在学校威胁评估后的执法行动中的公平性
Dewey G Cornell1, Jennifer Maeng1, Sonja D Winter2
1School of Education and Human Development, University of Virginia.
Law and human behavior
|August 18, 2025
概括
学校的行为威胁评估和管理 (BTAM),涉及执法部门,导致逮捕率较低,学生不论种族,收入或残疾都获得公平的结果. 这支持BTAM团队的安全和公平使用.
科学领域:
- 教育心理学教育心理学
- 犯罪学 犯罪学
- 公共卫生 公共卫生
背景情况:
- 行为威胁评估和管理 (BTAM) 是一种在美国学校实施的暴力风险评估策略.
- 人们担心学生不当行为可能会被定罪,由于执法部门参与BTAM,有色人种学生和残疾人学生之间的差距加剧.
- 现有的关于学校威胁评估中的执法行动的研究有限.
研究的目的:
- 在接受威胁评估的学生中调查基于学校的执法行动 (逮捕,法庭指控,监禁) 的普遍性和差异性.
- 评估学生特征 (种族/族裔,收入,残疾) 与在BTAM框架内的执法行动之间的关联.
- 检查学校层面的因素和学生层面的威胁分类对执法参与的影响.
主要方法:
- 一项定量研究分析了来自1,646所学校的18411名佛罗里达州学生的数据,这些学生使用了综合学校威胁评估指南进行了威胁评估.
- 贝叶斯的多层次物流回归模型被用来评估执法行动的变化.
- 学生级退行者包括人口统计和威胁分类;学校级特征也被考虑.
主要成果:
- 大约1%的参与威胁评估的学生经历了执法行动.
- 执法行动主要与学生的年级水平和评估威胁的严重性有关.
- 根据学生的种族/种族,家庭收入或残疾状况,没有发现执法行动的显著差异.
结论:
- 调查结果表明,涉及执法人员的学校威胁评估小组并不一定会导致逮捕率高或不公平的结果.
- 结果与之前的研究一致,表明BTAM,当与官员一起实施时,可以在各种学生群体中公平地应用.
- 这项研究为正在进行的政策讨论提供了证据,这些讨论涉及执法部门在学校安全和威胁评估中的作用和影响.
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