Overpoliced? A Descriptive Portrait of School-Based Targeted Police Interventions in New York City
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| Title: | Overpoliced? A Descriptive Portrait of School-Based Targeted Police Interventions in New York City |
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| Language: | English |
| Authors: | Jo R. King (ORCID |
| Source: | AERA Open. 2025 11(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B200010 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Public Schools, Police School Relationship, African American Students, Student Behavior, Law Enforcement, Disproportionate Representation, Crime, School Role, Racism, Discipline Policy |
| Geographic Terms: | New York (New York) |
| ISSN: | 2332-8584 |
| Abstract: | This study provides a descriptive analysis of police intervention as a response to student behavior in New York City public schools. We find that between the 2016-17 and 2021-22 academic years, arrests and juvenile referrals decreased while non-detainment-based and psychiatric police interventions increased. However, Black students, especially those enrolled in schools located in predominantly white police precincts experiencing a shrinking white student population, experienced disproportionate rates of arrests, juvenile referrals, and police-involved psychiatric interventions. Schools serving more Black students experienced higher rates of interventions relative to schools with fewer Black students, but these higher rates of intervention are not explained by differences in observable student behavior and characteristics. Instead, differences in teacher characteristics and resources contribute to the excess use of police interventions in predominantly Black schools. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1494878 |
| Database: | ERIC |
| Abstract: | This study provides a descriptive analysis of police intervention as a response to student behavior in New York City public schools. We find that between the 2016-17 and 2021-22 academic years, arrests and juvenile referrals decreased while non-detainment-based and psychiatric police interventions increased. However, Black students, especially those enrolled in schools located in predominantly white police precincts experiencing a shrinking white student population, experienced disproportionate rates of arrests, juvenile referrals, and police-involved psychiatric interventions. Schools serving more Black students experienced higher rates of interventions relative to schools with fewer Black students, but these higher rates of intervention are not explained by differences in observable student behavior and characteristics. Instead, differences in teacher characteristics and resources contribute to the excess use of police interventions in predominantly Black schools. |
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| ISSN: | 2332-8584 |
