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.

By Benjamin Justice

Researchers have written a good deal in the last two decades about the relationship between public education and criminal justice as a pipeline by which public school practices correlate with or cause increased lifetime risk for incarceration for Black and Latinx youth. This article flips the script of the school-to-prison pipeline metaphor by reversing the question. What are the effects of criminal justice on public schooling? Reviewing recent social science research from multiple disciplines on policing and incarceration, this article describes the relationship of criminal justice to public education as hobbling, a social process by which the massification of policing and incarceration systematically compromises the ability of target demographics of American children to enjoy their rights to a free and appropriate public education.

Annual Review of Law and Social Science, vol. 17, 2021. pp 31-51