The School Based Partnership in Arlington, Texas
Local-Level Evaluation Results



By


Guisette Salazar Ph.D.
Project Evaluator



Edited by 
Craig D. Uchida
21st Century Solutions, Inc.






This report and project were supported by Grant No. 1999-CK-WX-K005 awarded by the 
Office of Community Oriented Policing Services, U.S. Department of Justice to 21st 
Century Solutions, Inc.  Points of view in this document are those of the authors and do not 
necessarily represent the official position or policies of the U.S. Department of Justice or 
the law enforcement agency involved in the study.

Copyright  by Craig D. Uchida and 21st Century Solutions, Inc.  The U.S. Department of 
Justice reserves a royalty-free, nonexclusive, and irrevocable license to reproduce, publish 
or otherwise use, and to authorize others to use, this document for Federal Government 
purposes. No part of this document may be reproduced in any forms, by any means 
(including electronic, photocopying, recording or otherwise) without the prior written 
permission of the U.S. Department of Justice and the authors.

Published by:
21st Century Solutions, Inc.
P.O. Box 12279
Silver Spring, MD 20908
(301) 438-3132
www.e-21stCenturySolutions.com
CDUchida@aol.com



The School Based Partnership Project in Arlington, TX

Background

The Arlington (TX) Police Department received its School Based Partnership grant from 
the COPS Office in 1998.  The department chose to work with the Arlington Independent 
School District, specifically Sam Houston High School on the problem of student truancy 
and its effect on the school and the environment.

Arlington City Police Department 
The Arlington Police Department serves a population of nearly 300,000 in Tarrant County, 
TX.  From 1997 to 2000 the department increased its sworn force by about 5 percent and 
its civilian force by 11 percent.  

Demographics

Number of Sworn officers
1997 484
1998 493
1999 497
2000 507

Number of civilian Employees
1997 149
1998 149
1999 158
2000 166

Community Based Policing History and Details
The Arlington Police Department adopted a community oriented policing philosophy in 
1987.  This philosophy is based on the fundamental understanding that the police 
department is in partnership with the community to identify and solve the problems.  In 
1996, the department further enhanced its commitment by implementing a geographic 
policing strategy within the department and throughout the community.  Geographic 
policing stresses community problem-solving through decentralization of officer 
assignments and 24-hour beat accountability.  The success of these efforts is dependent 
upon the cooperation of the police and the community to jointly identify and solve 
problems.  
Through geographic policing, the Arlington Police Department utilizes numerous 
strategies to communicate and encourage its community-oriented philosophy.  These 
strategies include:
1. Store-front policing: The police department implemented its first storefront 
operation in 1991 and has opened and staffed three additional storefronts.
2. Bicycle, scooter, and foot patrols: Officers assigned to bike, scooter, and foot 
patrols are assigned to high density housing areas, retail shopping areas, and 
other entertainment areas.  Of note is the South Cooper Street Corridor District, 
one of the busiest retail shopping centers in the state, which bicycle and scooter 
officers patrol full-time.  
3. School Programs: In partnership with the Arlington Independent School 
District, the police department provides both School Resource and DARE 
Programs to the youth of the city.  The Youth Service Program includes 16 
School Resource Officers, 9 DARE Officers and 3 Sergeants who provide 
service to more than 63,000 AISD students.  

Currently, there are numerous active projects, initiatives, and community partnerships that 
seek to address and solve community issues and problems.  The Arlington Police 
Department sponsors and participates with more than 270 crime watch groups citywide.  
The department was awarded the National Night Out Award for the 13th consecutive year.  
In addition, there are currently 10 active Citizens on Patrol groups that work closely with 
beat officers to identify and solve problems in our neighborhoods.  The department also 
continues to offer the Citizen Police Academy, High School Citizen Police Academy, and 
the Spanish Citizen Police Academy.  

Beat officers work closely with a variety of special groups throughout the city.  The City 
of Arlington hosts one of the most active Apartment Managers Coalitions in the 
Metroplex area.  This group meets monthly to discuss various issues within the apartment 
communities, as well as share and exchange information.  In 2000, the police department 
implemented a Crime-Free Multi-Housing Program Utilizing CPTED concept.  This 
program encourages apartment management and property owners to take a proactive stance 
toward crime preventions in multi-family and apartment complexes.  

The School Based Partnership Project
Participants
For the School-Based Partnership project, the Arlington PD worked closely with Sam 
Houston High School and the University of Texas.  The following people participated fully 
in the SBP Project:

Lieutenant Lisa Womack          Project Director		Arlington P.D.
Debra Carney			Research Analyst 		Arlington P.D.
Rickey Kempe		        Principal, SHHS		        Arlington, I.S.D*
Charles Lester 			Asst. Principal, SHHS		Arlington, I.S.D*
Eric Smedema 			Attendance Officer, SHHS	Arlington, I.S.D*
Toshua Williams			SRO, SHHS			Arlington, P.D.*
Carrie Harter			Research Consultant		UTA
	
Others also participated in selected portions of the project:

SHHS Student Council		Asst. Principal, SHHS		Arlington, I.S.D.
La Juan Grammar			School Resource Officer	Arlington, I.S.D.
Chavela Hampton			School Resource Officer	Arlington, P.D.
Don Kingen			School Resource Officer	Arlington, P.D.
Mario Gomez			School Resource Officer	Arlington, P.D.*
Jeff Lee			School Resource Officer	Arlington, P.D.
Christa Roan			School Resource Officer	Arlington, P.D.*
Teresa (Kebart) Lopez		School Resource Officer	Arlington, P.D.
School Resource Unit		Arlington, P.D.
East Patrol Division		Day and Evening Shifts	Arlington, P.D.

*No longer employed in listed position

Sam Houston High School

Sam Houston High School includes 2,546 students and 214 teachers, administrators, and 
clerical staff.  Sam Houston High School is populated by a large minority student 
population -- almost 70% are minorities. 

1998-1999 School Year
Students
2397
Administrators
14
Teachers
141
Clerical Staff
40

1999-2000 School Year
Students
2546
Administrators
16
Teachers
160
Clerical Staff
38


Past Relationship With Police
The Arlington Police Department has had a strong relationship with the Arlington 
Independent School District for a very long time through the School Resource Program.  
The School Resource Program began in the late 1970s with 2 grant-funded positions.  
Since that time, the program has expanded to 16 officers and 2 sergeants.  The 1997-98 
school year saw the first assignment of the School Resource Officers (SRO) full-time at 
the high school level.  Prior to that year, SROs were assigned to each junior high school 
campus with assistance provided to the high school on a part time basis.  
Sam Houston High School (SHHS) has enjoyed and fostered a strong relationship with 
each SRO assigned to the campus.  A critical incident occurred on the campus during the 
1997-98 school year that required the police and the school district to work together to 
address community concerns.  That incident proved to further strengthen the working 
relationship between the two entities.  The SRO routinely works with school staff to 
address of on- and off- campus crimes relating to students, faculty, and staff.  In addition, 
SHHS administrative staff members meet with police department patrol division 
supervisors several times throughout each school year to discuss neighborhood and 
community issues.  

Major Issues in the School
For the 1998-1999 school year, it was determined that one of the major issues facing Sam 
Houston High School was the rising truancy rate and reduction in overall school 
attendance.  Besides the truancy and non-attendance issues, other factors were also present.  
During 1998-99, there were a total of 142 incidents reported to the police at Sam Houston 
High School.  Of that, 80 percent- 85 percent were misdemeanor level incidents including: 
fighting, assaults, disorderly, conduct, criminal mischief, and criminal trespassing.  Felony 
level offenses included: aggravated assault, motor vehicle theft, and possession of a 
controlled substance.  While no particular trends or patterns were noted in any of these 
categories, gang activity was a prevalent concern as a contributing factor.  Responses to the 
truancy / student non-attendance issues were implemented during the 1999-00 school year.  
Additional issues to those of the prior year were present.  

Implementation of Problem Solving
Scanning. The nature of the problem initially identified was student truancy and its effect 
on the community and the school environment.  The scanning phase was conducted by Lt. 
Lisa Womack, Project Advisor.  

The problem was identified utilizing various sources of input.  During the 1997-98 school 
year, it was recognized by the Arlington Independent School District and the Arlington 
Police Department that the level of truancy and student non-attendance was growing, 
particularly at one of the five (5) high school campuses  Sam Houston High School.  

During the 1997-98 school year, the daily attendance rate at Sam Houston High School 
(SHHS) dropped to a district low of 89 percent.  This was the first time that any school had 
dropped below at least a 90% average daily attendance rate.  In addition, the number of 
complaint calls received by the police department regarding groups of juveniles hanging 
out around local businesses adjacent to SHHS began to increase.  Local business owners 
also call the administrative staff of SHHS to complain about students out of school during 
normal school hours.  Complaints included such problems as loitering, graffiti, criminal 
mischief, fights, and loud disturbances.  

In May 1998, an informal survey was taken utilizing the School Resource Unit of the 
Arlington Police Department.  The officers were asked to identify the number one problem 
facing the school environment and the School Resource Unit.  In a vote of 10-0, the 
officers identified the issue of truancy as the number one issue to be addressed.  In 
addition, discussion meetings were held with AISD school administrators, Sam Houston 
High School Principal Rickey Kempe and Jerry McCullough, Deputy Superintendent of 
Schools.  McCullough indicated with urgency the need to address the growing problem of 
truancy and student non-attendance and agrees to participate in the project.  Furthermore, 
Debra Carney, Project Research Analyst, conducted a review if current literature regarding 
truancy as it relates to crime and delinquency.  

The initial level of diagnosis was based on preliminary analysis of basic data, anecdotal 
information from school administrators, officers, and interviews with local business 
owners/manages.  The issue of student truancy/non-attendance as it relates to crime and 
public disorder was chosen as the focus of this SARA project.  In order to adequately 
address the problem, the unit of analysis was limited to Sam Houston High School and the 
surrounding community.  

Analysis.  Several individuals were involved in various capacities during the analysis 
phase.  Debra Carney, crime analyst with the Arlington Police Department and the primary 
project analyst, generated the report.  Carrie Harter provided assistance in the preparation 
and collection of date from all focus groups.  Charles Lester, Assistant Principal of Sam 
Houston High School, served as the school-based partner and liaison, and provided 
assistance in survey and focus group sample selections.  Sgt. Lisa Womack served as a 
project director overseeing all activities conducted and reviewed the analysis report.  Dr. 
Guisette Salazar evaluated the progress of the analysis phase, offering guidance on analysis 
and the methodology.  

The data were collected using various data gathering methods: self-report methods such as 
surveys, focus groups, interview were used as well as traditional secondary data such as 
attendance and biographical data, and police calls for help information from the police 
department.  The following populations were surveyed: student leaders, general student 
populations, and faculty.  Focus groups were conducted with the following clusters: 
Student Leadership Class, truant and/or non-attending students, faculty, AISD security 
officers, and area residents.  Interviews were conducted with two particular groups.  In-
person interviews were carried out with the immediate area business owners, 
representatives, and managers and area residents.  Area residents were interviewed by 
telephone.  Police calls for service data were generated by the police department, and 
attendance and biographical data generated by the Arlington independent School Districts.  

The sources of the information for this study were: (1) student population consisting of 
student leaders, truant students, and the general student population; (2) faculty; (3) AISD 
security officers; (4) business owners, representatives and managers; (5) area residents.  In 
summary, offenders, victims, and location-area were considered in this project.  The 
scanning and analysis phase lasted throughout the 1998-1999 school year, about 10 
months.  

The only obstacles faced by the researcher in the data collection phase related to the 
location/environment subject, mainly the area businesses.  The initial data approach 
planned for this population was to hold focus groups.  However, no one attended.  
Accordingly, the solution was to have personal face-to-face interviews with the individual 
businesses.  

Response.  The research outcome clearly indicated a positive correlation between truancy- 
non-attendance and crime-public disorder.  The research results led to the conclusion that 
for the response to effective it had to consist of a joint venture between local law 
enforcement, area business owners, residents, and the Arlington Independent School 
District and had to be on a continuous basis.  Officially the response was initiated after the 
analysis phase and is on-going.  The response phase comprises several elements:
- Equipment: new information system for the school: SASI (School Administrative 
Student Information) system.
- Security: security cameras where updated and number increased, and an electric 
utility vehicles to control the campus has been added making increasing the total to 
two.  
- Crime prevention through Environmental Design (CPTED)- limiting entry and exit 
of students during lunchtime.  
- Schedule changes for students regarding lunch times where students are now 
assigned a specific lunch period that corresponds the their grade level.  
- Increased teacher accountability in attendance tracking.
- Project PACT- Partners Against Chronic Truancy: a multi faceted problem-solving 
program designed to address the issues including all stakeholders in the program 
and response process.  It entails personal contact between school administrators, 
uniformed police officers, and the parents of truant children.  Two nights a week, 
for a period of six weeks, a school representative and a uniformed police officer 
will attempt to contact the parents and the truant students to establish a 
communication pattern between all partied involved and deliver a written 
notification of non-attendance.  
- Business education consisting of the following strategies: membership of all area 
businesses in PACT, distribution of informational documents about the program 
encouraging business owners to only allow students to enter their businesses during 
after- school hours; distribution of posters targeting truancy including information 
about notification of law enforcement of the presence of truant students.

This phase did not encounter any obstacles and the cooperation enjoyed by all parties and 
stakeholders involved in the process were remarkable. 

Assessment.  Debra Carney, Research Analyst with Arlington PD, conducted the 
assessment segment.  In this stage the initial data gathering methods and sources were 
replicated to assess possible differences or changes in the records, attitudes, perceptions, 
and behaviors of the study participants that could be attributed to the response (s) 
implemented.  The data were collected again through surveys, focus groups, interviews, 
and traditional secondary data such as attendance rates, biographical information, and 
police department records of calls for service.  Several individuals and groups were 
involved in this phase and include: Carrie Harter, research assistant to Debra Carney; 
Charles Lester, assistant principal of Sam Houston High School; Sam Houston general 
student population; student leadership class; truant and/or non- attending students; Sam 
Houston faculty; AISD security officers; area residents; and area business owners.  

The relationship between the Arlington Police Department, The Arlington Independent 
School District (AISD) and the Sam Houston High School officials is a strong and 
successful partnership involving mutual respect and collaboration.  These entities have 
been working together since 1978 when the School Resource Unit was created.  Since then 
they have collaborated on several undertakings addressing youth and student concerns in 
and around the school and throughout the city.  

Impact of the Project 
The assessment produced records that show reductions on most variables analyzed for the 
1999-2000 school year.  First, Sam Houston student attendance rates increased by 2.09 
percent.  Second, a decrease in total selected calls for service during school hours of 28 
percent with a more than 50 percent reduction in certain call types such as theft and 
disturbance/loud noise transgressions.  The decrease is equally impressive on calls for 
assault- 44 percent; criminal mischief- 48 percent; criminal trespass- 44 percent; and motor 
vehicle theft- 46 percent.  

There was an increase in calls reporting disturbances and suspicious persons.  This 
occurred because of the increased awareness of the problem and requests by the police 
department and school officials for the neighbors and area businesses to report student 
activities.  The increase in callers reporting these incidents shows that the area is more 
receptive to enlisting police help and reporting students.  

The interviews conducted with the area business owners and managers detail an increased 
level of satisfaction with the changes and decreased level of fear of victimization from 
truant students.  The respondents also reported a 56 percent decrease in offenses committed 
against them or their property.  

Overall, the follow-up interviews and surveys show an increased satisfaction with the 
implemented methods and results so far on campus and in neighboring areas from the Sam 
Houston High School faculty, officials, general student population, school security officers 
and resident businesses.  

Overall Recommendations and Conclusions
The following recommendations were made based on the results obtained through the 
assessment and evaluation of the School Based Partnership Project:
- Extend the major components of the PACT throughout the school district for the 
2000-2001 school year;
- Expand the program city-wide by educating other business about the problem.

A final comment regarding the school-based problem is that in order for any approach to 
be effective, it has to be a comprehensive and long-term response.  Comprehensive in that 
it includes all students, school faculty and officials, parents, area businesses and residents, 
and the police department.  Long term because this is not a problem that can be dealt with 
by introducing a response once during one school year and expect the impact to continue 
school year after school year.  The problem really is a community problem not only a 
school issue.