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Cited by 212Policing Practices and PerceptionsEducation Discipline and InequalityCrime Patterns and Interventions

The DOI matches its Crossref record; 76 of the 77 references it cites were found in a registry or an index.

Aggressive Policing and the Educational Performance of Minority Youth

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Legewie, Joscha, Fagan, Jeffrey·2019·American Sociological Review
DOI 10.1177/0003122419826020

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Abstract

An increasing number of minority youth experience contact with the criminal justice system. But how does the expansion of police presence in poor urban communities affect educational outcomes? Previous research points at multiple mechanisms with opposing effects. This article presents the first causal evidence of the impact of aggressive policing on minority youths’ educational performance. Under Operation Impact, the New York Police Department (NYPD) saturated high-crime areas with additional police officers with the mission to engage in aggressive, order-maintenance policing. To estimate the effect of this policing program, we use administrative data from more than 250,000 adolescents age 9 to 15 and a difference-in-differences approach based on variation in the timing of police surges across neighborhoods. We find that exposure to police surges significantly reduced test scores for African American boys, consistent with their greater exposure to policing. The size of the effect increases with age, but there is no discernible effect for African American girls and Hispanic students. Aggressive policing can thus lower educational performance for some minority groups. These findings provide evidence that the consequences of policing extend into key domains of social life, with implications for the educational trajectories of minority youth and social inequality more broadly.

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Crossref · 10.1177/0003122419826020

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Citations

Cites

Research works printed but not linked: 7

  1. Barrett John Q., 1998, St. John’s Law Review, 72, 749
  2. Darling Nancy, 1997, Neighborhood Poverty, 2
  3. Fagan Jeffrey, 2016, Fordham Urban Law Journal, 43, 539
  4. Figures Kalisha D., Socius
  5. Greene Jack R., 2000, Policies, Processes, and Decisions of the Criminal Justice System, 3, 299
  6. Meyer Bruce D., 1995, Journal of Business & Economic Statistics, 13
  7. Wilson James Q., 1982, Atlantic Monthly, 29

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Metadata

Authors
Legewie, J., & Fagan, J.
Affiliations
  • Harvard University (US)
  • Columbia University (US)
Corresponding author
Legewie, Joscha
ORCID
Legewie, Joscha
Venue
American Sociological Review
Publisher
SAGE Publications
Published
2019-02-11
Volume
84
Issue
2
Pages
220-247
ISSN
  • 0003-1224 (ISSN-L)
  • 1939-8271
DOI
10.1177/0003122419826020
OpenAlex
W2911298465
Cited by
212
References
77
Citations by year
2026: 8 · 2025: 15 · 2024: 36 · 2023: 33 · 2022: 40 · 2021: 26 · 2020: 41 · 2019: 10
FWCI
123.71
Type
journal article
Language
en
Open access
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • American Sociological Review (publishedVersion)
  • bepress Legal Repository (submittedVersion)
  • SocArXiv (OSF Preprints) (submittedVersion)
  • SocArXiv (OSF Preprints) (submittedVersion, cc-by)
Topics
  • Social Sciences › Political Science and International Relations › Policing Practices and Perceptions
  • Social Sciences › Education › Education Discipline and Inequality
  • Social Sciences › Sociology and Political Science › Crime Patterns and Interventions
Keywords
aggressive policing, academic performance, minority youth, African American boys, test scores, urban poverty, order maintenance policing, racial inequality in education, New York City Police Department, adolescent achievement

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