This report analyzes data from the U.S. Department of Education’s 2017-18 Civil Rights Data Collection (CRDC), the 2019 California Racial and Identity Profiling Act (RIPA) Stops dataset, and data from Stockton Unified School District on police in schools. The data conclusively show harmful and discriminatory policing patterns in schools. School police contribute to the criminalization of tens of thousands of California students, resulting in them being pushed out of school and into the school-to-prison pipeline. Critically, the data suggest that schools underreport the number of assigned law enforcement officers, so these problems are likely even more severe.
No school in California should have a permanent police officer. School districts should not be able to create their own police departments or reserve forces, nor should they coordinate with any outside law enforcement agency to station law enforcement on a school campus.
To achieve justice for our youth and to provide them with the education they deserve, we must reevaluate the entire system: reimagining safety without police and school hardening measures, reinvesting in the positive supports that actually help our students, and fundamentally changing the culture of our schools.
This report—which relies on an extensive literature review and interviews with prosecutors around the country—begins to catalog current AI uses...
This is a policy framework for police use of robots, including ground robots and unmanned aerial vehicles (“UAVs”), also known...
The expanding surveillance and criminalization of mutual aid, selfmanaged care, and bodily autonomy, and the growing attempts to criminalize pregnant...
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