Journal of Youth and Adolescence

, Volume 45, Issue 1, pp 195–210 | Cite as

Visible School Security Measures and Student Academic Performance, Attendance, and Postsecondary Aspirations

  • Emily E. Tanner-SmithEmail author
  • Benjamin W. Fisher
Empirical Research


Many U.S. schools use visible security measures (security cameras, metal detectors, security personnel) in an effort to keep schools safe and promote adolescents’ academic success. This study examined how different patterns of visible security utilization were associated with U.S. middle and high school students’ academic performance, attendance, and postsecondary educational aspirations. The data for this study came from two large national surveys—the School Crime Supplement to the National Crime Victimization Survey (N = 38,707 students; 51 % male, 77 % White, MAge = 14.72) and the School Survey on Crime and Safety (N = 10,340 schools; average student composition of 50 % male, 57 % White). The results provided no evidence that visible security measures had consistent beneficial effects on adolescents’ academic outcomes; some security utilization patterns had modest detrimental effects on adolescents’ academic outcomes, particularly the heavy surveillance patterns observed in a small subset of high schools serving predominantly low socioeconomic students. The findings of this study provide no evidence that visible security measures have any sizeable effects on academic performance, attendance, or postsecondary aspirations among U.S. middle and high school students.


Academic performance Educational aspirations Propensity scores School attendance School security School surveillance 



The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120181 to Vanderbilt University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. The authors would also like to thank Mark Lipsey and two peer reviewers for their comments on earlier drafts of the manuscript.

Author Contributions

ETS conceived of the study, participated in its design and coordination and drafted the manuscript; BWF participated in the analysis and interpretation of the data and helped to draft the manuscript. All authors read and approved the final manuscript. All authors declare no conflicts of interest.


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Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  1. 1.Department of Human and Organizational Development, Peabody Research InstituteVanderbilt UniversityNashvilleUSA
  2. 2.Department of Human and Organizational DevelopmentVanderbilt UniversityNashvilleUSA

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