School resources officers (SROs) have increasingly become a staple in United States K–12 schools, and research on their roles and efficacy is prevalent. However, policy recommendations, when left unexamined, may perpetuate majoritarian narratives that harm marginalized students. This project investigates the majoritarian and counternarratives surrounding policy recommendations for SRO programs. Analyzing policy recommendations in 100 peer-reviewed articles, we find that most articles recommend reform or retention of SROs regardless of study findings—recommendations rooted in majoritarian narratives about the necessity and benevolence of SROs. Counternarratives, which view harm done to students as a potential reason to remove SROs entirely or reduce their use in schools, are much less common in the literature.
*AlmanzaM.MasonM.MeldeC. (2022). Perceptions of school resource officers: Protectors or prosecutors?Criminal Justice Review, 48, 318–338. https://doi.org/10.1177/07340168221113352
2.
*AnfaraV. A.TheriotM. T. (2011). What research says: School resource officers in middle grades school communities. Middle School Journal, 42(4), 56–64. https://doi.org/10.1080/00940771.2011.11461775
3.
AnklamC.KirbyA.SharevskiF.DietzJ. E. (2014). Mitigating active shooter impact: Analysis for policy options based on agent/computer based modeling. Journal of Emergency Management, 13(3), 201–216.
4.
American Psychological Association. (2010). Public-ation manual of the American Psychological Asso-ciation (6th ed.).
5.
*BenitezI.FisherB. W.TollesT.WrightE. M. (2022). Controlling schools: How school resource officers’ roles map onto schools’ behavior management strategies. Crime & Delinquency, 68(3), 439–462. https://doi.org/10.1177/0011128721989062
6.
*BleakleyP.BleakleyC. (2018). School resource officers, “zero tolerance” and the enforcement of compliance in the American education system. Interchange, 49(2), 247–261. https://doi.org/10.1007/s10780-018-9326-5
7.
BriersA. N. (2003). School-based police officers: What can the UK learn from the USA?International Journal of Police Science Management, 5(2), 129–142.
8.
BogenschneiderK.CorbettT. (2021). Evidence-based policymaking: Envisioning a new era of theory, research, and practice. Routledge.
9.
Bonilla-SilvaE. (2006). Racism without racists: Color-blind racism and the persistence of racial inequality in America. Rowman & Littlefield.
10.
*BottianiJ. H.McDanielH. L.HendersonL.CastilloJ. E.BradshawC. P. (2020). Buffering effects of racial discrimination on school engagement: The role of culturally responsive teachers and caring school police. Journal of School Health, 90(12), 1019–1029. https://doi.org/10.1111/josh.12967
11.
BoydW. (1999). Paradoxes of educational policy and productivity. Educational Policy, 13, 2227–2250.
12.
*BrollR.LaffertyR. (2018). Guardians of the hallways? School resource officers and bullying. Safer Communities, 17(4), 202–212. https://doi.org/10.1108/SC-06-2018-0018
13.
*BrownB. (2006). Understanding and assessing school police officers: A conceptual and methodological comment. Journal of Criminal Justice, 34, 591–604.
14.
*BrownB.BenedictW. R. (2005). Classroom cops, what do students think? A case study of student perceptions of school police and security officers conducted in an Hispanic community. International Journal of Police Science and Management, 7(4), 264–285.
15.
*ChanP. E.CountsJ.KatsiyannisA.RyanJ. (2019). Litigation and school resource officers. Journal of Child and Family Studies, 28(12), 3296–3306. https://doi.org/10.1007/s10826-019-01504-7
16.
CoburnC. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), 145–170. https://doi.org/10.3102/01623737023002145
17.
Congressional Research Service. (2019). Policy and legislative research for Congressional staff: Finding documents, analysis, news, and training (Congressional research service R43434). https://sgp.fas.org/crs/misc/R43434.pdf
18.
*CoonJ. K.TravisL. F. (2012). The role of police in public schools: A comparison of principal and police reports of activities in schools. Police Practice and Research, 13(1), 15–30. https://doi.org/10.1080/15614263.2011.589570
19.
*CountsJ.RandallK. N.RyanJ. B.KatsiyannisA. (2018). School resource officers in public schools: A national review. Education and Treat-ment of Children, 41(4), 405–430.
20.
*CrayM.WeilerS. C. (2011). Policy to practice: A look at national and state implementation of school resource officer programs. The Clearing House, 84(4), 164–170.
21.
CrenshawK. (1992). Mapping the margins: Intersec-tionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.
22.
*Crichlow-BallC.CornellD.HuangF. (2022). Student perceptions of school resource officers and threat reporting. Journal of School Violence, 21(2), 222–236. https://doi.org/10.1080/15388220.2022.2054423
23.
*CrosseS.GottfredsonD. C.BauerE. L.TangZ.HarmonM. A.HagenC. A.GreeneA. D. (2022). Are effects of school resource officers moderated by student race and ethnicity?Crime & Delinquency, 68(3), 381–408. https://doi.org/10.1177/0011128721999346
24.
CrottyM. (1998). The foundations of social research: Meaning and perspective in the research process. SAGE.
25.
CrowleyM.ScottT.LongE.GreenL.IsraelA.SuppleeL.JordanE.OliverK.Guillot-WrightS.GayB.StoraceR.Torres-MackieN.MurphyY.DonnaryS.ReardanzJ.SmithR.McGuireK.BakerE.AntonopoulosA.GirayC. (2021). Lawmakers’ use of scientific evidence can be improved. Proceedings of the National Academy of Sciences of the United States of America, 118, Article e2012955118. https://doi.org/10.1073/pnas.2012955118
26.
*CurranF. C.FisherB. W.VianoS.KupchikA. (2019). Why and when do school resource officers engage in school discipline? The role of context in shaping disciplinary involvement. American Journal of Education, 126(1), 33–63. https://doi.org/10.1086/705499
27.
*CurranF. C.VianoS.KupchikA.FisherB. W. (2021). Do interactions with school resource officers predict students’ likelihood of being disciplined and feelings of safety? Mixed-methods evidence from two school districts. Educational Evaluation and Policy Analysis, 43(2), 200–232.
28.
*DanielsJ. A.BilksyK. D. P.ChamberlainS.HaistJ. (2011). School barricaded captive-takings: An exploratory investigation of school resource officer responses. Psychological Services, 8(3), 178–188.
29.
DavisA. Y. (2003). Are prisons obsolete?Seven Stories Press.
30.
*DebnamK.CamachoD.Henderson SmithL.BottianiJ. (2022). “A social worker . . . teacher . . . principal—We’re everybody”: The school police officer role in schools. Journal of School Violence, 21(4), 459–474. https://doi.org/10.1080/15388220.2022.2108435
31.
*DevlinD. N.FisherB. W. (2021). An examination of school resource officers as an approach to reduce social disturbances in schools: Evidence from a national longitudinal study. Journal of School Violence, 20(2), 228–240. https://doi.org/10.1080/15388220.2021.1875843
32.
*DevlinD. N.SantosM. R.GottfredsonD. C. (2018). An evaluation of police officers in schools as a bullying intervention. Evaluation and Program Planning, 71, 12–21. https://doi.org/10.1016/j.eval-progplan.2018.07.004
33.
DiemS.YoungM. D. (2015). Considering critical turns in research on educational leadership and policy. International Journal of Educational Management, 29(7), 838–850.
34.
DiemS.YoungM. D.WeltonA. D.MansfieldK. C.LeeP. L. (2014). The intellectual landscape of critical policy analysis. International Journal of Qualitative Studies in Education, 27(9), 1068–1090. https://doi.org/10.1080/09518398.2014.916007
35.
*DohyJ.BanksT. (2018). The impact of school policing on student behaviors in Ohio public schools. Journal of School Violence, 17(3), 311–323. https://doi.org/10.1080/15388220.2017.1322519
DuranR. P.EisenhartM. A.EricksonF. D.GrantC. A.GreenJ. L.HedgesL. V.SchneiderB. L. (2006). Standards for reporting on empirical social science research in AERA publications: American Educational Research Association. Educational Researcher, 35(6), 33–40. https://doi.org/10.3102/0013189X0350060
*EklundK.MeyerL.BosworthK. (2018). Examining the role of school resource officers on school safety and crisis response teams. Journal of School Violence, 17(2), 139–151. https://doi.org/10.1080/15388220.2016.1263797
40.
*EspelageD. L.El SheikhA.RobinsonL. E.ValidoA.IngramK. M.TorgalC.AtriaC. G.SalamaC. D.ChalfantP. K.PoekertP. E.NicholsonA. M. (2020). Development of online professional development for school resource officers: Understanding trauma, social-emotional learning, restorative discipline, and cultural diversity. Journal of Police and Criminal Psychology, 37, 737–751. https://doi.org/10.1007/s11896-020-09404-z
41.
Farley-RippleE.Van HorneS.TilleyK.ShewchukS.MayH.MicklosD. A.BlackmanH. (2022). Survey of evidence in education for schools (SEE-S) descriptive report. The Center for Research Use in Education & the Center for Research in Education and Social Policy, University of Delaware.
42.
Felker-KantorM. (2022). Arresting the demand for drugs: DARE and the school-police nexus in Los Angeles. Journal of Urban History, 49, 1108–1129.
FinniganK. S.DalyA. J.CheJ. (2013). Systemwide reform in districts under pressure. Journal of Educational Administration, 51(4), 476–497. https://doi.org/10.1108/0957823131132566
45.
*FisherB. W.DevlinD. N. (2020). School crime and the patterns of roles of school resource officers: Evidence from a national longitudinal study. Crime & Delinquency, 66(11), 1606–1629. https://doi.org/10.1177/0011128719875702
46.
*FisherB. W.HennessyE. A. (2016). School resource officers and exclusionary discipline in U.S. high schools: A systematic review and meta-analysis. Adolescent Research Review, 1(3), 217–233. https://doi.org/10.1007/s40894-015-0006-8
47.
*FisherB. W.HigginsE. M.KupchikA.VianoS.CurranF. C.OverstreetS.PlumleeB.CoffeyB. (2020). Protecting the flock or policing the sheep? Differences in school resource officers’ perceptions of threats by school racial composition. Social Problems, 69, 316–334. https://doi.org/10.1093/socpro/spaa062
48.
*FisherB. W.McKennaJ.HigginsE. M.MaguireE. R.HomerE. M. (2022). The alignment between community policing and the work of school resource officers. Police Quarterly, 25(4), 561–587. https://doi.org/10.1177/10986111211053843
49.
*Forber-PrattA. J.El SheikhA. J.RobinsonL. E.EspelageD. L.IngramK. M.ValidoA.TorgalC. (2021). Trauma-informed care in schools: Perspectives from school resource officers and school security professionals during professional development training. School Psychology Review, 50(2–3), 344–359. https://doi.org/10.1080/2372966X.2020.1832863
50.
*GhavamiN.ThorntonB. E.GrahamS. (2021). School police officers’ roles: The influence of social, developmental and historical contexts. Journal of Criminal Justice, 72, 1–15. https://doi.org/10.1016/j.jcrimjus.2020.101724
51.
*GlennJ. W.TaylorL. C.ChestertonH. P.WilliamsS.MoavenzadehF. (2019). Understanding school-based policing: Recommendations for improving school resource officer programs and promoting safer schools. Safer Communities, 18(3/4), 132–142. https://doi.org/10.1108/SC-05-2019-0015
52.
*GottfredsonD. C.CrosseS.TangZ.BauerE. L.HarmonM. A.HagenC. A.GreeneA. D. (2020). Effects of school resource officers on school crime and responses to school crime. Criminology & Public Policy, 19(3), 905–940. https://doi.org/10.1111/1745-9133.12512
53.
*GranotY.TylerT. R.DurkinA. (2021). Legal socialization during adolescence: The emerging role of school resource officers. Journal of Social Issues, 77(2), 414–436. https://doi.org/10.1111/josi.12446
54.
GuitonG.OakesJ. (1995). Opportunity to learn and conceptions of educational equality. Educational Evaluation and Policy Analysis, 17(3), 323–336. https://doi.org/10.3102/01623737017003323
*HigginsE. M.CoffeyB. S.FisherB. W.BenitezI.SwartzK. (2022). School safety or school criminalization? The typical day of a school resource officer in the United States. The British Journal of Criminology, 62(3), 568–584. https://doi.org/10.1093/bjc/azab075
57.
*HigginsE. M.OverstreetS.CoffeyB.FisherB. W. (2020). “Bridging the gap”: School resource officers as bridge builders in the community policing era. Journal of Crime and Justice, 43(4), 433–448. https://doi.org/10.1080/0735648X.2019.1704837
58.
*HomerE. M.FisherB. W. (2020). Police in schools and student arrest rates across the United States: Examining differences by race, ethnicity, and gender. Journal of School Violence, 19(2), 192–204. https://doi.org/10.1080/15388220.2019.1604377
59.
HopkinsM. (2016). Findings from a survey of state science leaders (Technical report no. 1). National Center for Research in Policy and Practice.
60.
IrwinV.WangK.CuiJ.ThompsonA. (2022). Report on indicators of school crime and safety: 2021 (NCES 2022-092/NCJ 304625). National Center for Education Statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022092
61.
JahnigL. J. (2015). Under school colors: Private university police as state actors under § 1983. Northwestern University Law Review, 110(1), Article 249.
62.
*JamesR. K.LoganJ.DavisS. A. (2011). Including school resource officers in school-based crisis intervention: Strengthening student support. School Psychology International, 32(2), 210–224. https://doi.org/10.1177/0143034311400828
63.
*JavdaniS. (2019). Policing education: An empirical review of the challenges and impact of the work of school police officers. American Journal of Community Psychology, 63(3–4), 253–269. https://doi.org/10.1002/ajcp.12306
64.
*JenningsW. G.KheyD. N.MaskalyJ.DonnerC. M. (2011). Evaluating the relationship between law enforcement and school security measures and violent crime in schools. Journal of Police Crisis Negotiations, 11(2), 109–124. https://doi.org/10.1080/15332586.2011.581511
65.
*JohnsonI. M. (1999). School violence: The effectiveness of a school resource officer program in a southern city. Journal of Criminal Justice, 27(2), 173–192.
66.
*KellyM. D.SwezeyJ. A. (2015). The relationship of gender and the perceptions of school resource officers regarding roles, responsibilities, and school culture and collaboration. Journal of School Leadership, 25, 54–68.
67.
Ladson-BillingsG.TateW. F., IV. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.
68.
Ladson-BillingsG.TateW. F. (2006). Education research in the public interest: Social justice, action, and policy. Teachers College Press.
69.
*LaytonD.AddoR. (2021). Defunding school resource officers: A new commitment to student safety. Journal of Policy Practice and Research, 2(4), 264–269. https://doi.org/10.1007/s42972-021-00042-1
70.
*LaytonD.GerstenblattP. (2022). “They’re just, like, there”: A constructivist grounded theory study of student experiences with school resource officers. Journal of Community Psychology, 50(8), 3470–3486. https://doi.org/10.1002/jcop.22847
71.
LindsayC. A.HartC. M. D. (2017). Exposure to same-race teachers and student disciplinary out-comes for Black students in North Carolina. Ed-ucational Evaluation and Policy Analysis, 39(3), 485–510. https://doi.org/10.3102/016237371769-3109
72.
*LopezR. (2019). Overcoming barriers: School principals and SROs collaborating to create a safe school environment. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 92(4–5), 149–155. https://doi.org/10.1080/00098655.2019.1637329
73.
LosenD. (2014). Closing the discipline gap: Equitable remedies for excessive exclusion. Teachers College Press.
74.
LoveB. J. (2004). Brown plus 50 counter-storytelling: A critical race theory analysis of the “majoritarian achievement gap” story. Equity & Excellence in Education, 37(3), 227–246.
*MayD. C.BarrancoR.RuddellR.RobertsonA. (2016). Do rural school resource officers contribute to net-widening? Evidence from a southern state. Journal of Rural Social Sciences, 31(2), 62–85.
77.
*MayD. C.HartT. A.RuddellR. (2011). School resource officers in financial crisis: Which programs get cut and why. Journal of Police Crisis Negotiations, 11(2), 125–140. https://doi.org/10.1080/15332586.2011.581517
78.
*MayD. C.HigginsG. E. (2011). The characteristics and activities of school resource officers: Are newbies different than veterans?Journal of Police Crisis Negotiations, 11(2), 96–108. https://doi.org/10.1080/15332586.2011.581510
79.
*MayD. C.RiceC.MinorK. I. (2012). An examination of school resource officers’ attitudes regarding behavioral issues among students receiving special education services. Current Issues in Education, 15(3), 1–14.
80.
McKennaJ. M.PetrosinoA. (2022, February). School policing programs: Where we have been and where we need to go next. National Institute of Justice, U.S. Department of Justice. https://www.ojp.gov/pdffiles1/nij/301592.pdf
MilesM. B.HubermanA. M.SaldañaJ. (2013). Qualitative data analysis: A methods sourcebook. SAGE.
83.
MilnerI. V. H. R.HowardT. C. (2013). Counter-narrative as method: Race, policy and research for teacher education. Race Ethnicity and Education, 16(4), 536–561.
84.
MitchellK. (2013). Race, difference, meritocracy, and English: Majoritarian stories in the education of secondary multilingual learners. Race Ethnicity and Education, 16(3), 339–364.
85.
MorrisA. (2017). The scholar denied: W.E.B. DU Bois and the birth of modern sociology. University of California Press.
*NaC.GottfredsonD. C. (2013). Police officers in schools: Effects on school crime and the processing of offending behaviors. Justice Quarterly, 30(4), 619–650. https://doi.org/10.1080/07418825.2011.615754
88.
NanceJ. P. (2016). Students police, and the school-to-prison pipeline. Washington University Law Review, 93(919), 919–987.
*NolanK. (2015). Neoliberal common sense and race-neutral discourses: A critique of “evidence-based” policy-making in school policing. Discourse: Studies in the Cultural Politics of Education, 36(6), 894–907. https://doi.org/10.1080/01596306.2014.905457
93.
NormoreA. H.BoneD.JonesD.SpellS. (2015). To protect and educate: Legal mandates and complex leadership of school resource (police) officers. In NormoreA. H.EhrensalP. A. L.FirstP. F.TorresM. S. (Eds.), Legal frontiers in education: Complex law issues for leaders, policymakers and policy implementers (Vol. 24, pp. 201–220). Emerald Group. https://doi.org/10.1108/S1479-366020150000024038
94.
OakesJ. (2017). 2016 AERA presidential address: Public scholarship: Education research for a diverse democracy. Educational Researcher, 47(2), 91–104. https://doi.org/10.3102/0013189X17746402
95.
*OwensE. G. (2017). Testing the school-to-prison pipeline. Journal of Policy Analysis and Management, 36(1), 11–37.
96.
*PaezG. R.ColvinR. (2021). Identifying and intervening to stop school bullying: The role of school resource officers. Safer Communities, 20(3), 189–207. https://doi.org/10.1108/SC-11-2020-0041
97.
Payne-TsouprosC.JohnsonN. (2022). A DisCrit call for the abolition of school police. In AnnammaS. A.FerriB. A. (Eds.), DisCrit expanded: Reverberations, ruptures, and inquiries (pp. 112–128). Teachers College Press.
98.
Phi Delta Kappan. (2022). PDK poll of the public’s attitudes toward the public schools—54th annual PDK poll: “Broad support for security measures.”https://pdkpoll.org/2022-pdk-poll-results/
99.
*PigottC.StearnsA. E.KheyD. N. (2018). School resource officers and the school to prison pipeline: Discovering trends of expulsions in public schools. American Journal of Criminal Justice, 43(1), 120–138. https://doi.org/10.1007/s12103-017-9412-8
RobinsonD. H.LevinJ. R.SchrawG.PatallE. A.HuntE. B. (2013). On going (way) beyond one’s data: A proposal to restrict recommendations for practice in primary educational research journals. Educational Psychology Review, 25(2), 291–302. https://doi.org/10.1007/s10648-013-9223-5
*SnowM. D.MalloyL. C.GoldsteinN. E. S. (2021). Information gathering in school contexts: A national survey of school resource officers. Law and Human Behavior, 45(4), 356–369. https://doi.org/10.1037/lhb0000451
105.
SolorzanoD. G.YossoT. J. (2001). Critical race and LatCrit theory and method: Counter-storytelling. International Journal of Qualitative Studies in Education, 14(4), 471–495.
106.
SorensenL. C.ShenY.BushwayS. D. (2021). Making schools safer and/or escalating disciplinary response: A study of police officers in North Carolina schools. Educational Evaluation and Policy Analysis, 43(3), 495–519.
*StevensT.Barnard-BrakL.JacksonJ. (2021). School resource officers’ roles differ in the prediction of nonviolent and serious violent incidents. School Psychology Review, 50(2–3), 330–343. https://doi.org/10.1080/2372966X.2021.1886837
109.
*StinsonP. M.WatkinsA. M. (2014). The nature of crime by school resource officers: Implications for SRO programs. SAGE Open, 4(1), 1–10. https://doi.org/10.1177/2158244014521821
110.
*SullivanW. J.HausmanC. S. (2017). Kentucky high schools with SROs and without: An examination of criminal violation rates. Journal of School Leadership, 27(6), 884–910. https://doi.org/10.1177/105268461702700605
111.
TeodoroJ.O’LearyI. I. I. D.KerrS.PeskinE.SilvaJ. (2019). The relevance of case studies in climate change research: A review of policy recommendations. SN Applied Science, 1, Article 1197. https://doi.org/10.1007/s42452-019-1221-x
*TheriotM. T. (2016). The impact of school resource officer interaction on students’ feelings about school and school police. Crime & Delinquency, 62(4), 446–469. https://doi.org/10.1177/0011128713503526
114.
ToldsonI. A. (2019). No B.S. (bad stats): Black people need people who believe in Black people enough not to believe every bad thing they hear about Black people. Brill.
*TurnerE. O.BenekeA. J. (2020). “Softening” school resource officers: The extension of police presence in schools in an era of Black Lives Matter, school shootings, and rising inequality. Race Ethnicity and Education, 23(2), 221–240. https://doi.org/10.1080/13613324.2019.1679753
*VianoS.CurranF. C.FisherB. W. (2021). Kindergarten cop: A case study of how a coalition between school districts and law enforcement led to school resource officers in elementary schools. Educational Evaluation and Policy Analysis, 43(2), 253–279. https://doi.org/10.3102/0162373721989290
120.
VoightA.NationM. (2016). Practices for improving secondary school climate: A systematic review of the research literature. American Journal of Community Psychology, 58(1–2), 174–191. https://doi.org/10.1002/ajcp.12074
121.
*WalkerL. A.BokenkampK.DevereauxT. S. (2022). Impact of school resource officer and/or security guard presence on Native American referrals and arrests in Montana’s schools. Affilia, 37(1), 62–78. https://doi.org/10.1177/0886109920985158
122.
WaltonG. (2010). The problem trap: Implications of Policy Archaeology Methodology for anti-bullying policies. Journal of Educational Policy, 25(2), 135–150. https://doi.org/10.1080/02680930903428630
123.
WardC. A. (2022). Reevaluating school policing. Virginia Law Review Online, 108, 152–173.
124.
*WeilerS. C.CrayM. (2011). Police at school: A brief history and current status of school resource officers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(4), 160–163. https://doi.org/10.1080/00098655.2011.564986
125.
*WeisburstE. K. (2019). Patrolling public schools: The impact of funding for school police on student discipline and long-term education outcomes. Journal of Policy Analysis and Management, 38(2), 338–365. https://doi.org/10.1002/pam.22116
126.
*WolfK. C. (2014). Arrest decision making by school resource officers. Youth Violence and Juvenile Justice, 12(2), 137–151. https://doi.org/10.1177/1541204013491294
127.
WolfK. C. (2018). Assessing students’ civil rights claims against school resource officers. Pace Law Review, 38(2), 215–259.
128.
*WolfeS. E.ChruscielM. M.RojekJ.HansenJ. A.KaminskiR. J. (2017). Procedural justice, legitimacy, and school principals’ evaluations of school resource officers: Support, perceived effectiveness, trust, and satisfaction. Criminal Justice Policy Review, 28(2), 107–138. https://doi.org/10.1177/0887403415573565
129.
WrightJ.WhitakerR. W.KhalifaM.BriscoeF. (2020). The color of neoliberal reform: A critical race policy analysis of school district takeovers in Michigan. Urban Education, 55(3), 424–447. https://doi.org/10.1177/0042085918806943
YoungM.ReynoldsA. (2017). Critically examining policy workers and policy work within state boards of education. In YoungM. D.DiemS. (Eds.), Critical approaches to education policy analysis: Moving beyond tradition (pp. 19–42). Springer.
*ZhangG. (2019). The effects of a school policing program on crime, discipline, and disorder: A quasi-experimental evaluation. American Journal of Criminal Justice, 44(1), 45–62. https://doi.org/10.1007/s12103-018-9440-z
134.
*ZirkelP. A. (2019). School resource officers and students with disabilities: A disproportional connection?Exceptionality, 27(4), 299–314. https://doi.org/10.1080/09362835.2019.1579725
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
