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Positive Youth Development in a School-Based Setting a Study of the Los Angeles Police Academy Magnet School Program

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Positive Youth Development in a School-Based Setting a Study of the Los Angeles Police Academy Magnet School Program CHILDREN AND FAMILIES The RAND Corporation is a nonprofit institution that helps improve policy and EDUCATION AND THE ARTS decisionmaking through research and analysis. ENERGY AND ENVIRONMENT HEALTH AND HEALTH CARE This electronic document was made available from www.rand.org as a public service INFRASTRUCTURE AND of the RAND Corporation. TRANSPORTATION INTERNATIONAL AFFAIRS LAW AND BUSINESS Skip all front matter: Jump to Page 16 NATIONAL SECURITY POPULATION AND AGING PUBLIC SAFETY Support RAND SCIENCE AND TECHNOLOGY Browse Reports & Bookstore TERRORISM AND Make a charitable contribution HOMELAND SECURITY For More Information Visit RAND at www.rand.org Explore the Pardee RAND Graduate School View document details Limited Electronic Distribution Rights This document and trademark(s) contained herein are protected by law as indicated in a notice appearing later in this work. This electronic representation of RAND intellectual property is provided for non- commercial use only. Unauthorized posting of RAND electronic documents to a non-RAND website is prohibited. RAND electronic documents are protected under copyright law. Permission is required from RAND to reproduce, or reuse in another form, any of our research documents for commercial use. For information on reprint and linking permissions, please see RAND Permissions. This product is part of the Pardee RAND Graduate School (PRGS) dissertation series. PRGS dissertations are produced by graduate fellows of the Pardee RAND Graduate School, the world’s leading producer of Ph.D.’s in policy analysis. The dissertation has been supervised, reviewed, and approved by the graduate fellow’s faculty committee. Dissertation Positive Youth Development in a School-Based Setting A Study of the Los Angeles Police Academy Magnet School Program Shannon Maloney C O R P O R A T I O N Dissertation Positive Youth Development in a School-Based Setting A Study of the Los Angeles Police Academy Magnet School Program Shannon Maloney This document was submitted as a dissertation in September 2014 in partial fulfillment of the requirements of the doctoral degree in public policy analysis at the Pardee RAND Graduate School. The faculty committee that supervised and approved the dissertation consisted of Gery Ryan (Chair), Joie Acosta, and Anita Chandra. PARDEE RAND GRADUATE SCHOOL The Pardee RAND Graduate School dissertation series reproduces dissertations that have been approved by the student’s dissertation committee. The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND’s publications do not necessarily reflect the opinions of its research clients and sponsors. R® is a registered trademark. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Copies may not be duplicated for commercial purposes. Unauthorized posting of RAND documents to a non-RAND website is prohibited. RAND documents are protected under copyright law. For information on reprint and linking permissions, please visit the RAND permissions page (http://www.rand.org/publications/permissions.html). Published 2015 by the RAND Corporation 1776 Main Street, P.O. Box 2138, Santa Monica, CA 90407-2138 1200 South Hayes Street, Arlington, VA 22202-5050 4570 Fifth Avenue, Suite 600, Pittsburgh, PA 15213-2665 RAND URL: http://www.rand.org/ To order RAND documents or to obtain additional information, contact Distribution Services: Telephone: (310) 451-7002; Fax: (310) 451-6915; Email: [email protected] Table of Contents Acknowledgements…………………………………………………………………………..…………………..Page v Introduction…………………………………………………………………………………………………………..Page vii Chapter 1: Positive Youth Development…………………………………………………………………Page 1 Chapter 2: The Los Angeles Police Academy Magnet School Program: A Public School-Law Enforcement Partnership that Promotes Positive Youth Development………………….Page 25 Chapter 3: Study Aims and Approach…………………………………………………………………….Page 37 Chapter 4: LAPAMS and Positive Youth Development……………………………………………Page 56 Chapter 5: Police officers in the LAPAMS program………………………………………………..Page 87 Chapter 6: LAPAMS Program Exposure, Officer Quality and Selected Youth Outcomes……………………………………………………………………………………………………………….Page 109 Chapter 7: Discussion……………………………………………………………………………………………..Page 132 APPENDIX……………………………………………………………………………………………………………….Page 151 Chapter 1…………………………………………………………………………………………………….Page 151 Chapter 3…………………………………………………………………………………………………….Page 154 Chapter 4…………………………………………………………………………………………………….Page 196 Chapter 5…………………………………………………………………………………………………….Page 208 Chapter 6…………………………………………………………………………………………………….Page 214 REFERENCES……………………………………………………………………………………………………………Page 218 iii Acknowledgements So many people have helped to make this dissertation possible, it is difficult to thank them all. I want to thank Gery Ryan, my committee chair, for his unending patience, enthusiasm and optimism. No one could ask for a better cheerleader or guide. Thank you for saving me from multiple meltdowns. Thank you to Joie Acosta and Anita Chandra, my committee members whose wisdom, experience and discipline drove me to constantly push myself harder. Thank you to Roberta Weintraub and the LAPAMS Foundation for the funding and support to make this dissertation possible. Thank you to the LAPAMS staff, LAUSD and LAPD for opening their doors, taking the time to speak with me and giving me their student and staff time. Thank you to the students and staff at LAPAMS who agreed to participate in the study. Thank you to Jeremy Miles, who patiently walked me through the challenges I faced with factor analysis in R and answering every question I posed, no matter how ridiculous. Thank you to the administration at Pardee RAND Graduate School for their flexibility and support, which allowed me to finish this work regardless of how strange life became sometimes. Thank you to Aviva for being my accountability partner when I needed it most and knowing just when I needed a little extra dose of reality and/or encouragement. Thank you to my husband, Sambhu, for your encouragement and unshaking belief in me, for your patience with my frustration/complaints and for giving me whatever I asked of you so that I could finish this thing and sometimes even giving it without having to be asked. This journey would not have been nearly as fun without you. v Introduction Positive Youth Development The positive youth development movement has gained traction as an approach that orients youth programs toward facilitating pro-social and forward-looking behavior in youth. The movement arose as an alternative to traditional youth programs, like anti-drug and anti-gang campaigns, which tended to emphasize preventing or reducing unwanted behaviors. Positive youth development models focus on helping youth develop traits that correlate with satisfied and productive adulthood – and concomitantly protect against risky behaviors during adolescence. Although a cohesive and concise definition of positive youth development program has not yet been established, several current models (detailed in Chapter 1) show a high level of agreement. Generally, positive youth development programs emphasize youth empowerment and involvement, focus on skill development and character building, incorporate community collaboration at multiple levels and include positive adult role models and mentors that interact with youth in meaningful ways. Research has shown that youth exposed to programs with these features are more likely to demonstrate traits associated with development along a positive life trajectoryi,ii. A positive life trajectory in this context represents a life free from substance abuse and violence, while simultaneously rich with meaningful relationships, a healthy sense of self, satisfying career, and clear ties to one’s larger community. While the current state of research on PYD finds positive links between PYD features and positive youth outcomes, less is known about modes of delivery of positive youth development approaches. The bulk of positive youth development studies have focused on out-of-school programs, typically voluntary after-school or weekend clubs and activities that youth can join. But the potential exists to expand the reach of positive youth development approaches by examining PYD features in a public school setting. Research into this area can provide insight into whether PYD approaches show similar positive relationships with youth outcomes when delivered in a school setting, whether youth value PYD features in school settings and unique considerations for implementing a PYD approach in public schools. The Los Angeles Police Academy Magnet School Program Operating in two middle schools and five high schools in the greater Los Angeles area, the Los Angeles Police Academy Magnet School Program (LAPAMS) is a law enforcement preparatory program that fosters the intellectual, physical and ethical traits of ideal Los Angeles Police Department (LAPD) officers. The program, which is taught in schools and borrows extensively from the LAPD police training program, exists as a partnership between the LAPD, the Los Angeles Unified School District (LAUSD) and the LAPAMS Foundation. Students apply for admission to LAPAMS, which serves as a full-time middle or high school experience, as any other LAUSD magnet. vii The LAPD supplies each LAPAMS school with a police officer, who works alongside the school’s magnet coordinator to design, oversee and implement the day to day program
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