The relationship between education, experience, and police performance

This study used data from 299 police officers from 12 municipal police departments across the state of Virginia to determine the relationship between education and police performance. Performance was measured by supervisor evaluations of each officer's overall performance, communication skills, public relations skills, report writing skills, response to new training, decision making ability, and commitment to the police department. Significant correlations were found between education and most measures of performance. Most importantly, the results show a significant correlation between overall performance and education (r=24, p.<001). The only variables not proving to be significantly related to education were objective measures of the volume of arrests, number of times the officer required discipline, and number of accidents. Interestingly, the benefits of a college education do not become apparent until police officers gain experience. In addition, police, officers with only a high school diploma decreased in overall performance after five years of experience.     

A PROACTIVE RESPONSE TO FAMILY VIOLENCE: THE RESULTS OF A RANDOMIZED EXPERIMENT

Recent British work has focused attention on preventing repeat victimization as part of an overall crime prevention strategy. Because domestic violence victims are among those most likely to suffer multiple victimizations, they are logical candidates for programs targeted at reducing repeat victimization.
This article reports on a joint law enforcement-social services approach to reduce the incidence of repeat domestic violence. The research design randomly assigned households reporting domestic incidents within two public housing police service areas in New York to receive or not receive a follow-up to the initial patrol response. (The follow-up visit was conducted by a police officer and a social worker.) In addition, housing projects in the same area were randomly assigned to receive or not receive public education about domestic violence.
Neither treatment produced a reduction in violence. However, households in projects that had received public education and households that received the follow-up visits were both more likely to report new violence to the police than households that did not receive the treatments. Moreover, the effect of the follow-up visit was most pronounced among households with more serious histories of violence. The results suggest that the interventions increased citizens' confidence in the ability of the police to handle domestic situations.     

Scales for perceived risk of student-on-student victimization in grades 7 through 10: A psychometric analysis of the adolescent index on school safety

Although past research has developed scales for the incidence, prevalence, and fear of student-on-student victimization (SSV), little is known about the scaling of perceived risk (i.e., the cognitive appraisal of the chances of experiencing SSV). Hence, this study examined self-report survey data for the perceived risk of SSV as measured in the Adolescent Index for School Safety (AISS). Children in grades 7 through 10 (n=337) in a single Florida public school completed the AISS. Factor analyses using Maximum Likelihood Estimation with Oblimin Rotation identified nine unique factors for perceived risk. Reliability analyses found standardized Cronbach Alphas that ranged from .64 to .91, and seven out of the nine identified scales were above .80, which suggested good to excellent internal consistency. Future research should examine the content validity, construct validity, and predictive validity for the AISS and other self-report surveys of SSV dynamics. This publication was made possible by a grant [#97-MU-FX-KO12 (S-l)] from the Office of Juvenile Justice and Delinquency Prevention (O.J.J.D.P.), United States Department of Justice (U.S.D.O.J.). This grant is administered through the Hamilton Fish National Institute on School and Community Violence at George Washington University. This specific study was developed and implemented by staff at: 1) East Carolina University’s Department of Criminal Justice; and 2) Florida State University’s Center for Educational Research and Policy Studies. All points of view and opinions in this paper are those of the authors and do not necessarily represent the official position or policies of East Carolina University, Florida State University, the Hamilton Fish National Institute on School and Community Violence, the O.J.J.D.P., or the U.S.D.OJ. The authors would also like to thank Dr. Bill Doerner and Jennifer Jolley for their support, editorial feedback, and insightful comments regarding earlier drafts of this paper.