JOURNAL ARTICLE

A content analysis of memoranda of understanding between Texas Public School Districts and law enforcement agencies.

  • Published In: Policing: A Journal of Policy & Practice, 2024, v. 18. P. 1 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Valerio, Lacette R; Vaughn, Margaret Ashley; Ekren, Elizabeth; Barnes, Valerie R 3 of 3

Abstract

This article focuses on the content analysis of school-based law enforcement (SBLE) memoranda of understanding (MOUs) in Texas, where contracted SBLE programs are prevalent in K-12 schools. Analyzing 289 MOUs using 40 provision-derived codes across five categories—contract logistics, responsible parties, officer logistics, officer duties, and officer roles—the study finds that while most MOUs address a broad range of provisions, they often lack detailed enumeration of officer duties and programmatic elements linked to improved outcomes. The research aims to clarify how MOUs define SBLE programs in Texas, support further study of SBLE structures and effects, and offer recommendations to enhance these agreements.

Additional Information

  • Source:Policing: A Journal of Policy & Practice. 2024/01, Vol. 18, p1
  • Document Type:Article
  • Subject Area:History
  • Publication Date:2024
  • ISSN:1752-4512
  • DOI:10.1093/police/paae019
  • Accession Number:184072872
  • Copyright Statement:Copyright of Policing: A Journal of Policy & Practice is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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