Presenter: Jasmine Burgin − Family and Human Services
Co-Presenter(s): Meg Stradley, Alberto Lepe-Romero
Faculty Mentor(s): Miriam Clark
(In-Person) Poster Presentation
Ample evidence suggests that policing in schools creates an environment in which children are prosecuted for non-dangerous delinquency, instead of normal school discipline practices, resulting in higher dropout rates and greater likelihood of future incarceration. Limited evidence suggests that the age of first contact with police may similarly impact this trajectory. The current study seeks to examine the relationship between age of first contact with police and highest education level attained to more fully understand how age of first contact may be associated with negative outcomes for kids.
Using data from the Life Study, a dataset consisting of 411 individuals reentering their communities after incarceration, we used Pearson’s correlation to determine the correlation between the age of 1st point of contact by police, and the highest level of education completed.
The relationship between the first point of contact and the highest level of education is not statistically significant.
Children being policed in the school system creates a system in which they are set up to have repeat offenses throughout their school career, impacting their educational attainment and quality of education. Though this study shows no statistically significant correlation, further research is needed beyond this data set to provide greater understanding of how to create a system in which children have a better chance at succeeding by providing other programs that help aid children.