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Patrolling Public Schools: The Impact of Funding for School Police on Student Discipline and Long‐term Education Outcomes

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  • Emily K. Weisburst

Abstract

As police officers have become increasingly common in U.S. public schools, their role in school discipline has often expanded. While there is growing public debate about the consequences of police presence in schools, there is scant evidence of the impact of police on student discipline and academic outcomes. This paper provides the first quasi‐experimental estimate of funding for school police on student outcomes, leveraging variation in federal Community Oriented Policing Services (COPS) grants. Exploiting detailed data on over 2.5 million students in Texas, I find that federal grants for police in schools increase middle school discipline rates by 6 percent. The rise in discipline is driven by sanctions for low‐level offenses or school code of conduct violations. Further, I find that Black students experience the largest increases in discipline. I also find that exposure to a three‐year federal grant for school police is associated with a 2.5 percent decrease in high school graduation rates and a 4 percent decrease in college enrollment rates.

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  • Emily K. Weisburst, 2019. "Patrolling Public Schools: The Impact of Funding for School Police on Student Discipline and Long‐term Education Outcomes," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 38(2), pages 338-365, March.
    • Handle: RePEc:wly:jpamgt:v:38:y:2019:i:2:p:338-365
    DOI: 10.1002/pam.22116
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    RePEc Biblio mentions

    As found on the RePEc Biblio, the curated bibliography for Economics:
    1. > Law and Economics > Economics of Crime > Crime Prevention > Police Funding > Impact

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    Cited by:

    1. Benjamin W. Fisher & Anthony Petrosino & Hannah Sutherland & Sarah Guckenburg & Trevor Fronius & Ivan Benitez & Kevin Earl, 2023. "School‐based law enforcement strategies to reduce crime, increase perceptions of safety, and improve learning outcomes in primary and secondary schools: A systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 19(4), December.
    2. Hayes, Michael S. & Liu, Jing & Gershenson, Seth, 2023. "Who refers whom? The effects of teacher characteristics on disciplinary office referrals," Economics of Education Review, Elsevier, vol. 93(C).
    3. Fone, Zachary S. & Sabia, Joseph J. & Cesur, Resul, 2023. "The unintended effects of minimum wage increases on crime," Journal of Public Economics, Elsevier, vol. 219(C).
    4. Shi, Ying & Zhu, Maria, 2022. "Equal time for equal crime? Racial bias in school discipline," Economics of Education Review, Elsevier, vol. 88(C).
    5. Robynn Cox & Jamein P. Cunningham, 2021. "Financing The War On Drugs: The Impact Of Law Enforcement Grants On Racial Disparities In Drug Arrests," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 40(1), pages 191-224, January.
    6. Lucy C. Sorensen & Montserrat Avila‐Acosta & John B. Engberg & Shawn D. Bushway, 2023. "The thin blue line in schools: New evidence on school‐based policing across the U.S," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 42(4), pages 941-970, September.
    7. Federico Masera, 2022. "The economics of policing and crimeThe economics of policing and crime," Chapters, in: Paolo Buonanno & Paolo Vanin & Juan Vargas (ed.), A Modern Guide to the Economics of Crime, chapter 2, pages 12-29, Edward Elgar Publishing.

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