed directly by the school district. Without addressing the question of whether police officers should be deployed to schools in the first instance, this White Paper posits that if they are deployed, they must be provided with the tools necessary to ensure a safe school environment while respecting the rights of students and the overall school climate. Details: New York: ACLU, 2009p. 37p. Source: Internet Resource: ACLU White Paper: Accessed January 30, 2015 at: http://www.aclu.org/files/pdfs/racialjustice/whitepaper_policinginschools.pdf Year: 2009 Country: United States URL: http://www.aclu.org/files/pdfs/racialjustice/whitepaper_policinginschools.pdf Shelf Number: 134501 Keywords: School Crimes (U.S.)School Resource OfficersSchool SafetySchool Security |
Author: Lapointe, David Audet dit Title: Teacher Perception of School Safety Between Mississippi Secondary Schools With School Resource Officers And School Safety Officers Summary: The purpose of the study was to determine if there was a significant difference in the perception of school safety by teachers between secondary schools that employ School Resource Officers (SROs), who are armed, and School Safety Officers (SSOs), who are unarmed or a combination of SROs and SSOs. The School Resource Officers and School Climate Teacher Survey, created by Dr. Amy Oaks (2001), was utilized to gather data. The 193 participants of the study included certified teachers at secondary schools in the Jackson Public School District, the Jackson County Public School District, and the Ocean Springs School District. A Pearson Chi-Square test was conducted to determine if there was a significant difference in the perception of safety between the two groups. In all items analyzed, it was found that there was a statistically significant difference in the perception of school safety with the SRO group perceiving their schools as being safer than the teachers in the SRO/SSO group. In an environment in which the issue of school safety is becoming an increasingly important topic, the perception of teachers working in these schools is vital. Details: Hattiesburg, MS: University of Southern Mississippi, 2016. 106p. Source: Internet Resource: Dissertation: Accessed October 8, 2016 at: http://aquila.usm.edu/cgi/viewcontent.cgi?article=1357&context=dissertations Year: 2016 Country: United States URL: http://aquila.usm.edu/cgi/viewcontent.cgi?article=1357&context=dissertations Shelf Number: 145080 Keywords: School CrimeSchool Resource OfficersSchool SafetySchool SecuritySchool Violence |
Author: Gill, Charlotte E. Title: Process Evaluation of Seattle's School Emphasis Officer Program Summary: Summary of Findings This process description and assessment examines Seattle's School Emphasis Officer (SEO) program, an initiative operated by the Seattle Police Department (SPD) as part of the Seattle Youth Violence Prevention Initiative (SYVPI). The report is based on an examination of program documentation, interviews with key stakeholders, and observations of SEO activity in three Seattle middle schools conducted by the Center for Evidence-Based Crime Policy at George Mason University and the University of Maryland for the City of Seattle Office of City Auditor. The SEO Program - Police officers are assigned to four public middle schools in Seattle (Denny International MS, Washington MS, Aki Kurose MS, South Shore K-8). - Schools are selected for truancy, suspension, and discipline issues and location within SYVPI network areas. - Officer activities include school support; safety and security; education; SYVPI referral and follow-up; and law enforcement. Law enforcement activities are minimal. Most activities involve prevention and intervention with at-risk students. Program Strengths - Potential for integration with services. Police officers can fall back on a network of services through SYVPI rather than defaulting to law enforcement responses for troubled youth. - Potential to improve police-community relations. The SEOs build trust among school students, which could help to change perceptions of the police in school and the wider community. - Non-law enforcement focus. SEOs minimize their involvement in the disciplinary process and do not arrest students. However, their information gathering activities could be shared with others for law enforcement purposes. Program Challenges - Clarity of program structure and relationship with SYVPI. The day-to-day operation of the program occurs on an ad hoc basis and the relationship between the SEOs, SPD, SYVPI and the schools is not fully defined. - Evaluability. The program lacks a logic model and outcome measures and cannot be evaluated for effectiveness. - Sustainability. The program lacks a formal structure and is driven by individual personalities and relationships. Summary of Recommendations 1 Clarify the program and the link between SEOs and SYVPI. 1.1 Develop a program manual that lays out clear expectations for operations and stakeholders. 1.2 Clarify and document the relationship between the SEOs and SYVPI in the logic models and program documentation. 1.3 Eliminate or reduce formal curriculum education in favor of a focus on relationshipbuilding with at-risk youth and the wider school community. 2 Develop a systematic performance and outcome measurement and evaluation plan for the SEO program and participating schools. 2.1 Clearly articulate the program goals, structure, activities, and outcomes in the program manual and a logic model. 2.2 Align data sources with proposed program outcomes and SYVPI outcomes, identify gaps in data sources and develop new instruments and measures, and build capacity within SPD's crime analysis unit to provide tracking of crime outcomes. 2.3 Facilitate appropriate data sharing. 2.4 Develop a long-term evaluation plan. 3 If the SEO program is effective, take steps to ensure its sustainability. 3.1 Articulate the program goals and training requirements. 3.2 Ensure that memoranda of understanding are developed with each individual school. 3.3 Systematize the process for identifying new schools. Details: Fairfax, VA: George Mason University, Center for Evidence-Based Crime Policy, Department of Criminology, Law & Society, 2015. 86p. Source: Internet Resource: Accessed October 8, 2016 at: http://www.seattle.gov/Documents/Departments/CityAuditor/auditreports/SEOFinalReport100615.pdf Year: 2015 Country: United States URL: http://www.seattle.gov/Documents/Departments/CityAuditor/auditreports/SEOFinalReport100615.pdf Shelf Number: 145420 Keywords: School CrimeSchool Resource OfficersSchool SafetySchool Security |
Author: Center for Popular Democracy Title: The $746 Million a Year School-to-Prison Pipeline. The Ineffective, Discriminatory, and Costly Process of Criminalizing New York City Students Summary: Since the start of the 2013-2014 school year, tens of thousands of New York City's (NYC) students have been arrested, suspended, or given a summons at school. NYC public schools' continued reliance on punitive school climate strategies-in-school police presence and alarmingly high suspensions rates - are ineffective, harm students and exacerbate existing inequities along lines of race and disability. These strategies also drain public funds that could be used to help ensure that all young people receive the support, resources, and access to opportunities they need to thrive. Harsh disciplinary policies, executed by both police and school personnel, lead to high rates of permanent dropout as well as ongoing, and often escalating, entanglements in the criminal legal system. This pattern is widely referred to as the "school-to-prison pipeline." NYC's school-to-prison pipeline is rooted in a history of racial segregation and the punitive treatment of Black and Latinx children in our public schools. More recently, officials have imbedded Broken Windows policing strategies in schools by directing resources toward criminal punishment for low-level infractions and continue the practice of criminalizing normal youthful behavior. For years, youth-led organizations and other advocates have organized to transform approaches to school culture from punitive discipline that push students out of school to restorative practices that facilitate improved environments and provide social and emotional supports. These efforts have resulted in some changes, but students still experience high rates of exclusionary discipline and disparities remain deeply entrenched within the school system. Details: New York: The Center, 2017. 44p. Source: Internet Resource: Accessed September 15, 2017 at: http://populardemocracy.org/sites/default/files/STPP_layout_web_final.pdf Year: 2017 Country: United States URL: http://populardemocracy.org/sites/default/files/STPP_layout_web_final.pdf Shelf Number: 147340 Keywords: Racial Discrimination Racial Disparities Racial Profiling School Discipline School Resource OfficersSchool Suspension School-to-Prison Pipeline Zero Tolerance |
Author: U.S. National Institute of Justice Title: Sharing Ideas & Resources to Keep Out Nation's Schools Safe! Volume V Summary: In this fifth volume of Sharing Ideas and Resources To Keep Our Nation's Schools Safe, the National Institute of Justice (NIJ) and the Justice Technology Information Center (JTIC), part of the National Law Enforcement and Corrections Technology Center (NLECTC) System, present a new compilation of articles posted on the SchoolSafetyInfo.org website in the past year. While at first glance these articles seem to profile a wide variety of projects and programs, all of them have at least one thing in common. That is, their planners, coordinators and organizers told us the same thing: We want to help other schools. We want them to know what we're doing, and we want them to feel free to call us with questions, to help them start similar projects of their own. In 2017, schools, law enforcement agencies and communities keep on coming together across the United States as they create innovative and groundbreaking solutions to the persistent problems of violence, bullying, security breaches, gang tensions and social media abuse. For the past five years, SchoolSafetyInfo. org has worked toward ensuring that schools and school administrators, local law enforcement agencies and school resource officers know that they're not alone in their quest to make their schools safer, that others are working toward the same goal. We reach out to small rural school districts and to federal government agencies, and we always get the same answer: "We're taking a proactive approach here, and we want the rest of the country to know about it." These are just some of the projects you'll read about in this fifth volume: - Training for school bus drivers that emphasizes good communications skills and situational awareness. - A free video on how to handle bomb threats. - A simple reverse checkout procedure initiated by a school in rural Alabama. - A New Jersey program for a new class of Special Law Enforcement Officers. - A wide-ranging bullying prevention program that started with a group of concerned students. Details: Washington, DC: National Law Enforcement and Corrections Technology Center, 2017. 80p. Source: Internet Resource: Accessed September 19, 2017 at: https://justnet.org/pdf/Sharing-Ideas-and-Resources-Schools%20Safe_Vol5.pdf Year: 2017 Country: United States URL: https://justnet.org/pdf/Sharing-Ideas-and-Resources-Schools%20Safe_Vol5.pdf Shelf Number: 147394 Keywords: School BullyingSchool CrimeSchool Resource OfficersSchool SafetySchool SecuritySchool Violence |
Author: U.S. National Institute of Justice Title: Sharing Ideas & Resources to Keep Our Nation's Schools Safe! Volume IV Summary: Apps. Databases. Tiplines. Videos. Educational campaigns. Throughout the United States, schools, law enforcement agencies and communities keep on coming together, continuing to create innovative and groundbreaking solutions to the persistent problems of violence, bullying, security breaches, gang tensions and social media abuse. The National Institute of Justice (NIJ) and the Justice Technology Information Center (JTIC), part of the National Law Enforcement and Corrections Technology Center (NLECTC) System, bring you more of these solutions in this fourth volume of Sharing Ideas and Resources to Keep Our Nation's Schools Safe. We want you to know about the people who are searching for, and finding, positive ways to address these problems. We want to tell you about the technologies and strategies that are working across the country, and we want to hear from you about what's going on in your area. In addition to the success stories that fill the three previous volumes in this series, we continually post new ones on SchoolSafetyInfo.org, the JTIC website dedicated to school safety news, information and technology. In addition to downloadable files of Volumes I, II and III, our site includes links to a wide range of resources and materials produced at the federal, state and association levels, and provides access to school safety-related publications and videos from NIJ and the NLECTC System. You can also learn about School Safe - JTIC's Security and Safety Assessment App for Schools, and obtain instructions on how to download it. In this fourth volume, you will read about an educational video on cybersafety produced by a concerned law enforcement officer in Georgia; new approaches to training implemented by the Indiana State Police and the campus police at the University of Massachusetts-Amherst; a free campus safety app developed by a team of students at the University of Michigan; an educational campaign produced by high school students in Connecticut; and a number of other school-community-law enforcement collaborative projects. Details: Washington, DC: National Law Enforcement and Corrections Technology Center, 2016. 104p. Source: Internet Resource: Accessed September 19, 2017 at: https://justnet.org/pdf/00-Sharing%20Resources_Vol4_FINAL_508_06282016.pdf Year: 2016 Country: United States URL: https://justnet.org/pdf/00-Sharing%20Resources_Vol4_FINAL_508_06282016.pdf Shelf Number: 147395 Keywords: CybercrimeCybersecuritySchool Bullying School Crime School Resource Officers School Safety School Security School Violence |
Author: U.S. National Institute of Justice Title: Sharing Ideas & Resources to Keep Out Nation's Schools Safe! Volume I Summary: Tragic events lead to new prevention and response strategies. We recognize that there are dangers in our communities and in our schools. These realities call for an enhanced focus on safety. The decades-old school fire drill has evolved to active shooter/ threat drills as threats have escalated and materialized, often with tragic outcomes. Our nation is seeking new and innovative ways to keep children and adults safe in school settings. Far from simply developing techniques to respond efficiently to an active incident, public safety officials are also exploring technologies to gauge and prevent potential crises. And they are sharing their ideas and results. Across the country, entire communities are rallying and dedicating themselves to being proactive in preventing school violence. There is much talk about how existing programs can be reinvigorated, what new technologies can be created and how training tools can be distributed to school resource officers (SROs), administrators and local law enforcement agencies. Modern threats are being addressed with modern technology, strategy and resolve. The U.S. Department of Justice's National Institute of Justice (NIJ) is a leader in identifying and sharing new training and technology with law enforcement and other first responders. Since Congress passed the Safe Schools Initiative 15 years ago, NIJ has worked collaboratively with other federal agencies on behalf of our nation's law enforcement to answer the call to develop tools and strategies to boost security in our schools. Front-line professionals are working more closely with teachers and administrators, students, parents and community leaders to create alliances that will transform our nation's schools. NIJ, through the National Law Enforcement and Corrections Technology Center (NLECTC), is helping communities gather and share their success stories in this publication and at SchoolSafetyInfo.org. In this guide, you will read about new uses for familiar, standard-bearing technologies such as: - Advanced Law Enforcement Rapid Response Training (ALERRT). - NIJ's School Critical Incident Planning-Generator (SCIP-G) tool. - NLECTC System video "It Can Happen Here." - Free online training from International Association of Chiefs of Police. - School Safety Audits. In addition, you will read about new products and apps such as: - Anne Arundel County (Md.) Police Department's Speak Out app. - Tucson's Mass Casualty Trauma Kits. - SmartPhone app for students to communicate with police. - See-Hear-Report text a tip program. - Real Time Location Systems (RTLS). This guide also reports on unique collaborative community efforts that are succeeding in cities and rural areas alike. Details: Washington, DC: National Law Enforcement and Corrections Technology Center (NLECTC), 2013. 82p. Source: Internet Resource: Accessed September 19, 2017 at: https://www.justnet.org/pdf/SharingResources_508.pdf Year: 2013 Country: United States URL: https://www.justnet.org/pdf/SharingResources_508.pdf Shelf Number: 147398 Keywords: School Bullying School Crime School Resource Officers School Safety School Security School Violence |
Author: James, Nathan Title: School Resource Officers: Law Enforcement Officers in Schools Summary: Some policymakers have expressed renewed interest in school resource officers (SROs) as a result of the December 2012 mass shooting that occurred at Sandy Hook Elementary School in Newtown, CT. SROs are sworn law enforcement officers who are assigned to work in schools. For FY2014, the Administration requested $150 million in funding for a Comprehensive Schools Safety Program under the Community Oriented Policing Services (COPS) program. The proposed program would provide funding for hiring school safety personnel, including SROs, civilian public safety personnel, school psychologists, social workers, and counselors. Funding would also be available for purchasing school safety equipment, developing and updating public safety plans, conducting threat assessments, and training crisis intervention teams. Data from the Bureau of Justice Statistics show that the number of full-time law enforcement officers employed by local police departments or sheriff's offices who were assigned to work as SROs increased between 1997 and 2003 before decreasing slightly in 2007 (the most recent year for which data are available). Data show that a greater proportion of high schools, schools in cities, and schools with enrollments of 1,000 or more report having SROs. Two federal grant programs promoted SRO programs: the COPS in Schools (CIS) program, which was funded until FY2005, and State Formula Grants under the Safe and Drug Free Schools and Communities Act (SDFSCA), which was funded until FY2009. The CIS program provided grants for hiring new, additional school resource officers to conduct community policing services in and around primary and secondary schools. Local educational agencies could use funds they received under the SDFSCA State Formula Grant program for, among other things, hiring and training school security personnel. The body of research on the effectiveness of SRO programs is limited, both in terms of the number of studies published and the methodological rigor of the studies conducted. The research that is available draws conflicting conclusions about whether SRO programs are effective at reducing school violence. Also, the research does not address whether SRO programs deter school shootings, one of the key reasons for renewed congressional interest in these programs. Details: Washington, DC: Congressional Research Office, 2013. 35p. Source: Internet Resource: CRS R43126: Accessed march 14, 2018 at: https://fas.org/sgp/crs/misc/R43126.pdf Year: 2013 Country: United States URL: https://fas.org/sgp/crs/misc/R43126.pdf Shelf Number: 149462 Keywords: School CrimeSchool Resource OfficersSchool SafetySchool SecuritySchool Violence |
Author: Hall, Marquenta Sands Title: Functionality of School Resource Officer Arrests in Schools: Influencing factors and circumstances Summary: School resource officer programs, characterized as a major crime control model and violence prevention program have earned the designation as an effective prevention strategy to mitigate against student misconduct and violations of the law. This study explored school resource officers' perceptions of how arrests decisions influenced order within middle and high schools. The purpose of the study was to determine if a relationship existed between factors, circumstances, and the arrest decisions in middle and high schools. It was assumed the officers' decision to arrest or not arrest were dependent upon factors and circumstances that were interconnected to the functionality of maintaining social order within the school setting. The structural-functionalism theory offered a comprehensive approach to explore the relationship between the social structure of schools, functions of school resource officers and the impact of their arrests decisions in creating balance and stability in the school environment. For this study, the dependent variable was the arrest decisions of school resource officers and the independent variables were factors, circumstances and years of experience. The study hypothesized a correlation between the dependent variable (arrests decisions) and the independent variables, which were collapsed into three facets - factors, circumstances and years of experience. Although, it was presumed years of experience would influence arrests decisions, logistic regression analysis revealed it did not influence the arrest decision as much as the facet factors. The study further revealed females were more likely to arrest than males and more students were arrested at the high school level than at the middle school level. Academic achievement and criminal records were considered at the middle school level with little consideration in high school. Details: Minneapolis, MN: Capella University, 2015. 156p. Source: Internet Resource: Dissertation: Accessed March 27, 2018 at: https://pqdtopen.proquest.com/doc/1755643157.html?FMT=ABS Year: 2015 Country: United States URL: https://pqdtopen.proquest.com/doc/1755643157.html?FMT=ABS Shelf Number: 149599 Keywords: School CrimeSchool DisciplilneSchool Resource OfficersSchool SecuritySchool Violence |
Author: Advancement Project Title: Police in Schools Are Not the Answer to School Shootings Summary: Today, we are reissuing Police in Schools are Not the Answer to the Newtown Shootings, an issue brief that our organizations released in the wake of the shooting at Sandy Hook Elementary School in 2012. At the time, many of the responses to the shooting focused on placing more police officers and more guns in schools. Research and the experiences of countless students, teachers, and parents have taught us that while these proposals may create the appearance of safety, the actual effects wreak havoc on school culture and fuel the school-to-prison pipeline. After Newtown, we urged lawmakers at the local, state, and national level to resist policies that would turn even more schools into hostile environments where students, especially Black and Brown students, are more likely to be arrested, harassed, and assaulted by police. Five years later, in the wake of the tragic Parkland shooting, we have yet again seen calls to militarize and weaponize our schools, despite no evidence that these policies will protect our students. Our position remains the same: proposals that increase the presence of police, guns, and other law enforcement approaches to school safety should not be the response to school shootings. This foreword includes new evidence and experiences that demonstrate why police do not belong in schools. Police do not contribute to positive, nurturing learning environments for students. The increased presence of police officers in schools across the country discipline has been linked to increases in school-based arrests for minor misbehaviors and negative impacts on school climate. In the last five years, the evidence against placing police in schools has only grown. National School Survey on Crime and Safety data show that having a School Resource Officer at a school on at least a weekly basis increases the number of students who will be involved in the justice system. Arrest rates for disorderly conduct and low-level assault substantially increase when police are assigned to schools. The evidence does not suggest that police are the best way to improve school safety; rather, increasing their numbers comes at an unacceptable cost in the form of the criminalization and overincarceration of students. Although students of color do not misbehave more than white students, they are disproportionately policed in schools: nationally, Black and Latinx youth made up over 58% of school-based arrests while representing only 40% of public school enrollment and Black and Brown students were more likely to attend schools that employed school resource officers (SROs), but not school counselors. Black students were more than twice as likely to be referred to law enforcement or arrested at school as their white peers. Research shows that police officers perceive Black youth differently than they do white youth, and this bias, not any actual difference in behavior, leads to the over-criminalization of students of color. Police see Black children as less "childlike" than their White peers and overestimate the age and culpability of Black children accused of an offense more than they do for white children accused of an offense. Details: Los Angeles: Advancement Project, 2013. 19p. Source: Internet Resource: Accessed April 20, 2018 at: https://advancementproject.org/resources/police-schools-not-answer-school-shootings/ Year: 2013 Country: United States URL: https://advancementproject.org/resources/police-schools-not-answer-school-shootings/ Shelf Number: 149870 Keywords: Mass ShootingsRacial DisparitiesSchool CrimeSchool Resource OfficersSchool SafetySchool SecuritySchool ShootingsSchool Violence |
Author: Madan, Gita Rao Title: Policing in Toronto Schools: Race-ing the Conversation Summary: In 2008, fully armed and uniformed police officers were deployed to thirty public high schools in Toronto to patrol the hallways on a full-time basis. The permanent assignment of police to the city's schools represents an unprecedented turn toward a disciplinary strategy rooted in a paradigm of security and surveillance. This institutional ethnography traces the chronology of the program, exploring how race-absent official discourses of safety and relationship building are used not only to legitimize the program but also to conceal how it works to produce and sustain social inequalities in schools. I argue that racial power is constitutive of the SRO program itself-that it is not simply an effect or consequence of the program's existence but the very instrument through which it operates. As such, a framework for school discipline that is rooted in equity and justice would require the complete removal of police officers from school spaces. Details: Toronto: University of Toronto, 2016. 101p. Source: Internet Resource: Thesis: Accessed Mary 4, 2018 at: https://tspace.library.utoronto.ca/bitstream/1807/71685/1/Madan_Gita_R_201603_MA_thesis.pdf Year: 2016 Country: Canada URL: https://tspace.library.utoronto.ca/bitstream/1807/71685/1/Madan_Gita_R_201603_MA_thesis.pdf Shelf Number: 150047 Keywords: School CrimeSchool Resource OfficersSchool SafetySchool SecuritySchool Violence |
Author: Marjory Stoneman Douglas High School Public Safety Commission Title: Marjory Stoneman Douglas High School Public Safety Commission Initial Report Summary: Commission Responsibilities and Scope of Report The MSDHSPSA specified a number of specific considerations and topics that the Commission should address in its initial report to the Governor, Speaker of the House and Senate President. The following is a summary of the tasks as assigned by law. - Produce a timeline of the incident, incident response and all relevant events preceding the incident. - Review interactions between the perpetrator and governmental entities such as schools, law enforcement agencies, courts and social service agencies. - Identify failures to adequately communicate or coordinate regarding indicators of risk or possible threats and whether failures contributed to an inability to prevent deaths and injuries - Analyze incident response by local law enforcement agencies and school resource officers, including a review of existing policies and procedures for active assailant incidents at Marjory Stoneman Douglas. - Evaluate whether the incident response complied with the existing policies and procedures and how those existing policies and procedures compare to national best practices. -Evaluate whether failures in the policies and procedures, or execution of them, contributed to an inability to prevent deaths and injuries. - Provide recommendations for improvements for law enforcement and school resource officer response. - Provide recommendation for a ratio of school resource officers per school by school type along with a methodology for determining ratio, which must include school location, student population and school design. - Provide recommendations for improving communication and coordination of agencies that have knowledge of indicators of risk or possible threats of mass violence. - Provide recommendations for effectively using available state/local tools and resources for enhancing communication and coordination related to indicators of risk or possible threats. During the Commission's first meeting on April 24, 2018, the requirements of the law were discussed and grouped into specific topic areas. The Commission voted on a list of topic areas to be included in the initial report. They are as follows: - History of K-12 active assailant events - Nikolas Cruz background and timeline - Marjory Stoneman Douglas physical structure and security - Active assailant response- Broward schools and school board - Active assailant response Broward sheriff's office on campus response - Active assailant response- law enforcement officer response by Broward Sheriff's Office, Coral Springs Police Department and incident command response. - Other topics: social media, Florida mental health system, baker act, privacy laws and threat assessment and management. During the course of the Commission's investigation and subsequent Commission meetings, other topics were addressed and these topic areas were slightly modified and reorganized as presented in this report. Because of the urgency of this issue, the Commission's initial report was completed within a relatively short time-frame in relation to the shooting at Marjory Stoneman Douglas. In many other similar incidents, such as Columbine High School and Sandy Hook Elementary shootings, post incident reports and evaluations were completed several years following the events. As a result, several ancillary investigations into the Marjory Stoneman Douglas massacre or parts of the incident were also in the process of being conducted at the same time the Commission was conducting its investigation. This Commission attempted to coordinate with the entities conducting the other investigations so as not to duplicate or interfere with the other investigations, but some of the final reports were not available to the Commission for the purposes of compiling this report. There were also several active legal cases regarding the incident, which impeded obtaining some relevant testimony, documents and other investigative materials. During the Commission's subsequent years, portions of this report may be amended to take into account new information not available at the time this report was prepared. Details: Florida: Marjory Stoneman Douglas High School Public Safety Commission, 2018. 407p. Source: Internet Resource: Accessed December 18, 2018 at: http://www.fdle.state.fl.us/MSDHS/Meetings/2018/December-Meeting-Documents/Marjory-Stoneman-Douglas-High-School-Public-Draft1.aspx Year: 2018 Country: United States URL: https://www.campussafetymagazine.com/safety/stoneman-douglas-safety-commission-findings/?utm_source=newsletter&utm_medium=email&utm_campaign=content&eid=350368269&bid=2329105 Shelf Number: 154071 Keywords: Active ShooterGun ViolenceLaw Enforcement ResponseMarjory Stoneman High School MassacreMass ShootingsMass ViolenceMental HealthSchool Resource OfficersSchool SafetySchool ShootingsThreat Assessment |