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WhenLawEnforcementMeetsSchoolDiscipline:School-relatedArrestsinMaryland2015-16 GailL.Sunderman&ErinJanulis June2018

The2018schoolshootingsinMaryland,Florida,andIndianaresurrectedconversationsaboutschoolsecurityincludingtheroleofpoliceofficersonschoolgrounds.Despitethepotentialbenefitsofprotectingstudentsduringviolentincidents,thepresenceofpoliceofficersinschoolsraisesotherconcerns.Researchhasfoundthatpolicepresenceinschoolsrelatestoincreasedratesofarrestsandjuvenilejusticereferrals(Curtis,2013).Inaddition,researchdocumentsthatschool-relatedarrestsareoftenforminormisbehaviorsratherthanactionsthatendangerotherstudents(Redfield&Nance,2016;Wolf,2013),andblackstudents,malestudents,andstudentswithdisabilities(SWD)arearresteddisproportionately(USDE-OCR,2014;Wolf,2013).Whilelittleresearchexistsontheimpactsofschool-relatedarrests(byitself)onstudent’slives,otherresearchfindsthatexclusionarydisciplinepracticesareassociatedwithschooldisengagement,lowgraduationrates,increaseddropoutrates,andincreasedinvolvementwiththecriminaljusticesystem(Wolf&Kupchik,2017;Skiba,Arredondo,&Williams,2014;Kirk&Sampson,2011,Fabio,et.al.,2011;Gregory,Skiba,&Noguera,2010;Kang-Brown,Trone,Fratello,&Daftary-Kapur,2013).Untilrecently,dataonschool-relatedarrestsinMarylandhasnotbeeneasilyattainableorwidelyreported.ThissituationchangedwhentheMarylandStateDepartmentofEducation(MSDE)releaseddataonschool-relatedarrestspublicallyforthefirsttimein2018(MSDE,2018).Inthisdatabrief,weexaminehowschool-relatedarrestsvaryacrossschooldistrictsinMaryland.Weexaminearrestsratesbyrace,gender,andstudentsreceivingspecialservicestoidentifypotentialdisparitiesbetweengroupsofstudents.SincethedatareleasedfromMSDEcapturesasingleyearofarrestdata,ouranalysisislimitedtocomparisonsacrossdistrictsanddifferentpopulationsofstudentsanddoesnotincludetrendsovertime.DataandAnalysisToexamineschool-relatedarrestsinMaryland,weusedatafromtheMSDEStudentArrestDataCollectionforthe2015-16schoolyear(MSDE,2018).Thisreportdefinesschool-relatedarrestsas“anarrestofastudentforanyactivityconductedonschoolgrounds,duringoff-campusschoolactivities,orduetoreferralbyanyschoolofficial”(MSDE,2016).School-relatedarrestsarereportedasthenumberofincidentsratherthanthenumberofstudentsarrested.Thatis,theseduplicatedcountsincludemultiplearrestsofasinglestudentasseparateincidents.Wealsouse2016demographicandenrollmentdatadownloadedfromtheMSDEschoolreportcard(MSDE,2016)andnationalschoolarrestdatafromtheUnitedStatesDepartmentofEducationOfficeofCivilRightsforthe2015-16schoolyear(USDE-OCR,2018).

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Thearrestrateshowsthedifferencebetweenagroup’srepresentationinthepopulationatlargeandit’soverorunderrepresentationinschool-relatedarrests.Toexaminehowschool-relatedarrestsvaryacrossdistricts,wecalculatedthearrestrateper1000students.Thisiscalculatedbydividingthenumberofarrestsinadistrictbythetotaldistrictenrollmentmultipliedby1000.Sincelargerdistrictsmayhavemoreschool-relatedarrestssimplybecauseofthenumberofstudentsenrolledinthedistrict,arrestratesper1000studentsallowustoconsidertheschool-relatedarrestsrelativetoenrollmentratherthansimplythefrequencyofarrests.Wealsocalculatethearrestrateforspecificsubgroups:race/ethnicity,gender,studentswithdisabilitiesservedbyIDEA(SWD),Englishlearners(EL),andstudentseligibleforfreeandreduced-pricemeals(FARM).Tocomparedifferencesinarrestsratesbetweengroups,wecalculatedtherelativeriskorriskratio.Theriskratioshowstheprobabilityofaspecificsubgroupofstudentsreceivingaschool-relatedarrestcomparedtoareferencegroup.Forthisbrief,wecomparedmaletofemalestudents,blacktonon-blackstudents,studentswithdisabilitiestostudentswithoutdisabilities,andFARMtonon-FARMstudents.RiskratiosbyschooldistrictarepresentedinAppendixB.School-RelatedArrestRatesSchool-relatedarrestratesvarybydistrict

Marylandreported2,759school-relatedarrestsinthe2015-16schoolyear.Withastatewideenrollmentof879,196,thearrestratewas3.1arrestsforevery1000MarylandK-12publicschoolstudents.Comparatively,in2015-16thenationalschool-relatedarrestratewas1.2per1000students(USDE-OCR,2018).Atthedistrictlevel,PrinceGeorge’sCountyaccountedforthelargestshareofarrests(21%),followedbyBaltimore(14%),andMontgomery(11%)counties(AppendixA).However,whenaccountingfordistrictsize,averydifferentpictureemerges.Thedistrictarrestraterangedfrom16.2arrestsinDorchesterCounty,11.2inWashingtonCounty,and10.4inSt.Mary’sCountyto0inFrederickCounty,which

reportednoschool-relatedarrests(figure1).WhilePrinceGeorge’sCountyhadthelargestshareofarrests,itsarrestratewas4.6;thearrestrateinBaltimoreCountywas3.5andinMontgomeryCountyitwas1.9.AmongdistrictswiththelowestarrestrateswereAnnaArundel(0.5),Wicomico(0.8),Carroll(0.9),BaltimoreCity(1.1)andAllegany(1.2).

0.0 2.0 4.0 6.0 8.0 10.0 12.0 14.0 16.0 18.0

FrederickAnneArundel

WicomicoCarroll

BaltimoreCityAllegany

MontgomeryQueenAnne's

HarfordWorchester

STATEBaltimoreCounty

GarrettHoward

PrinceGeorge'sCecil

SomersetTalbotCalvertCharles

KentSt.Mary's

WashingtonDorchester

ArrestRates(per1000students)

Figure1:School-relatedarrestsratesbyschooldistrict,2015-16

Source:MarylandStateDepartmentofEducation,StudentArrestDataCollection,2015-16

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Reasonsforschool-relatedarrests

Figure2showsthat84%ofallarrestsfallintofourcategories:38%forassault,25%forother,12%forpossessionofcontrolledsubstancesonschoolproperty,and9%fordisorderlyconduct.Further,AppendixCshowsthatblackstudentsareover-representedinallarrestcategories,withtheexceptionofpossessionofcontrolledsubstancesoncampus.Manyofthereasonsforstudentarrestsarerelativelyminorinfractionsand/orbehaviorsthatrelyonsubjectiveinterpretationofbehavior(i.e.,disorderlyconduct,other)ratherthanmoreobjectivelyobservablecriteria(i.e.,possessionofcontrolledsubstance,trespassing,possessionofafirearm).Bothfactorscancontributetodisparitiesinarrests.Figure2:School-relatedarrestsbyoffense,2015-16

School-RelatedArrestsbyRace,Gender,andStudentStatusBlackstudentsaredisproportionallyarrestedatschoolOuranalysisshowsthatblackstudentsweretheonlyracialgrouparrestedatahigherratethantheirproportionofschoolenrollmentatthestatelevelandacrossdistricts.Blackstudentsrepresented66%of2015-16school-relatedarrestswhilecomprising34.6%oftheK-12publicschoolpopulation(figure3).Comparatively,whitestudentsmadeup39%ofschoolenrollmentand21%ofschool-relatedarrests.Thismeansthatblackstudentsare3.67timesaslikelytobearrestedatschoolthannon-blackstudentsinMaryland,aratethatishigherthanthenationalaverageof3.11(USDE-OCR,2018).Atthedistrictlevel,theriskofarrestforblackstudentsversusnon-blackstudentsrangedfrom16.95inQueenAnne’s,11.14inTalbot,and10.47inHowardcountiesto2.43inMontgomeryCounty(AppendixB).

38%

25%

12%

9%

5%

4%

2%

1%

1%1%

1%1% 0% 0% 0%

ArrestingOffense Assault

Other

ControlledSubstancePossessiontooronschoolproperty

DisorderlyConduct

TheftMisdemeanor

ControlledSubstancePossessionwithintenttodistribute

Trespassing

PhysicalAttackorfightwithoutaweapon

Possessionoffirearmorexplosivedevice

Robberywithoutaweapon

PhysicalAttackorfightwithWeapon

Arson

BreakingandEntering

Robberywithaweapon

SexualBattery

Source:MarylandStateDepartmentofEducation,StudentArrestDataCollection,2015-16

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Figure3:School-relatedarrestsandenrollmentbyrace,2015-16

MalestudentsaredisproportionallysubjecttoarrestatschoolInMarylandmalestudentsaremorelikelytoreceiveaschool-relatedarrestcomparedtofemalestudents.Asshowninfigure4,malestudentscomprised51%oftheschool-agepopulationin2015-16,yettheyrepresented67%ofschool-relatedarrests.Whilefemalestudentsmadeup49%ofK-12public

schoolstudentsinMaryland,theyrepresented33%ofschool-relatedarrestsstatewide.Consideredanotherway,malestudentsinMarylandarealmosttwiceaslikelyasfemalestudentstoreceiveaschool-relatedarrest(RRR=1.97;AppendixB).Nationwide,malestudentsare2.00timesaslikelytobearrestedatschoolthanfemalestudents(USDE-OCR,2018).Atthedistrictlevel,theriskthatamalestudentisarrestedrelativetoa

femalestudentrangedfrom1.42inWashingtonCountyto4.79inQueenAnne’sCounty(AppendixB).

StudentswithdisabilitiesandstudentseligibleforfreeandreducedpricedmealsaredisproportionallysubjecttoarrestatschoolStudentswithdisabilitiesrepresented11%ofthestudentpopulationbutcomprised22%ofschool-relatedarrests(figure5).AsshowninAppendixB,SWDare2.45timesaslikelytobearrestedatschoolthanstudentswithoutdisabilities.Comparatively,theMarylandstateaverageisslightlybelowthenationalriskratioof2.80forthisgroup(USDE-OCR,2018).Atthedistrictlevel,theriskofarrestforSWDrangedfrom0.66inWicomicoto6.86inAnneArundel.While63%ofschool-relatedarrestsinMaryland

Source:MarylandStateDepartmentofEducation,StudentArrestDataCollection,2015-16;MarylandStateDepartmentofEducation,StateReportCard,2015-16

Asian1%

BlackorAfricanAmerican

66%

Hispanic9%

TwoorMoreRaces3%

White21%

Other0%

ArrestsbyRaceAsian6%

BlackorAfricanAmerican

34%

Hispanic16%TwoorMore

Races4%

White39%

Other1%

K-12EnrollmentbyRace

0%

20%

40%

60%

80%

100%

Arrests Enrollment

33%49%

67%51%

ArrestsbyGender

Male

Female

Figure4:School-relatedarrestsandenrollmentbygender,2015-16

Source:MarylandStateDepartmentofEducation,StudentArrestDataCollection,2015-16;MarylandStateDepartmentofEducation,StateReportCard,2015-16

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wereFARMstudents,theyrepresented45%ofthestudentpopulation.StudentseligibleforFARMarearrestedatarate2.82timesgreaterthannon-FARMstudents;theriskofaschool-relatedarrestrangedfrom1.11inWorchesterto7.15inWicomico(AppendixB).NonationalcomparisondataisavailableforFARMstudents.Incontrast,EnglishLearnersarenotarrestedatdisproportionallyhighrates(2%arrestedcomparedto8%ofstudentenrollment).

ConclusionandRecommendationsTheresultsofouranalysesfounddisparitiesinschool-relatedarrestratesinMaryland,particularlyamongblackstudents,studentswithdisabilities,andmalestudents.FARMstudentswerealsosubjecttodisproportionalityinschoolarrests.Furthermore,thedisproportionalitiesoccurredinvaryingmagnitudesineveryschooldistrictinMarylandwheretherewassufficientdatatoexamine.Thefindingssuggestthatdifferentialtreatmentofstudentsmayberelatedtothesedisparities.Inaddition,thereisconsiderablevariationbetweendistrictsinarrestratesandindisproportionalities.Someofthepatternswereunexpected.Forexample,BaltimoreCityhasamongthelowestarrestratesinthestateat1.1per1000students.Ontheotherhand,AnneArundelCountyhasarelativelylowarrestrate(0.5per1000students),buttheriskofarrestforblackstudents(7.79)andSWD(6.86)ishigh.Thefindingthatarrestratesanddisproportionalitiesaremuchhigherinsomedistrictsthanotherssuggeststhatdistrictand/orschoollevelfactorslikelyinfluencetheprobabilityofaschool-relatedarrest.Additionalresearchisnecessarytouncoverspecificschool-levelcharacteristicsandpracticesassociatedwithdisparitiesinschool-relatedarrestsinMarylandschools.Knowingwhichschoolshavehigherarrestrateswillhelptodeveloptargetedschool-levelinterventionsdesignedtohelpeducatorsimprovetheirdisciplinarypractices.Finally,becausetheMarylandGeneralAssemblypassedlegislationin2018(SB1265)requiringallschoolstohaveaschoolresourceofficer(SRO)orotherlocallawenforcementofficerintheschool,monitoringarrestratescanbeusedtogaugetheimpactofthisincreasedpolicepresenceintheschools.Thecurrentdatasuggestthatschool-relatedarrestsarenotrestrictedtoseriousordangerousbehavior,butappeartobeusedforothertypesofdisruptions,especiallydisorderlyconductand‘other.’BecauseresearchsuggeststhatthepresenceofaSROorothersecuritypersonnelinaschoolmayhavebothpositiveandnegativeconsequencesforstudents(Jennings,Khey,Maskaly,&Donner2011),particularlystudentsofcolorandthosewithdisabilities(Pigott,Stearns,&Khey2018),theneedformoreresearchandmonitoringasthelawisimplementedisnecessarytodeterminehowthepresenceoftheseofficersimpactsarrestpatterns.

0%10%20%30%40%50%60%70%

SWDEL

FARMS

22%

2%

63%

11%8%

45%

StudentType(percentoftotal)

Arrests

K-12Enrollment

Figure5:School-relatedarrestsbystudenttype,2015-16

Source:MarylandStateDepartmentofEducation,StudentArrestDataCollection,2015-16&MarylandStateDepartmentofEducation,StateReportCard,2015-16

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WeapplaudMSDEforreleasingthesedataandencouragethecontinuedmonitoringofschool-relatedarrestsasdatabecomeavailable.AcriticalfirststepincreatingpositivechangeindisciplinarypracticesisforMSDEistobroadlysharethesedatawitheducationstakeholders,includingeducators,administrators,families,andcommunitymembers.Raisingawarenessofdisparitiescancreateincentivesforschoolleaderstoseekoutprogramsandstrategiestoaddressthem.Werecommendthefollowing:

• Continuemonitoring,reporting,anddisaggregatingschool-relatedarrestsannuallytoidentifytrendsovertime.Datacollectionandreportingareessentialfordevelopingandimplementingeffectivestrategiesforreducingschool-relatedarrests.Thisanalysisestablishesabaselinethatteachersandadministratorscanusetotrackchangesovertime.Inaddition,publiclyreportinganddisaggregatingdataprovidestransparencyaboutwhichgroupsaredisciplinedmorethanothersandforwhatoffences.

• Developandimplementalternativedisciplinaryapproachestargetedtotheneedsofeachdistrictandschool.Thereareanumberofresearch-basedinterventionsthatdistrictsandschoolscanadoptthatareeffectiveinimprovingschooldisciplineandhavethepotentialtoreducedisparities.Thesestrategiesfocusonthreekeycomponents:relationshipbuildingthroughapproachessuchasrestorativepractices;social-emotionallearningprogramsthathelpstudentsunderstandsocialinteractionsandmanagetheiremotions;andchangingthestructureofthedisciplinarysystemthroughinterventionssuchasPositiveBehavioralInterventionsandSupports(PBIS)orrevisingdisciplinarycodesofconduct(Skiba&Losen,2015).Inorderforeducatorstointegratethesestrategiesintotheirpractice,itwillrequiretimeandresourcestolearnandimplementnewapproachesandongoingsupportfromschool,district,andstateleadership.

• Developandstandardizethedefinitionsoftheoffensesthatcanresultinaschool-relatedarrest

thatareconsistentanduniformacrossdistricts.TheMSDE(2016)studentarrestmanualdefinessomeoffenses,butnotothers.Inaddition,thereportingcategoriesarebroadandincludebothminorandseriousoffenses.Forexample,theMSDEstudentarrestmanualdefinesphysicalattackorfightingas“actualandintentionaltouchingorstrikingofanotherpersonagainsthis/herwill,ortheintentionalcausingofbodilyharmtoanindividual.”Byconflatingtouchingandstriking,thisdefinitiondoesnotaccountfortheseverityoftheoffense.

• MonitortheimplementationofSB1265toensurethattheincreasedpresenceofschoolresourceofficersand/orpoliceofficersintheschoolsdoesnotleadtoincreasesinschool-relatedarrestsanddisparitiesbyraceandforvulnerablepopulationsofstudents.

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ReferencesCurtis,A.J.(2013).Tracingtheschool-to-prisonpipelinefromzero-tolerancepoliciestojuvenilejustice

dispositions.TheGeorgetownLawJournal,102,1251-1277.Fabelo,T.,Thompson,M.D.Plotkin,M.,Carmichael,D.,Marbanks,M.P.,&Booth,E.A.(2011,July).

Breakingschools’rules:Astatewidestudyofhowschooldisciplinerelatestostudents’successandjuvenilejusticeinvolvement.NewYork:CouncilofStateGovernmentsJusticeCenter&PublicPolicyResearchInstituteatTexasA&M.Retrievedfromhttps://csgjusticecenter.org/wp-content/uploads/2012/08/Breaking_Schools_Rules_Report_Final.pdf

Gregory,A.,Skiba,R.J.,&Noguera,P.A.(2010).Theachievementgapandthedisciplinegap:Twosides

ofthesamecoin?EducationalResearcher,39(1),59-68.Jennings,W.G.,Khey,D.N.,Maskaly,J.,&Donner,C.M.(2011).Evaluatingtherelationshipbetween

lawenforcementandschoolsecuritymeasuresandviolentcrimeinschools.JournalofPoliceCrisisNegotiations,11(2),109–124.

Kang-Brown,J.,Trone,J.,Fratello,J.,&Daftary-Kapur,T.(2013).Agenerationlater:Whatwe'velearned

aboutzerotoleranceinschools.VeraInstituteofJustice.NewYork:VeraInstituteofJustice.Retrievedfromhttps://storage.googleapis.com/vera-web-assets/downloads/Publications/a-generation-later-what-weve-learned-about-zero-tolerance-in-schools/legacy_downloads/zero-tolerance-in-schools-policy-brief.pdf

Kirk,D.S.&Sampson,R.J.(2011).Crimeandtheproductionofsafeschools.InDuncan,G.J.&

Murnane,R.J.,Eds.Whitheropportunity?Risinginequality,schools,andchildren’slifechances.397-417.

MarylandSafetoLearnActof2018(Maryland)SB1265(US)

http://mgaleg.maryland.gov/2018RS/chapters_noln/Ch_30_sb1265E.pdfMarylandStateDepartmentofEducation(2018).Marylandpublicschoolsarrestdata2015-2016[Data

file].Retrievedfromhttp://marylandpublicschools.org/about/Documents/DSFSS/SSSP/StudentArrest/MarylandPublicSchoolsArrestData011218.pdf

MarylandStateDepartmentofEducation(2016).Statereportcard[DataFile].Retrievedfrom

http://msp2016.msde.state.md.us/MarylandStateDepartmentofEducation(2016).Studentarrestdatacollectionmanual.Retrievedfrom

http://marylandpublicschools.org/about/Documents/DSFSS/SSSP/StudentArrest/20152016StudentArrestsManual072016.pdf

Pigott,C.,Stearns,A.E.,&Khey,D.N.(2018).Schoolresourceofficersandtheschooltoprisonpipeline:

Discoveringtrendsofexpulsionsinpublicschools.AmericanJournalofCriminalJustice,43,120-138.

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Redfield,S.E.&Nance,J.P.(2016,February).TheAmericanBarAssociationJointTaskForceonReversingtheSchool-to-PrisonPipelinePreliminaryReport.AmericanBarAssociationCoalitiononRacialandEthnicJustice,CriminalJusticeSection,andCouncilforRacial&EthnicDiversityintheEducationalPipeline(2016).Retrievedfromhttps://scholarship.law.ufl.edu/facultypub/750/

Skiba,R.J.&Losen,D.J.(2015).Fromreactiontoprevention:Turningthepageonschooldiscipline.

AmericanEducator.Retrievedfromhttps://www.aft.org/ae/winter2015-2016/skiba_losenSkiba,R.J.,Arredondo,M.I.&Williams,N.T.(2014).Morethanametaphor:Thecontributionof

exclusionarydisciplinetoaschool-to-prisonpipeline.Equity&ExcellenceinEducation,47:4,546-564.

Skiba,R.J.,Shure,L.,&Williams,N.(2012).Racialandethnicdisproportionalityinsuspensionand

expulsion.InA.L.Noltemeyer&C.S.McLoughlin(Eds.),Disproportionalityineducationandspecialeducation.Springfield,IL:CharlesC.ThomasPublisher,Ltd.

Wolf,K.C.(2013).“Bookingstudents:Ananalysisofschoolarrestsandcourtoutcomes.”Northwestern

JournalofLaw&SocialPolicy,9:1,58-87.Wolf,K.C.&Kupchik,A.(2017).Schoolsuspensionsandadverseexperiencesinadulthood.Justice

Quarterly,34:3,407-430.UnitedStatesDepartmentofEducationOfficeforCivilRights(2018).2015-2016Civilrightsdata

collection(CRDC)[Datafile].Retrievedfromhttps://www2.ed.gov/about/offices/list/ocr/docs/crdc-2015-16.html

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AppendixA:School-relatedArrestRatebyDistrict

District Arrests Enrollment%ofTotalArrests

Arrestrateper1000Students

MARYLAND 2761 879,196 - 3.1

Allegany 11 8812 0.40% 1.2

AnneArundel 39 80,387 1.41% 0.5

BaltimoreCity 90 83,666 3.26% 1.1

BaltimoreCounty 393 111,138 14.23% 3.5

Calvert 88 16,017 3.19% 5.5

Caroline * 5602 * *

Carroll 23 25,551 0.83% 0.9

Cecil 75 15,859 2.72% 4.7

Charles 176 26,307 6.37% 6.7

Dorchester 77 4739 2.79% 16.2

Frederick 0 40,655 0.00% 0.0

Garrett 17 3856 0.62% 4.4

Harford 98 37,448 3.55% 2.6

Howard 242 54,870 8.76% 4.4

Kent 15 2029 0.54% 7.4

Montgomery 304 156380 11.01% 1.9

PrinceGeorge's 588 128,936 21.30% 4.6

QueenAnne's 18 7717 0.65% 2.3

Somerset 14 2908 0.51% 4.8

St.Mary's 186 17,941 6.74% 10.4

Talbot 25 4625 0.91% 5.4

Washington 249 22,303 9.02% 11.2

Wicomico 12 14,790 0.43% 0.8

Worchester 19 6660 0.69% 2.9Cellswith1-10incidentsareexcludedfromanalysis

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AppendixB:RiskRatiobyDistrict

District Male/FemaleBlack/Non-Black

SWD(servedbyIDEA)/NonSWD

FARM/NonFARM

MARYLAND 1.97 3.67 2.45 2.82

Allegany * * * *

AnneArundel 3.72 7.79 6.86 4.25

BaltimoreCity 2.25 4.77 3.80 4.77BaltimoreCounty 2.04 4.20 1.92 2.62

Calvert 2.07 4.08 2.72 2.42

Caroline * * * *

Carroll 2.70 * 1.26 1.68

Cecil 2.31 4.60 3.16 3.98

Charles 2.02 3.79 2.40 3.13

Dorchester 2.97 2.68 2.78 3.30

Frederick * * * *

Garrett 3.03 * 1.86 3.66

Harford 2.91 2.46 3.03 3.54

Howard 1.98 10.47 * *

Kent 1.96 7.00 * *

Montgomery 3.75 2.43 1.61 2.02

PrinceGeorge's 1.53 4.98 2.73 1.16

QueenAnne's 4.79 16.95 3.14 5.56

Somerset * 4.78 2.40 *

St.Mary's 1.50 7.31 2.17 5.83

Talbot 1.68 11.14 1.76 6.46

Washington 1.42 5.57 3.42 5.89

Wicomico * * 0.66 7.15

Worchester 2.61 8.93 1.96 1.11Cellswith1-10incidentsareexcludedfromanalysis

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AppendixC:School-relatedArrestsbyOffenseandRace,Maryland

ArrestingOffenseTotal Black White Other# # % # % # %

Arson15 * * * * * *

Assault1059 760 72% 180 17% 119 11%

BreakingandEntering14 13 93% 0 0% * *

ControlledSubstancePossessiontooronschoolproperty 331 139 42% 135 41% 57 17%

ControlledSubstancePossessionwithintenttodistribute 100 64 64% 18 18% 18 *

DisorderlyConduct251 196 78% 32 13% 23 9%

Other683 370 54% 167 24% 146 21%

PhysicalAttackorfightwithWeapon17 16 94% * * * *

PhysicalAttackorfightwithoutaweapon33 * * * * * *

Possessionoffirearmorexplosivedevice30 25 83% * * * *

Robberywithaweapon12 * * * * * *

Robberywithoutaweapon30 28 93% * * * *

SexualBattery10 * * * * * *

TheftMisdemeanor133 100 75% 22 17% 11 8%

Trespassing61 47 77% * * * *

Cellswith1-10incidentsareexcludedfromanalysis

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AbouttheMarylandEquityProjectTheMarylandEquityProjectseekstoimproveeducationthroughresearchthatsupportsaninformedpublicpolicydebateonthequalityanddistributionofeducationalopportunities.Itconducts,synthesizes,anddistributesresearchonkeyeducationalissuesinMarylandandfacilitatescollaborationbetweenresearchersandpolicymakers.TheMarylandEquityProjectisaprogramintheDepartmentofTeachingandLearning,PolicyandLeadershipintheCollegeofEducationatTheUniversityofMaryland.Copyright©2018TheMarylandEquityProject,UniversityofMaryland,CollegePark,MD.Thispublicationshouldbecitedas:Sunderman,G.L.&Janulis,E.(2018).Whenlawenforcementmeetsschooldiscipline:School-relatedarrestsinMaryland2015-16.CollegePark,MD:MarylandEquityProject,TheUniversityofMaryland.AdditionalcopiesofthisreportmaybeobtainedfromourWebsiteat:www.mdequity.orgMarylandEquityProjectCollegeofEducationUniversityofMaryland2110BenjaminBuildingCollegePark,MD20740Phone:301-405-3571Email:mdequity@umd.eduWebsite:www.mdequity.orgTwitter@mdequity

AbouttheAuthorsGailL.Sunderman,Ph.D.,isCo-DirectoroftheMarylandEquityProjectandseniorresearchscientistintheDepartmentofTeachingandLearning,PolicyandLeadershipintheCollegeofEducationattheUniversityofMaryland.ErinJanulis,M.A.,isadoctoralstudentintheDepartmentofTeachingandLearning,PolicyandLeadership,CollegeofEducationattheUniversityofMaryland.