School—Police Partnership Effectiveness in Urban Schools

An Analysis of New York City's Impact Schools Initiative

Datos Bibliográficos

ID9730244
AutoresKevin P Brady (North Carolina State University, autor de correspondencia), Sharon Balmer (Legal Aid Foundation of Los Angeles), Deinya Phenix (Brown University)
Año2007
Volumen39
Número4
Páginas455-478
Fecha de publicación2007-08-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124507302396
OpenAlexW2062866324
IdiomaEN
Citas recibidas21
Referencias citadas18

Despite nationwide decreases in school crime and violence, a relatively high and increasing number of students report feeling unsafe at school. In response, some school officials are implementing school—police partnerships, especially in urban areas, as an effort to deter criminal activity and violence in schools. This article examines the initial effect of New York City's Impact Schools Initiative, a punitive-based school—police partnership developed in January 2004 that increases police presence at some of the city's most dangerous public schools. An initial examination of school-level demographic and environmental variables reveals that, despite increased police presence, students enrolled at New York City's impact schools continue to experience higher than average problems linked directly to future criminality, including more student suspensions and lower attendance rates than other New York City Schools. The data also reveal that relative to other New York City public schools, impact schools are more crowded and receive less funding

Attendance · Criminology · Feeling · General partnership · Political science · Punitive damages · Sociology · Bullying, Victimization, and Aggression · Education Discipline and Inequality · Law · Parental Involvement in Education · Psychology · Social Psychology