School Resource Officer Effectiveness

The purpose of this essay is to analyze a research peer-reviewed article in criminal justice. In this case, I chose to analyze the research conducted by Hurst, McDermott, and Thomas (2005) titled, “The attitudes of girls toward the police: differences by race.” Some of the things I will look to analyze are: to identifying the purpose of the article, the problem, the design of the study, the operational design of the study, look to identify if any inductive and or deductive logic were used in the article, look to identify if the research is quantitative or qualitative in nature, the methodology, the population targeted, the sampling methods

Most researchers believe that this all start with the introducement of “zero-tolerance policies” that happened at the 1999 massacre at Columbine High School (Amurao). Zero-tolerance policies are when students get severe punishment no matter the circumstance (school-to-prison). This has results in kids getting suspended or even expelled for disrupting class or bringing in nail clippers to school (school-to-prison). Also, the amount of arrests that happen to students have increased by nearly one third from 1997-2007 (Nelson and Lind). This is because of police officers or School Resource Officers (SROs) that have been introduced into the schools. Some argue that the SRO are not trained to deal with children in the sense that the only training they get is a 40 hour class and they have to have two years or less experience in a classroom (Basic SRO). So, why is this such a big problem?

The School Resource officer program provides the use of trained full-time Police Officers who will work within the educational system. The objectives of the School Recourse Officer Program is to promote and assist schools in providing a safe learning environment which will also improve relationships between law enforcement and the youth of today. The program attempts to promote a better understanding of the Law Enforcement Officers' role in society while educating students, parents, school personnel, and the community on important issues such as gangs, violent crime, drugs, and other related topics. The program also provides a positive role model in the educational system. The Primary focus of this program is

The procedures and laws that protect students from arbitration and wrongful discipline are important, for schools to discipline disruptive and dangerous students (Arum & Preiss 2009, para. 1).

In a recent article from US News, they ask a question that is stirring much debate nationwide, whether school resource officers (SRO’s) are doing more harm than good. The rate of children becoming involved in the Juvenile Justice system through SRO’s is alarming. “In theory, so called school resource officers are supposed to foster exactly what many civil right groups are campaigning for: better relations between law enforcement and citizens, particularly minorities and lower-income families” (Sneed, 2015). The word resource originated from Old French meaning to rise again and in Latin a resurrection. Today’s meaning of resource can be defined as a source of support or something that enhances the quality of human life (Merriam-Webster, 2015). When considering what the title of SRO stands for, children should be given more options and assistance rather than fear based compliance tactics traditionally used on adult criminals. I feel we are almost telling kids well we can’t put you all in jail, so we will bring the jail to your school. How could a cop in a school be non-threatening? Children see a bullet proof vest, Taser, gun, handcuffs, pepper spray and I really doubt they are thinking this person is there to help them.

Sometimes, the SROs programs have negative impacts on student’s life. Before, student misconduct was held by the teachers, but now it is controlled by the law enforcement in school (Beger 2002). For example, “five students were suspended and charged with crime for tossing peanuts at each other on a school bus” (Beger 2002:123). Schools have accepted the strict and high-security measures to protect students, but would result in diminishing the rights of students (Beger 2002). Students are searched without suspicion, especially the minority communities (Beger 2002). The unreasonable searches diminish the rights of students, which protect them from unreasonable search under the Charter of Rights and Freedom. It is clear that police in schools may impact negatively if the police officers conduct an unreasonable search based on class, racism, and gender. The result of zero tolerance in school leads more students’ school-to-prison pipeline, which results in more youth in prison. The zero-tolerance policy accepted in school to expel any students who involved in any illegal or misconduct behavior (Beger 2002). However, if the students feel that the police in schools and rules of school are fair and just, then eventually students will follow the rules and provide safer school surroundings (Beger 2002:127). Because the main reason of SRO is to prevent the drug issue, violence, shooting, threat, and maintaining law in school.

Youth expressed their discontent with the current SRO on their school campus. Youth informed the researcher that the former SRO was more genuine with his interaction. For example, many of the youth responded, “He actually played football with the kids out there”, “Like he’ll talk and have a conversation with you”, and “He would talk to you. Like when you talk to a cop, there’s somewhat or a little bit of intimidation. With him [Burns], you don’t feel like that. You feel like you’re talking to a normal person.” Allowing SROs the capability to develop personal relationships with youth can ease the existing tensions and lessen the stigma surrounding police officers as a whole. Although SROs are easily distinguishable through their police

A SOR is a School Resource Officers are “sworn law enforcement officers responsible for safety and crime prevention” are a brilliant idea. There is already 14,000 to 20,000 SORs across the nation in the school system. SORs have proven to be effective in reducing school violence, according to the “Comprehensive School Safety Initiative” that is a research project that had a budget of $75 million thanks to the work of the National Institute of Justice. Recently a School Resource Officer, Deputy Blaine Gaskill was elected to receive the National award of Valor. He ended a school shooting very quickly in Maryland in March. The School Resource officers aren’t just there to tote around a gun, they’d be there to see “with a different set of eyes” (Blad) according to Sheri Bauman, a professor of counseling at the University of Arizona. They provide useful tips and can also relate more with students who aren’t comfortable talking to a counselor. According to several different surveys conducted the SORs have helped with issues from bullying to tardies to even violence. Which means it wouldn’t entirely be based on the scenario “if a school shooting occurs”, it would help improve the daily life of the students on

The current School Resource Officer (SRO) for the Graham Police Department (GPD), assigned to the Graham Independent School District (GISD), will soon be retiring and the GPD and the GISD need to determine if the SRO program shall continue. This literature review is to show that a research study, to examine the impact of the SRO program in the Graham ISD and if the program is worthy of continuation, is needed. To make this determination the study needs to look at the interactions between students and the school resource officer and attempt to determine the students’ and the communities’ feelings about the SRO program and their sense of school safety. The current researches about SRO programs are either to broad with mixed results or inadequate to make a determination for a single small independent school district. By completing a study on a small independent school district it may show that more concentrated studies of SRO programs are needed to determine the true need of the SRO program in each individual ISD and community.

I attended the IPS school board meeting on February 23, 2016 at 6pm. The meeting took place at 120 East Walnut Street. There was about 60-70 people there. There were people who was helping to conduct the meeting. They also had tables set up close to the front to where people were sitting. They also had rows for anyone who wanted to listen to the meeting. Police officers were also by the door. There were a variety of topics discussed last night. The topics that was discussed were bus tracking, increasing teacher’s salary, treatment of black kids and segregation in education, shortage of teachers and kids acting out, a group of parent’s helping improve reading scores, and a new system called naviance.

The process of crafting and testing the model was less systematic than The Office of Juvenile Justice and Delinquency Prevention indicates. The model received more criticism than support. It’s been described as poorly articulated. Spergel reveals the successes and failures of the intervention. It stated in the beginning of the article that police responses, characterized

School resource officers are a great contact for youth, who can interact with students daily. These officers can develop a trusting relationship that allows the students to have someone to speak with that is not seen as part of the school staff or a teacher. As sworn law enforcement officers, the resource officers are responsible for the safety of those at the school and the property of the school. Resource officers that openly carry a firearm give a visual deterrent to anyone who thinks about bringing a firearm to the school for harm. When a potential shooter sees that there are officers carrying firearms at the school, the potential shooter may consider that bringing a firearm to the school would not produce the results the potential shooter

In the news, the reporter said “A student were slammed to the ground by a South Carolina school resource officer”. the administrator was called and ask her to come to his office and the girl said no’ so they call the resource officer.

During the past decade, school safety has been at the forefront of many school districts safety polices and plans. With recent high profile school shootings, the question school districts continue to ask is how do we keep our schools safe? Administrators face heavy scrutiny when weighing approaches to school safety and student discipline. Likewise, school employees have the right to work in safe environments devoid of life-threatening behaviors (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). America’s founding fathers understood the importance of a public school education. They believed educating its citizens would allow them the opportunity to learn new skills while becoming successful and productive people in society. However, our founding fathers did not predict the severe behavior changes our schools face in educating disruptive and dangerous students. America’s school districts are charged with providing solutions for disruptive and dangerous students (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). School officials must address these issues with research-based interventions and collaborative resources that provide a safe learning environment for all stakeholders (Elliott and Mihalic, 2004; Schoenwald and Hoagwood, 2001). Boards of education continue to support school efforts to rethink best practices for disciplinary alternative middle schools (DAMS). Many school districts focus on research-based interventions and resources that manage aggression and

Student behavior and discipline in the classroom have been impacted by legislation and litigation as was discussed in an article written by Mitchell Yell and Michael Rozalski, The Impact of Legislation and Litigation on Disciple and Student Behavior in the Classroom. The authors believe that all students should receive their education in safe, orderly, and well-disciplined schools but maintaining these environments has become a major challenge for educators (Yell, M & Rozalski, M, 2008). Most states have laws that govern discipline in schools which also protect the rights of students in public education (Yell, et.al, 2008). These state laws control the actions of school officials when they carry out certain discipline-related functions, such as gathering evidence (e.g., searching students, their lockers, or their personal property), seizing contraband from students’ backpacks, or conducting any administrative actions that restrict a student’s property interest to attend school (e.g., suspension, expulsion) (Yell, et.al, 2008). A student’s entitlement under state law to a public education is