Giving Compass
  • Sign In
  • About Us
    About Giving Compass How We Choose Content and Organizations Annual Reflections Our Newsletter
  • Getting Started
  • Learn About Issues
    Topic Guides
    Animal Welfare COVID-19 Criminal Justice Democracy Disaster Relief Education Environment Health Homelessness Immigrants and Refugees Racial Equity Women and Girls
    Curated Articles
    Partner Collections Giving Compass Selections See All Articles
  • Give to Causes
    Issue Funds & Intermediaries Projects Nonprofits
  • Get Involved
    Philanthropy Resource Directory Events Volunteer Opportunities
  • Partner With Us
    Nonprofits Authors Use Our Content Services Contact Us
  • Privacy Policy
  • Terms of Use
Sign Up
  • Get the Newsletter
  • Sign In

The Prevalence of Police Officers in US Schools

Urban Institute Jun 22, 2018
This article is deemed a must-read by one or more of our expert collaborators.
Click here for more.
The Prevalence of Police Officers in US Schools Giving Compass
  •  Share
  •  Save
Share

Giving Compass’ Take:

• The Urban Institute published a new analysis of the prevalence of police officers in schools and found that most high school students already attend schools with police officers while earlier studies show mixed results about the effects of their presence in school settings. 

• Can schools create more innovative programs that involve a limited police presence and analyze the effects on gun safety?

• Read about how Denver is training their own police force to address the issue of police in schools. 


In light of the many school shootings this year, parents, teachers, and policymakers have shown renewed interest in the utility and prevalence of police officers in schools.

Our new analysis finds that more than two-thirds of high school students already attend a school with a police officer present, and students in some mid-Atlantic and southern states and students attending schools with a sizeable share of black and Hispanic students are more likely to be attending a school that has a police officer.

Research on the effects of police on student and school outcomes is limited, and the evidence that does exist is mixed. A 2013 study found that as schools add police, they record more weapons and drugs crimes and report larger numbers of nonserious violent offenses to law enforcement. An earlier study found that the presence of a school resource officer, a sworn law enforcement officer assigned to one more schools after receiving training in school policing, is associated with more arrests for disorderly conduct but fewer arrests for assaults and weapons charges. A third study found the presence of police in schools does not improve student behavior.

We used data from the US Department of Education Office of Civil Rights to investigate the prevalence of sworn law enforcement officers in schools. As with other safety and security measures, including strict dress codes, video cameras, and metal detectors, we find that students’ exposure to police in schools varies by school level.

In every state, high school students are more likely than middle and elementary school students to attend a school with at least one police officer and the presence of police in schools varies by region and state.

 

Read the full article about police officers in schools by Constance A. Lindsay, Victoria Lee, Tracey Lloyd at Urban Institute

  •  Share
  •  Save
Share

Since you are interested in Education, have you read these selections from Giving Compass related to impact giving and Education?

  • This article is deemed a must-read by one or more of our expert collaborators.
    Click here for more.
    FAWE: Intended Impact and Theory of Change Case Study

    This case study shares how the Forum for African Women Educationalists, an NGO focused on advocacy and research, approached developing its intended impact and theory of change. Organizations that focus on advocacy, policy, and research work by influencing other actors to change their policies or actions in order to benefit a specific population or cause. The WHO of their intended impact might focus on the audiences and systems they need to influence, their population of focus, or some combination of both. It should be closely tied to an end goal (the WHAT) that reflects a point of accountability for the organization, one that can be measured. Moreover, since the end goal may take a long time to achieve, many advocacy- and research-focused organizations find it helpful in their intended impact to align on a specific set of interim goals achievable within a reasonable timeframe (one to five years)—for example, the adoption of specific policies in addition to the ultimate goals those policies are intended to achieve. When it comes to theory of change, such organizations may find it difficult to predict the specific activities they will need to undertake to achieve their intended impact. Their work is often influenced by factors outside of their control—for example, a new law or a window of opportunity offered by a policymaker. Thus, it is important to balance the need to stay focused on strategy with flexibility in implementation. Rather than devoting extensive time to predicting an exact path, organizations often find it helpful to focus on clarifying the skills, capabilities, or tactics the organization is best positioned to use (e.g., litigation, grassroots organizing, media relations, storytelling) while accounting for the ecosystem of other actors working to achieve similar goals. The Forum for African Women Educationalists Mission: To promote gender equity and equality in education in Africa by fostering positive policies, practices, and attitudes towards girls’ education. Intended Impact: Advance gender-responsive education policies—in the countries home to FAWE chapters—to help empower three million African girls and young women ages 10-25 with the 21st century skills and values to achieve their full potential and be productive members of society. Theory of Change: FAWE uses a four-pronged holistic approach to achieve gender equity in education across Africa: We conduct research on gender-responsive education to support our advocacy and demonstrative work in education policy and practice. We develop and promote practical interventions to demonstrate that the right contexts and environments can enable girls’ enrollment and completion of school. We advocate (in partnership with others) to build awareness and consensus on the social and economic advantages of girls’ education at the regional and country levels. We build the capacity of our national chapters across Africa to enable them to advance the intended impact we aspire to achieve. Revenue: $7.5 million (2019) fiscal year Field: Girls’ and women’s education Geography/footprint: Sub-Saharan Africa Read the full article about FAWE at The Bridgespan Group.


Looking for a way to get involved?

Crime and Safety is a fascinating topic, and others found these events, galas, conferences and volunteering opportunities aggregated by Giving Compass to be relevant for individuals with a passion for Crime and Safety.

Loading...
Learn More

Are you ready to give?

Crime and Safety is an important topic. Other members found these Giving Funds, Charitable Organizations and Projects aggregated by Giving Compass to be relevant to individuals with a passion for Crime and Safety.

Loading...
Learn More
Connect

Loading...

Loading...

Learn More
Take Action

Loading...

Loading...

Loading...

Learn More
More from
Giving Compass
  • This article is deemed a must-read by one or more of our expert collaborators.
    Click here for more.
    Schools Must Overhaul Discipline to Protect Black Students
  • This article is deemed a must-read by one or more of our expert collaborators.
    Click here for more.
    1.7 Million Students Attend Schools With Police But No Counselor
  • This article is deemed a must-read by one or more of our expert collaborators.
    Click here for more.
    New Studies Point To A Big Downside For Schools Bringing In More Police
Follow Us
Newsletter

Become a newsletter subscriber to stay up-to-date on the latest Giving Compass news.

About Us
  • About Giving Compass
  • In The News
  • Contact Us
  • Content at Giving Compass
  • Partner With Us
Trending Issues
  • Environment
  • Homelessness
  • STEM Education
  • Equal Pay Act
  • Gender Equality

Copyright © 2021, Giving Compass, LLC

•
  • Privacy Policy
  • User Agreement

Sign in

Your personal information is confidential at Giving Compass. For more information, please visit our privacy policy. By signing up, you agree to our terms of use.