Police Presence, Activities, and Policies at Public Schools: A National Analysis

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dc.contributor.advisorSlate, John R
dc.creatorGilder, Carnelius D
dc.creator.orcid0000-0002-9991-7550
dc.date.accessioned2021-05-21T16:48:41Z
dc.date.available2021-05-21T16:48:41Z
dc.date.created2021-05
dc.date.issued2021-04-13
dc.date.submittedMay 2021
dc.date.updated2021-05-21T16:48:41Z
dc.description.abstractPurpose The overall purpose of this journal-ready dissertation was to determine sworn police officer presence, activity, and types of weapons carried and policies that govern sworn police officers by school level. In the first study, the degree to which differences were present in sworn police officer presence (i.e., while students are arriving and leaving school, at school activities, at other times, and during all instructional hours at school) by school level was determined. In the second study, the degree to which differences existed in police activity (i.e., participation in discipline, solving school problems, prevention training, student mentoring, and teaching law related classes) by school level was addressed. In the third study, the degree to which differences were present in the types of weapons (i.e., carried stun guns, chemical sprays, firearms, body cameras, restraints; and officers who made arrests and reported) carried while on campus and policies used to govern their sworn police officers by school level was examined. In all three studies, the extent to which consistencies were present in schools across two school years was addressed. Method A causal-comparative research design was present for all three studies. Archival data were collected from the 2015-2016 and 2017-2018 School Survey on Crime and Safety (2018) surveys, which is a national dataset available at the National Center for Education Statistics. Findings Inferential analyses revealed that high schools had statistically higher percentages of sworn police officer presence, more use of police in various capacities, and more types of weapons carried on campus. Similar percentages were established by school level for having body cameras and for written policies that governed sworn police officers. With respect to the survey questions that were analyzed, consistencies were documented. In both years of national data, a stair step effect was observed, with high schools having the highest percentages of sworn police officer presence, how they were used, and in the weapons that were carried, followed by middle schools, and then by elementary schools. Results delineated herein were commensurate with the existing research literature. Implications for policy and for practice, as well as recommendations for future research, were provided.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/20.500.11875/2997
dc.language.isoen
dc.subjectElementary school
dc.subjectHigh school
dc.subjectMiddle school
dc.subjectSchool resource officer
dc.subjectSchool safety
dc.subjectSchool survey on crime and safety
dc.titlePolice Presence, Activities, and Policies at Public Schools: A National Analysis
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentEducational Leadership
thesis.degree.grantorSam Houston State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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