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

Abstract

Little is known collectively about the contents of school-based law enforcement (SBLE) memoranda of understanding (MOUs), despite emerging evidence they may improve program operation. Using Texas as an exploratory case study, where contracted programs are the most common form of SBLE in K-12 schools, this study conducts a content analysis of all known state SBLE MOUs (289), examining them using 40 provision-derived codes grouped in five topical categories (contract logistics, responsible parties, officer logistics, officer duties, and officer roles). Findings show that most MOUs cover a wide breadth of provisions, but could expand enumerating officer duties and programmatic qualities that literature associates with improved SBLE outcomes, as well as spreading awareness of provisions among stakeholders. The goals of the study are to understand how MOUs define SBLE programs in Texas, provide a foundation for further research examining SBLE program structures and outcomes, and make general recommendations for enhancing SBLE MOUs.