Academic and Behavioral Consequences of Visible Security Measures in Schools

• In Event: School Security and Surveillance: Patterns and Impacts

Abstract

Background and Objectives: In an attempt to create safe environments for students, many schools have turned to visible security measures such as security cameras, metal detectors, and law enforcement officers. Yet there is a noticeable dearth of rigorous empirical research examining the effects of those security measures on student outcomes. This presentation will present findings from a recently completed study using rigorous quasi-experimental research methods to examine the patterns of security measure utilization in U.S. schools, and how those security measures are related to students’ perceived school safety, academic, and behavioral outcomes.

Theoretical Framework: Theories of deterrence and criminalization offer competing perspectives in terms of the effects of visible security measures on student outcomes. Deterrence theories suppose school security and surveillance will have beneficial effects on outcomes by deterring criminal and delinquent behavior, whereas theories of criminalization posit that security mechanisms may produce detrimental effects on student outcomes in certain environments. Given these competing theoretical perspectives, we have taken an exploratory approach to examining the effects of school security measures on student outcomes.

Methods: We use cross-sectional data from two large national surveys – the School Crime Supplement (SCS) to the National Crime Victimization Survey and the School Survey on Crime & Safety (SSOCS). The SCS analytic sample includes over 40,000 student-reported responses collected at five time-points (1999, 2001, 2003, 2005, 2007). The SSOCS analytic sample includes over 6,000 principal- and administrator-reported responses collected at four time points (1999/00, 2003/04, 2005/06, 2007/08). We use latent class analysis to identify and describe the most common school security utilization patterns in both data sources. Generalized linear models with inverse propensity score weighting are then used to estimate the effects of school security measures on student perceived safety, academic, and behavioral outcomes.

Results: Results from the latent class analyses failed to produce convergent results in the student-reported SCS survey and the administrator-reported SSOCS data. However, results from the administrator-reported SSOCS data, provided strong evidence of five security utilization patterns with varying levels of surveillance and monitoring. Results from the generalized linear models indicated variability in the effects of school security measures on student outcomes across the multiple types of security measures and the multiple student outcomes. For instance, some types of school security measures (e.g., metal detectors) were associated with lower levels of students’ perceived safety at school, and worse student academic and behavioral outcomes, even after controlling for other possible confounding characteristics. Other school security measures (e.g., locker checks/contraband sweeps) had minimal effects on student outcomes, and still others (e.g., security guards) had some positive effects on student outcomes such as attendance and school participation. Overall, results indicated variability in the effects of school security measures on student outcomes.

Significance: Understanding how visible security measures are associated with student outcomes is important for identifying malleable contextual factors that can enhance or inhibit learning outcomes. We will discuss our findings in light of recent policy discussions regarding the adoption of specific school security and surveillance mechanisms.

Authors

• Emily Tanner-Smith, Vanderbilt University

• Mark W. Lipsey, Vanderbilt University