When Law Enforcement Meets School Discipline: School ......The 2018 school shootings in Maryland,...
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C o l l e g e o f E d u c a t i o n , U n i v e r s i t y o f M a r y l a n d
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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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.
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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
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http://msp2016.msde.state.md.us/MarylandStateDepartmentofEducation(2016).Studentarrestdatacollectionmanual.Retrievedfrom
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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/
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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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12|C o l l e g e o f E d u c a t i o n , U n i v e r s i t y o f M a r y l a n d
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:[email protected]:www.mdequity.orgTwitter@mdequity
AbouttheAuthorsGailL.Sunderman,Ph.D.,isCo-DirectoroftheMarylandEquityProjectandseniorresearchscientistintheDepartmentofTeachingandLearning,PolicyandLeadershipintheCollegeofEducationattheUniversityofMaryland.ErinJanulis,M.A.,isadoctoralstudentintheDepartmentofTeachingandLearning,PolicyandLeadership,CollegeofEducationattheUniversityofMaryland.