Assessing the Relevance of Statistics and Crime Analysis Courses for Working Crime Analysts

Abstract

Crime analysts study criminal activity and police function to improve performance. Analysts inform operations, aid resource allocation, and evaluate programs. These tasks require high levels of statistical literacy. Given that most analysts are college-educated civilians, college coursework in statistics and/or crime analysis may represent the foundational knowledgebase within the profession. However, little research has attempted to determine if coursework teaches the skills needed by analysts. Underlying this issue is a limited understanding about what technical skills crime analysts regularly use. Analyzing parallel surveys of 98 criminal justice educators and 146 crime analysts, this study compares the skills taught in undergraduate-level statistics and crime analysis courses to those used by analysts. Comparisons are made between perceptions of the value of coursework. Results indicate discrepancies between the orientation of coursework and the needs of analysts which underscore differences in the perceived relevance of statistics education. Recommendations are discussed.

The Current and Potential Role of Crime Analysts in Evaluations of Police Interventions: Results From a Survey of the International Association of Crime Analysts

“…Only 12 respondents reported working for an agency outside the United States, with one additional respondent not reporting agency location. Based on descriptive statistics reported in prior research, the demographics of our sample are reflective of the total IACA membership (IACA, 2011) and of the respondents included in prior surveys of the IACA (Belledin & Sherman, 2009; Kringen et al., 2016; Wartell & Gallagher, 2012). The average length of time as an analyst in our sample was 8.55 years, which was slightly higher than the average time as an analyst in previous IACA surveys (Belledin & Sherman, 2009; Wartell & Gallagher, 2012).…”

“…Outside of these studies, we are unaware of any research that systematically measures and compares crime analyst training across different aspects of the profession (e.g., strategic analysis, tactical analysis, etc.). In addition, Kringen et al (2016) focused on the relevance of statistics and crime analysis courses to the crime analysis profession but did not measure the application of applied skills to program evaluation. Therefore, the preparedness of crime analysts to conduct program evaluation, as compared with other aspects of the profession, remains an open question.…”

“…In general, research suggests that crime analysts lack training in important skills related to the profession, with on-the-job training the most common manner by which analysts develop their skillset (O’Shea & Nicholls, 2003). Kringen, Sedelmaier, and Elink-Schuurman-Laura (2016) conducted a more detailed assessment of statistical training of crime analysts through a survey of 98 criminal justice educators (identified through the Academy of Criminal Justice Sciences) and 146 crime analysts (identified through the IACA). While about 76% of crime analyst respondents reported taking undergraduate statistics classes, results suggest that statistical training offered by colleges and universities did not address common needs of the crime analysis profession (Kringen et al., 2016).…”

“…Kringen, Sedelmaier, and Elink-Schuurman-Laura (2016) conducted a more detailed assessment of statistical training of crime analysts through a survey of 98 criminal justice educators (identified through the Academy of Criminal Justice Sciences) and 146 crime analysts (identified through the IACA). While about 76% of crime analyst respondents reported taking undergraduate statistics classes, results suggest that statistical training offered by colleges and universities did not address common needs of the crime analysis profession (Kringen et al., 2016). Outside of official classroom training, on-the-job instruction was the most commonly reported form of statistics training.…”

Creating optimal patrol areas using the P-median model

“…The allocation model in Mitchell (1972), as well as more recent extensions (Bucarey et al , 2015; Curtin et al , 2005; Camacho-Collados et al , 2015; Leigh et al , 2017; Zhang and Brown, 2014), are typically formulated using integer linear programming models. Linear programming models are within the domain of operations research (Maltz, 1996), but are not typically taught to students in the social sciences (Kringen et al , 2017).…”