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Black students faced disproportionate arrest, referral, and police-involved psychiatric intervention rates, especially in predominantly white precincts shrinking in white student population and in predominantly Black schools. 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[https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nOverpoliced? A Descriptive Portrait of School-Based Targeted Police Interventions in New York City  \nJo R. King  \nBoston University  \nLuis A. Rodriguez  \nNew York University  \nThis 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 nondetainment-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.  \nKeywords: Descriptive analysis, educational policy, K–12 schools, police in schools, race, racial disparities, regression analyses, social context, student behavior/attitude, teacher characteristics  \nIntroduction  \nIn the 2017–18 academic year, schools referred over 220,000 students nationwide to law enforcement (Civil Rights Data Collection [CRDC], 2018) . In New York City alone, police intervened in public schools over 11,000 times in 2019 and in 2022 intervened over 13,000 times (Pendharkar, 2023) . While public school student enrollment has declined in New York City, policing interventions taking place on school grounds have increased over time, with interventions nearly doubling since 2017 despite decreasing enrollment (see Figure A1) . Despite their prevalence, police intervention in schools is a highly contested phenomenon. In 2020, the “Defund the Police” movement gained traction in implementing reforms targeted at removing and lessening police presence in schools. Yet, school staff’s reports of difficulties managing student behavior in the post-COVID era have incited movements to return to zero-tolerance disciplinary practices and reinstate those school resource officers (SROs) who were removed in 2020 (Arango, 2023) .  \nMotivated by the rise in police interventions occurring in schools and drawing on the both the research literature documenting the inequitable use and effects of SROs on public school students as well as the literature exploring the role of police broadly in shaping juvenile outcomes, we examine  \nthe degree to which certain public schools and students are subjected to police interventions in New York City. In this paper, we examine the prevalence of traditional police interventions in schools, a literature that is relatively limited. The work that does exist on this topic relies on data from 911 calls and centers itself on understanding responses to emotionally disturbed persons, as well as understanding the events precipitating a call to 911 (Green et al., 2023a, 2023b) . Here, we are interested in the distribution of different types of police interventions. We leverage unique data on police interventions in schools from the New York Police Department (NYPD) pursuant to the 2011 Student Safety Act (SSA), which requires the NYPD to report all police interventions occurring in New York City Public Schools (NYCPS) . We combine these data with aggregated schoollevel data on suspensions and infractions, student and staff demographic characteristi","cbCaijjErkdWvRuw","https://ap.wps.com/l/cbCaijjErkdWvRuw","pdf",1904768,"English","# Introduction\n## Background and contested nature of school policing\n## Study motivation and research focus\n# Findings\n## Trends in arrests and referrals\n## Racial disparities and school context\n## Role of teacher characteristics and resources","[{\"question\":\"What trends occurred in police interventions between 2016–17 and 2021–22?\",\"answer\":\"Arrests and juvenile referrals decreased, while nondetainment-based and psychiatric police interventions increased over the same period.\"},{\"question\":\"Which students experienced disproportionate police intervention rates?\",\"answer\":\"Black students experienced disproportionate rates of arrests, juvenile referrals, and police-involved psychiatric interventions, particularly in specific school and precinct contexts.\"},{\"question\":\"Why were higher intervention rates in some schools not explained by student behavior differences?\",\"answer\":\"The study reports that differences in observable student behavior and characteristics do not explain the higher rates; instead, teacher characteristics and resources contribute to excess use of police interventions.\"}]","Overpoliced? A Descriptive Portrait of School-Based Targeted Police Interventions in New York City | PDF",1792069467]