By  Benjamin W. Fisher; Catalina Valdez; Abigail J. Beneke

This document presents the research methodology, findings, and discusses implications of a research project that examined the potential impacts of removing school-based law enforcement (SLBE), and how that might shape outcomes related to criminal justice system contact or other racial and ethnic disparities. The research study drew on two secondary data sources: The School Survey on Crime Safety (SSOCS), which is a biennial nationally representative sample of school administrators; and the Civil Rights Data Collection (CRDC), a biennial census of American public schools. Both data sources were used to construct a two-wave longitudinal dataset that identified schools that did or did not remove SBLE. The researchers used a difference-in-differences approach. The researchers compared changes between schools that did remove versus those that did not remove SBLE, in three measures of criminal justice contact: arrests; referrals to law enforcement; and crimes reported to police. The report presents the research findings, and notes that they were mostly consistent across school racial and ethnic composition. Results indicated that for schools to improve racial and ethnic equity in their use of law enforcement, they should use strategies beyond simply removing police from schools.

Madison, WI: Department of Civil Society and Community Studies School of Human Ecology University of Wisconsin-Madison 2024. 82p.