The New York City Police Cadet Corps Evaluation Technical Report by Antony Pate Edwin €, Hamilton September 1992 IP POLICE FOUNDATION‘The Police Foundation isa private, independent, nonprofit organization established by The Ford Foundation in 1970, and dedicated to supporting innovation and improvement in policing. The Police Foundation’s research findings are published as an information service. This study was conducted under grant number 8640-CX-0025 from the National Institute of Justice, Office of Justice Programs, U.S. Department of Justice. Points of view Cr opinions in this document are those ofthe authors and do not necessarily represent the official position or policies of the U.S. Department of Justice. For information about the Police Foundation, its programs, or publications, contact us at Police Foundation 1201 Connecticut Avenue, N.W. ‘Washington, D.C. 20036 (202) 833-1460 fax: (202) 659-9149 email: pfinfo@policefoundation.org, ©1992 by the Police Foundation. All rights including translation into other languages, reserved under the Universal Copyright Convention, the Beme Convention for the Protection of Literary and Artistic Works and the international and Pan American Copyright Conventions. Permission to quote readily grantedTABLE OF CONTENTS ACKNOWLEDGEMENTS EXECUTIVE SUMMARY . . 4 avTRopucTION .. 4 HIGHER EDUCATION AND THE POLICE . The Background ...... The Arguments for Education | The Counterarguments . The Evidence ........ 1M. THE NEW YORK CITY POLICE CADET CORPS CONCEPT . Origins score eereatas Objectives Stages of the Program || WV. EVALUATION DESIGN Goals . Evalustion Activities Measures .... Analysis . V. THE PROGRAM IN ACTION . Recruitment .. Sources of Information Reasons for Entry Training... Assignment to Precincts . Friday Sessions Attitudes About the Program Status of Cadets... . i. QUESTIONNAIRE RESULTS «0... 6.6. cee a 56 ‘Changes in Survey Responses of Cadet Cohorts Over Time Reasons for Entry .... Preferred Criteria For Evalusting Police Perceptions and AttitudesTABLE OF CONTENTS - continued Comparisons of Cadet and Non-Cadet Recrults at Entry to Acedemy ... 60 Demographic Characteristics .. 0.01... eeveue Reasons For Entry . : wt Preferred Criteria For Evalusting Police... Perceptions and Attitudes... . ore Comparisons of Cadet and Non-Cadet Recruits at Exit From Academy .. 63 Preferred Criteria for Evaluating Police . Perceptions and Attitudes ..... Vil. SUMMARY AND DISCUSSION . Objective 1 Objective 2. Objective 3. . Objective 4 Objective 5 ‘Summary Assessment REFERENCES ...... TABLES AND FIGURES APPENDICESACKNOWLEDGEMENTS ‘This research was made possible only because of the support of sever Individuals and institution whose contributions we gratefully acknowledge. Funding was provided by the National Institute of Justice, largely because its director at the time this project began, James K. (Chips) Stewart, was supportive Of the proposition that the principal issues confronting law enforcement should be Subjected to rigorous research. Charles B. (Chuck) DeWitt, who followed Stewart at the end of this effort, continued that support. Bill Saulsbury, the original project monitor, and George Shollenberger, his replacement, provided encouragement and Understanding throughout, ‘Without the cooperation and assistance of the New York City Police Department in general, and Police Commissioners Benjamin Ward'and Lee Brown in articular, this study would have been severely hampered. Assistant Commissioner Michael Farrell, and Aaron Winer, Associate Statt Analyst, Mransiated the Commissioners’ mandate of support into unfailing assistance. Jess Maghan, former Director of Training, came to our rescue countless times. Susen Herman, former Special Counsel to the Police Commissioner, provided advice and insight at all stages of the project. To all of these people, our most sincere thanks. The various directors of the Police Cadet Corps program, First Deputy Commissioner Ray Kelly, Deputy Chief Joseph Leake, Inspector Mike Julian Deputy Inspector Alen Goodman, and Deputy Inspector Tom Lawless have Gooperated and contributed to every aspect of this evaluation. In addition, the Cadet Corps support statt, most notably Lieutenant Joseph Giarrateno and Lieutenant Gilberto Gomila were always willing to accommodate any request. Finally, we appreciate the time that the Cadets themselves gave to this project. To all of these people, we owe a special debt of gratitude. We would also like to express our appreciation for the direction and advice Provided by the members of the advisory panel: Michael Smith, Jeremy Travis, Michae! McNulty, Carl Weisbrod, Hildy Simmons, Dr. Marie J. Wittek, and Peter ‘Sherwood, ‘At the Police Foundation, the following staff members provided valuable ‘Support for this effort: Sampson O. Annan, survey research director; Thomas Ferris, on-site evaluation coordinator; Christopher Poverman, research essistant: fand Lita Kitschbrown, computer systems manager. Virginia Burke contributed enormously to the completion of this manuscript. Hubert Williams, president of the Foundation, gave support and advice at all stages of the effort All of these people, and the many others who assisted us, deserve to share ‘the credit for successfully completing the first stage of this evaluation. Any mistakes or oversights are ours alone. Antony M. Pate Edwin E. HamittonEXECUTIVE SUMMARY In 1985, the New York City Police Department announced the creation of the Police Cadet Corps, 8 program designed to attract college students to careers {5 police officers. ‘The idea behind this program, that police officers with higher ‘educstion make “better” officers than those without such education, is one which hes requently been espoused but seldom stringently tested. Police reformers have long claimed that crults with higher education will make “better* police officers than those without it, the evidence concerning the effectiveness of higher ‘education in policing is far from conclusive. The New York City Police Cadet Corps, therefore, offered 2 valuable opportunity to provide more information about the validity of this idea. With funding from the National Institute of Justice, the Police Foundation conducted an evaluation of how that program was implemented during i | stages and the the extent to which, during that period, it achieved its objectives. The Police Cadet Corps ‘The Police Cadet Corps program offered full-time sophomores in New York City colleges, who were also residents of the city, $9,000 toward their tuition over the remainder of their college enrollment, Of this amount, 6,000 would be in the form of payment for work to be performed; the remaining $3,000 would be an interest-free loan which would be forgiven altogether if the Cadet serves two years 15 8 police officer. The Cadets were to be provided full-time employment during ‘the summer (35 hours per week for ten weeks, at $5 per hour, eventually raised 10$8.14, per hour), and part-time employment during the school year (3 days per month}. In order to become » Cadet, applicants had to pass # medical examination, # series of psychological examinations, a background inve: ‘and an oral examination. The program had five major objectives: 1 (2. To test a more rigorous selection process for recruits. 3. To increase the representativeness of the uniform force. 4. To increase the orientation toward community policing. &. To improve the leadership skits of new officers. ‘An assessment of the extent to which the Cadet Corps has met these objectives was conducted based on information obtained from four Cadet cohorts the 1986 cohort hired in June of 1986, 1987A cohort hired in June of 1987, 19878 cohort hired in August of 1987; and the 1988 cohort hired in June of 1988, Evaluation Activities ‘An on-site process evaluator was hired to observe the Police Cadet Corps in ‘action during its first year of operations. In addition, data concerning the program ‘applicants were collected and analyzed. Further, to obtain information about Cadets ang non-Cadet Police Academy members, questionnaires were designed and administered at various stages of the program. The questionnaires were ‘generally edministered to Cadets at their entry to the program, after their frst Ad of the program, at thelr entry to the Academy, and at their exit from the Academy. For non-Cadet recruits, the questionnaire was administered at ‘entry and exit from the Academy Ciass.Program Evaluation Findings ‘Some of the major findings a highlighted below. ‘The Applicants Of an estimated 39,801 fulltime sophomores attending college in New York City, approximately 3.7 percent of those students epplied ‘to the Cadet Corps program in 1986. ‘The distribution of the 1986 applicants by race and sex indicated that, 39.6 percent were white, 33.8 percent were black, 22.2 percent were Hispanic, and 2.4 percent were Asian/Pacific Islanders. Males esented 66.9 percent of the applicants, females 33.1 percent. for later years were not available. The Screening Process In 1986, 74.3 percent of the applicants who took the medical ‘examination were able to pass it. No statistically significant differences in the success rate among ethnic or gender subgroups were found. ‘Among the 1986 applicants who took the psychological examination, 74.2 percent were able to pass it. White males were significantly more likely to pass than were either black or Hispanic males. In addition, white females were significantly more likely to pass than were black females. ‘Sixty-six percent of the applicants subjected to @ background investigation were found to have be acceptable as a Cadet. Whites ‘were significantly more likely to pass this investigation than were either blacks or Hispanics. In addition, the success rate of white males was significantly higher than that for black males. ‘Among the candidates invited to appear for an oral assessment, 89.2 percent were able to pass it. No statistically significant differences ‘among ethnic or gender subgoups were found. Overall, only 8 percent of the total applicants took and passed all four aspects of the screening process and become Cadets. White applicants were significantly more likely to become Cadets than were black or Hipanic applicantsThe Cadets Of the 1986 Cadet cohort, 70 percent were white, 15 percent were black, and 13.5 percent were Hispanic. Over 71 percent of the Cadets were males. Of the 1987A Cadet cohort, 44.3 percent were white, 22.9 percent were black, and 31.4 percent were Hispanic, Over 70 percent of the Cadets were males. (Of the 19878 Cadet cohort, 33.7 percent were white, 36.6 percent were black, and 26.7 percent were Hispanic. Males comprised 64.4 percent of the cohort. Of the 1988 Cadet cohort, 48.1 percent were white, 22.9 percent were black, and 26 percent were Hispanic. Over 63 percent of this ‘cohort were males ‘The distribution of race and sex among the Cadets revealed tha four Cadet cohorts were generally more representative of the population of the city than were current sworn personnel or the 1986 recruit class. Status of Cadet Cohorts As of January 1991 . ‘Among the 1986 Cadet cohort, 50.4 percent were promoted to police officer. Differences across racial groups revealed that only 20 percent Of the black Cadets had been promoted to police officer, while whites ‘and Hispanics were promoted 57 and 50 percent, respectively. ‘Among male Cadets, 54.7 percent had been promoted; among females 39.5 percent had been promoted, ‘Among the 1987A Cadet cohort, 50.7 percent were promoted to police officer. Promotion rates across racial groups ranged from a low of 43.2 percent among Hispanics to a high of 53.2 percent among white Cadets. More than 54 percent of male Cadets had been promoted; 40.5 percent of female Cadets had been promoted. ‘Among the 19878 Cedet cohort, 31.7 percent were promoted police officer. The low completion rate was attributed to the fact that, the cohort was allowed to enter the program without first meeting eligibility criteria. As # consequence, many dropped out because of ‘thelr fallure to meet those criteria. Among male Cadets, 27.7 percent hhad been promoted; 38.9 percent of female Cadets hed been promoted.© The progrem did implement a more rigorous selection process for fectuits, including requiring that Cadets passs an oral selection Interview and two years of in-the-field training. © The program achieved its goe! of increasing the representativenessof the uniformed force. The percentages of black, Hispanic, and female Cadets were consistently higher than comparable percentages of Sworn officers or non-Cadet recruits, © The program accomplished its goal of increasing the orientation toward community policing. All Cadet cohorts placed strong emphasis on both a community orientation and a helping 2s criteria for evaluating police officer performanc tation © tis t00 early to determine the extent to which the program wes able 10 achieve its goal of improving the leadership skills of newotficers. However, the attainment of this goa! is # major focus of the training and work experience provided to the Cadets. In summary, the New York City Police Department Police Cadet Corps rogram has, to date, proven to be en encouraging effort to invite college students 10 investigate the possibilty of becoming @ member of the police department and 10 train them concerning the tenets of community policing even before they enter the Police Academy. Although fewer Cadets have completed the program then ‘originally intended, the Cadet Corps has, to 8 large extent, succeeded in ‘accomplishing its preliminary objectives. The extent to which the program achieves its long-term goals of ereating @ “new elite corps” of leaders for the future, with an enlightened community-oriented approach to policing, must await further investigation.« mTRODUCTION (On September 3, 1985, New York City Mayor Edward I. Koch and Police Commissioner Benjamin Ward announced the creation of the Police Cadet Corps, an Innovative recruitment program designed to attract college students to careers '% police officers. The idea behind this program, that police officers with igher ‘education make "better® officers than those without such educetion, is one which ‘has frequently been espoused but seldom stringently tested, The New York City Program offered an outstanding chance to provide more information about the validity of this ides Seizing this opportunity, the Police Foundation proposed to Conduct, and the National Institute of Justice agreed to fund, an evalustion of how ‘that program was implemented during its intial stages and the extent to which, uring that period, it achieved its obje: s. This report presents @ summary of ‘the results of that evaluation. 4. HIGHER EDUCATION AND THE POLICE The Background ‘The first concerted attempt to involve college-educated persons in police work begat 1917 when August Vollmer recruited University of Califor Students as part-time officers in the Berkeley Police Department (Deutsch, 1955, -122). Volimer’s positive view of education stemmed from his belie! that persons‘who have attended college have more favorable attributes for policing than do ‘those with less formal education. He stated this position explicitly: Whatever may be achieved in remedying police detects must be done through enlisting the service of intelligent men of excellent character who re sufficiently educated to perform the duties of a policeman. (Vollmer, 1929, p.360) Largely due to Volimer's efforts, the Wickersham Commission recognized the ‘need for better educated police personnel in its recommendations (National Commission on Law Observance and Enforcement, 1831, p.19). Although the Fampant unemployment caused by the depression led many college gredustes to become police officers, few police departments outside of California actively Fecruited them. As prosperity returned, the number of graduates entering policing declined sharply. In 8 1968 study, only 25 percent of the police in the Pacitic ‘tates, and only 5 percent of those in other pans of the country, hed college degrees (Watson, 1968).2 After the urban riots of the 1960s, many of which arose from misconduct of Police officers, number of national commissions were created to examine the olice of the nation and how they might be improved. The reports of these ‘commissions, the President's Commission of Law Enforcement end the Administration of Justice (19671, the National Advisory Commission on Civil " Of the 300 recruits appointed to the New York City Police Department in June, 1940, more than half were college graduates (Niederhotter, 1968, p. 17). 2. In New York City, during the 1960s, recruits with college degrees rarely ‘reached 5 percent of the average class (Niederhoffer, op. cit., p. 17] 2Disorders (1968), the National Commission on the Causes and Prevention of Violence (1870), and the National Advisory Commission on Criminal Justice Standerds and Goals (1973), were virally unanimous in their recommendation ‘at the education and training provided to police officers should be improved, For example, the President's Commission on Lew Enforcement and Administration of dustice (1967, p. 126) recommended that, “The ultimate aimof all police Gepertments should be that all personnel with general enforcement powers have baccalaureate degrees.” The Commission proposed that education standards be immediately established and rsised, step by step, untl this goal was reached. The National Advisory Commission on Criminal Justice Standards and Goals further ‘reinforced the earlier recommendations, suggesting that at least one year of college ‘education be requited immediately as » condition of intial employment and thet four years be required no later than 1982 (1873, p. 369), | 1968, partially in response to these recommendations, Congress created the Law Enforcement Education Program, to provide federal support for police ‘education and taining programs. State and local governments have elso taken ‘eP5 10 increase the educations! level of law enforcement officers, including incentive programs for college credits and increased educetional standards for initial appointment and promotion, By the late 1970s; The idea that police officers should be college educated [had] become @ Gomerstone of the movement to professionalize the police, The faith that better people can provide better policing has produced a vision of police reform through higher education. (Sherman, 1978, p. 18) 3Reflecting this emphasis, a recent survey (Carter, Sapp, and Stephens, 1989) found that 62 percent of law enforcement agencies responding have at i st one formal policy in support of officer pursuit of higher education; most agencies ‘have more than one policy. Further, the study found that a majority of the responding agencies have an informal policy to give preference to applicants with ‘some college credit and fully 82 percent recognized 8 college education as en important element in promotion decisions. {In the remainder of this section, we summarize the arguments, and ‘counterarguments, concerning the value of better educated police officers and review the e Jence in support of those positions. The Arguments for Education Many arguments have been offered to support the proposition thet more college graduates should become police ofticers ~- and that more officers should become graduates. In essence, however, these arguments fall into three basic categories: Arguments, based on quality and image, that contend that police departments should select their personnel from among college (Graduates whether or not a college education produces better police officers; 2. Functional arguments, that claim that higher education will make the Dolice more effective and efficient at performing existing tasks; end 3. Reformist erguments, that assert that educstion, by producing Qualitatively different officers with different tactics and objectives, een change the very nature of policing,Although the specific reasoning of those espousing arguments in the first category ve they all endorse college education for police irespective of what is learned and how it tects performance. The most starkly practical form of this ‘erqument has been summarized by Goldstein: «the police must recruit college graduates if they are to acquire {their share of the able, intelligent young people from each year's addition to the work force. (1977, p, 286) ‘Stated simply, this ergument contends that, although the percentage of high school graduates going on to college has been steadily increasing, the poli by recruiting largely from among those who did not, were not keeping pace with ‘society, choosing instead those individuals who lacked the intelligence and ‘Motivation required for higher education. As Bittner hes reasoned: While it must certainly not be essumed that all those young People who decide not to go to college esserily lacking in intelligence or aspirations, itis only reasonable to expect that 8s progressively larger percentages of high school graduates do Continue their education, the remaining pool of eligibles will decline in average quality. (1970, pp. 83-84), Bittner, however, is careful to point out that this argument is not functional one: All they will learn will not make the students any better policemen in a practical sense.... In particular, making the college degree @ requirement for admission to police work ‘should not be misunderstood: four years of a liberal arts education of any kind will not prepare a young man for police work. And it would be absolutely pernicious to encourage the belief, either in the minds of the new recruits of of existing personnel, that B.A. in sociology or psychology equips @ Berson to do peace keeping or crime control. (1970, p. 86)Some contend thet police departments, in recruiting college graduates, ‘would attract @ broader crass section of the population, thereby making its members more representative of the community as a whole and, by virtue of their ‘essociation with students of different races, cultures, and nationalit 5» more exposed to diferent view points (Goldstein, 1977, pp, 287-288). {another formuletion, Bittner argues that the image of policing could be improved by increasing the educetional level ofits practitions In simplest terms: it must be made clear as unambiguously as Dossible that education does matter in police work... We ao ot propose that education be made to matter in the sense that What is taught be specifically relevent to practice... Instesd. Wwe merely propose that the need for protracted and assideous Study be fitmly associated with the occupation of policing. ‘The main objective of the recommendations is to abolish Permanently the idea that is all oo prevalent in our society that tone does not want to take the trouble of becoming something ‘worthwhile, he can always become a cop (1970, p. 83). ‘An improved image, whether it leads to better policing oF not, could be expected to bring increased respectability, dignity and status to police service. It Fes not escaped the notice of some union I ders that attendant with increased Prestige might be expected to follow increased salaries ‘The second cetegory of arguments, those thet contend thet higher education will alow police officers to become better at what they do, also takes several forms. The most specific reesoning is that Unique body of knowledge, directly ‘alevant to police practice, ‘eppropristely be taught at the college level” (Goldstein, p. 287). This argument has been used as the basis for the creation of courses in “police science” offered by both two-and fou 6[ehas also been argued that because law enforcement is @ complicated endeavor requiring a wide range of skills, departments should recruit persons with * wide range of specialized educational backgrounds, The Task Force Repon on the Police, for example, pointed out that glewyers are needed as legal and administrative advisors; Dusiness and pubic administration experts are needed for fiscal fand management positions; engineers and scientists are needed for communications and other technological programs; and personnel with 8 variety of backgrounds are needed for planning end research. (1967, p. 128) + The most sweeping functional arguments have been those which recognize ‘the social and political implic Ons of day-to-day police work and emphasize the Contributions education ean make toward dealing with them. A leading police Official stated this case succinctly {is nonsense to state or assume that the enforcement of the law is 80 simple a task that it can be done best by those unencumbered by an inguiring mind nurtured by a study of the liberal arts. The man who goes into our streets in hopes of regulating, directing or controlling human behavior must be ‘8rmed with more than a gun and the ability to perform mechanical movements in response to a situation. Such men ‘85 these engage in the difficult, complex and important business of human behavior. Their intellectual armament long restricted to the minimum ~ must be no less than their Physical prowess and protection. (Tamm, 1965, p. 6) 80 Formul ted differently, Saunders has argued that: ‘The quaiities which law entorcement leaders claim to look for in ‘recruits are the very ones which liberal education is believed to Rurture: knowledge of changing social, economic and political Conditions; understanding of human behavior; and the ability to communicate; together with the assumption of certain more! values, habits of mind, and qualities of self-discipline which ereImportant in sustaining 8 commitment to public (Saunders, 1970, pp. 82-83) Proponents of the third category of arguments present -- sometimes *plicity, sometimes less so ~- extensions of the positions provided by those who suppor the functional value of a liberal arts education. These exponents contend ‘that e broad range of education can not only enhance the performance of what is currently expected of poli officers but can, by placing a different type of officer into critical roles, actually change what officers do. Perhaps the most explicit of these arguments is that provided by Bittner: What the recruitment of college graduates will accomplish. .is to impel the occupation in the direction of becoming @ social mechanism functioning at the level of complexity, Sophistication, and responsibility commensurate With the Gravity Of the problems itis meant to meet. (Bittner, 1870, pp. 86-87) ‘The case for reform usualy rests on the premise thet policing should be @ Drofession. Although there are widely etferent concepts of police professionalism (see Geller, 1986; Racelet, 1986; Blumberg and Niederhoffer, 1985; Sepp, 1978), there is, some argue, “an intutve, fundamental understanding of the concept ang {ts role in the practice of policing” (Carter, Sapp, and Stephens, 1989). After emphasizing the points of similarity between the tasks of police officers and those Of ether professions, the advocates of reform typically highlight the absence of formal education among police (Task Force on the Police, 1967, pp. 126-127; Clark, 1970, pp. 146-148; Harvie, 1971, pp. 69-61). To professionalize policing ‘the argument concludes, would entail implementing what Moore has prescribed for 8Professional stetus, that “the minimum educational requirements be placed at the ‘equivalent of the college baccalaureate degree” (Moore, 1970, p. 11). The Counterarguments ‘The arguments in favor of incre sing the educational level of police officers have by no means been without critics. The contentions based on the enhanced ‘quality and image to be achieved by the addition of college graduates have been subjected to several object s. First, some (Chevigny, 1967; Niederhotfer, 1967) have argued that academic training is irelevant, college education unnecessary, ‘end thet the authoritarian aspects of police work will overwhelm any liber Impulses derived trom college experience. Further, they argue, police ettitudes are ‘80 deeply rooted in the requirements of the job that educetion alone cennot be expected to change them Second, others have argued that college graduates will never find a police Career very attractive -- especially in big cities, where police work is much of the ime & boring, monotonous, messy routine, occasionally interrupted by intense hostility, physical danger, and social conflict” (Wilson, 1968, p. 281). Third, some have argued that even if some persons with colle were interested in police work, there are too few of them available to fill the bositions necessary (Wilson, 1968, p. 281). Since there are currently estimated to be approximately 500,000 police personnel, this contention, taken to its extreme, hhas some merit. It does not, however, argue against attempting to recruit as many graduates as possible Fourth, even some of the qualityimage srquments appesr inherently sel ‘contradictory, implying elther that there is no demonstrable reason to recruit more °College graduates to policing, or if ther it must be for functional reasons which can be more rigidly tested. The 1962 report of the Royal Commission on the Police in England, for example, argued that feiing to attract *...e sufficient Proportion of entrants of greduste standards endangers the future leadership of the Service..." while, st the same time, alleging thet, "We do not suggest that graduates are neces ‘ly more likely than others..." to be leaders (1962, p. 94). it 's difficult to have it both ways. Others have made the dual arguments that many good officers do not have college degrees. Ad that many poor officers do (O'Rourke, 1971; Miller and Fry, 1976). If that is the case, proponents argue, what reason is there to believe that ‘education is valuable for police officers. This position Is frequently reinforced by ‘the contention that officers with @ college education lack "common sense* (Carter, ‘Sapp, and Stephens, 1989: p. 19) Another argument against recruiting college graduates is thet, because minority group members are underrepresented among such gradustes, requiring higher education for police officers would be discriminatory. This argument was noted by the President's Commission on Law Enforcement and Administration of Justice: ...fecrultment from minority groups willbe all but impossible in ‘the immediate future if rigid higher entry standards are instituted for all police jobs. (1967, p. 107) in the now famous Davis v, Citv of Dallas case, in which police department's Imposition of college education requirements were challenged, “the City...conceded 10‘that the challenged [educational] requirements have @ statistically significant disparate impact on blacks” (Davis at 207). Some have argued that recruiting college graduates will produce resentment ‘and resistance on the part of personnel without such degre 5 (Bittner, 1970, p 87; Niederhotter, 1967, p. 32). Others have argued that recruiting college Graduates “is inviting rouble since, because only» small number of officers cen be Promoted, the college graduates who must remain patrol officers will become discontented, frustrated, Nd disaffected” (International City Managers Association, 1954, p. 146). A corollary of this argument is that, due to the Gissatistaction, better-educated officers who do not get promoted are likely to leave, producing 8 high turnover rate (Saunders, 1970, p. 85).2 Functional arguments about the increased effectiveness to be expected trom officers with a college degree have Iso been subjected to criticism. The basic ‘objection has been that a college education is neither necessary nor particularly valuable to the basic patrol function of policing (Saunders, 1970, p. 84; Chevigny, would be 1968). A more specific version of this argument is that a college degr Unnecessary for a recruit but insufficient training in itself for en administrator (Blum, 1964, pp. 58-59). Proponents of the utiity of a technical or vocational education have been Criticized for not recognizing the need for the broader perspective provided by 3. Conceding this may be the case, O.W. Wilson argued thet, nevertheless, “the superior quality provided by the more inteligent policeman justifies # highe: turnover* (1963, p. 145). More bluntly, one chief was quoted as saying he would tether have in his department “one good man for one year than @ bum for twenty years" (Muehleisen, 1965, p. 315). ”‘eral arts training (Report of the Task Force on the Police, 1967, p. 127), Sirilary, srguments have been made thatthe quality, as well as the quentiy, of ‘education must be taken into account and that particular types of educstion may be suitable for certain police assignments but not others (Report of the Tesk Force on Police, p. 128), The prevaiing opinion, according tothe National Advisory ‘Commission on Higher Education, assembled by the Police Foundation, is that “Police education is generally low in quality" (Sherman and the National Advisory Commission, 1876, p. x). To the extent that this is accurate, these crits contend, no significant effects can be expected. Feformist arguments, in adcition to being subjected tothe ertques routinely leveled against advocates of liberal arts graduates in policing, have been subjectee {0 editions! scrutiny. Some have argued that education is no guarentee against the abuse of power Gireumvent the law (Chevigny, 1969, p. 273). A more basic argument has been ‘hat, until the basic culture, ethic and reward structure of policing ae changed, the Addition of police officers with college degrees cannot possibly be expected to Produce fundamental change (Goldstein, 1977, p. 292; Chevigny, 1969, p. 273) ‘A more general criticism, leveled against all categories of the pro-education arguments, has addressed the fundemental definitions involved. Saunders, for exemple, asserts: There is no common agreement among police officials or educators as to what is meant by “higher education for poli ‘8nd the resultant contusion further complicates efforts to raise 12Prgies sional standards or to develop new educationel programs (1870, p. 92) Myren has raised an even more fundamental question: em gan we say what we want education to do for policing until the public can agree on what it wants policing to de fer the community? (1976) The Evidence Regordiess of the persuasiveness of the arguments and eountererguments made about the etfective 5 of higher educetion in policing, the ukimate test of ‘these arguments is provided by the empirical research that hes been designed to test these arguments. ‘Although the President's Commission on Lew Enforcement and ‘Administration of Justice (1967) strongly endorsed the imposition of education ‘equirements for police officers, it presented no evidence to support thet position ‘The Report of the Task Force on Police of that commission, upon which the Commendations were based, though it offered some documentation concerning ‘he relatively small percentage of college graduates among police officers, provided "no evidence thet such graduates would make better police officers. ‘A few years later, after raviewing the avaiable terature, James Q. Wilson concluded: -itis not yer clear execth #f at all, middle-class, gollege-educated men make better police officers. (1968, p. 281) At-about the same time, e systematic review of existing evidence produced @ similar result: 13.sons advanced for college education for police are ‘essentially the same as those used to justify higher education {85 preparation for any other career. They rest more on faith then fect. (Saunders, 1970, pp. 81-82) ‘The National Advisory Commission on Criminal Justice Standards and Goals, although it endorsed the application of minimum education requirements for police Officers, provided what Goldstein (1977, p. 290) has characterized as “meage:* fence, all of it demonstrating some type of positive result (Geary, 1970; Cohen ‘and Chaiken, 1972; Beehr et al, 1968; Witte, 1969; and Smith et sl., 1968) However, they failed to mention negative findings such as those produced by McGreevy, 1964; Levy, 1967; Niederhotter, 1967; Watson, 1968; and others ‘A more comprehensive review of the existing Iterature on the relationship between higher education and police performance was conducted under the ‘suspices of the Netional Advisory Commission on Higher Education for Police Officers (Smith, 1978). That review found only twelve studies that measured ‘actual police performance in relation to ion: Cross and Hammond, 1951; March, 1962; McGreevy, 1964; Levy, 1967; Cohen and Chaiken, 1972; Spencer and Nichols, 1971; Bozza, 197: mith and Ostrom, 1974; Finckenauer, 1975; Van Mi en, 1974; Smith, 1976; and Ostrom, 1976 ‘Three of the studies found that more highly educeted officers did berter on Such measures of performance as arrests and civilian complaints. Another found ‘that more highly educated officers were more likely to resign or be dismissed. A fifth study found that more educated officers received higher departmental performance ratings (Spencer and Nichols, 1971), but two others (McAllister, 141970, and Gottlieb and Baker, 1974) discount this. The remaining studies Generally report findings of no relationships between educational level and the measures of performance they used. Furthermore, Smith argued: All the studies reviewed suffer from one or more serious ‘methodological flaws. All of them crudely measure education 85 8 quantity. ignoring the wide qualitative variations in the ature of the college educations that police officers receive ‘The measurement of police performance suffers from both lack of consensus in the field about what good police performance is and a lack of direct observation of police Performance. The measures of performance allow education to be confounded with other causal factors, such as motivation, Which might be the true cause of any observed effects, Studies comparing police departments (rather than police officers) have suffered from a lack of substantial variation in ‘educational levels across departments. Almost none of them measures changes over time, which is the research design needed to assess properly the causal impact of higher education, ‘smith, fter his extensive review, concluded that existing studies of the telationship between educ ion and police performance: leave most of the questions of greatest import to relevant policymakers unanswered. The findings across the studies are inconsistent, and each of the studies has been shown to have serious defects as guides to policy formation. ‘Subsequently, @ considerable amount of attention has been paid to the issue of the effect of higher education on police officer attitudes and behavior. Topics of zesearch have included such issues as officers’ emphasis on obedience to supervisors (Hudzik, 1978), open-mindedness (Roberg, 1978), preference for ‘autonomy (Smith, 1978), job satisfaction (Hudzik, 1978; Barry, 1978; Fischer, 15Golden, and Heininger, 1985), r ionships to p rs (Madell and Washburn, 1978; Weirman, 1978), officer performance (Kelling and Wycott, 1978; Murrell, 1982), professional identity (Sapp, 1978; Regoli and Miracle, 1980; Greene, Bynum, and Webb, 1984), and use of force (Sherman and Blumberg, 1981; Binder, Sch Galvan, 1982). Because several excellent ws of this rature have been published re ntty (Murrell, 1962; Scott, 1986; Center, Sapp, and Stephens, 1988; Carter and Sepp, 1989; Worden, 1990), we will not attempt to describe that research in detail In general, however, what emerges from this research is the impression that, {85 Mastrofski (1990, p.16) concludes, the claims of advocates of higher education are frequently overly broad and ambiguous--and that there is 8 “dearth” of studies to substantiate those claims. What is also remarkable about the reviews of the literature on the benefits of higher education for police officers is the fact thet ther stil considerable dissension concerning the overall results. Scott (1986, p. 26), for example, concluded that: Aithough some empirical studies indicate that a college education produces better police officers, the value of college for police is still, to @ large degree, 18 matter of conjecture. ‘Similarly, Worden (1880) found that college education was only weakly related to ‘some attitudes and unrelated to others; he found analyses of police performance ‘iso to have yielded mixed results, (On the other hand, Carter und Sapp (1990, pp. 61-62) conclude: ‘Aithough not conclusive, the research suggested that higher education Provided a number of benefits for law enforcement. 16Given the limited number of valid studies of the relationship between higher education and police performance, and the highly v ble interpr ations of those ‘studies, the need to conduct more rigorous research is still a pressing one. The New York City Police Cadet Corps offers a valuable opportunity to conduct such research. MM. THE NEW YORK CITY POLICE CADET CORPS CONCEPT Origins ‘The Police Cadet Corps program is a blending of two previous proposals, the Police Corps and the Police Cade: ideas, put forward to incr @ the educational level of police officers in New York. The most significant highlights of these two Proposals, and of the Cadet Corps program, ere presented in Table 1. The Police Corps proposal, originated by Adam Walinsky, former investigations commissioner for the State of New York, was to be a statewide effort aimed at ameliorating the personnel problems of police departments throughout the stete by enticing college ‘Graduates to agree to three years’ service as police officers in return for four-year college scholarships. As shown in Table 1, this would have been @ large and expensive program enlisting the participation of police departments across the state. For 8 number of reasons, it received litle support from either police unions or police managers. ‘Another proposal was jointly put forward by the John Jay College of Criminal Justice and the New York Patrolmen’s Benevolent Association. This Police 7Cadet idea would have been limited to Crimi | Justice majors at John Jay but had no res Jency requirements. This program also evoked less than enthusiastic support, partly because of its cost, partly because of its exclusive reliance upon John Jey graduates for enrollees. Rejecting both of the earlier proposals but adhering to the premise that college-educated officers might, in some important respects, be superior to those without such education, The New York City Police Department, at the urging of Police Commissioner Ward, devised @ program designed to combine many of the best features of the two lier ie Under this program, full-time sophomores in New York City colleges who were also residents of the city could, if they met all other entry qualifications, receive $9,000 toward the $n over the remainder of their college enrollment. Of this amount, $6,000 would be in the form of payment, ‘or work to be performed; the remaining $3,000 would be an interest-free loan which would be forgiven altogether if the Cadet serves two years as a police officer. The Cadets were to be provided full-time employment during the summer (35 hours per week for ten weeks at 65 per hour) and part-time employment during the school year (3 days per month). (After the program began, the Cadets’ hourly rate was raised from $5 to $7 and then to $8.14 per hour, bringing their pay to $7,500 and their total benefits to $10,500 and, eventually, £17,480, in addition, eigibiity was extended to include residents of Nassau and Westchester counties.) 18Objectives ‘The police department had five major objectives for this prograr 1. To Increase the Educationel Levelof the Department. At the time of the cereation of the Cadet Corps program, 17.8 percent of the enti department and 12.5 percent of those at the police officer rank had # bachelor’s degree or higher, By focusing recruitment efforts on college students, the department hoped to increase the number of its members who were college graduat 2. To Teste More Risorous Selection Process for Recruits” Under the usual Selection process, recruits are scr 16d by taking a series of physi psychological, and background examinations and by being required to undergo acat my training. The new program would institute, in addition, @ selection Interview and two years of in-the-field training before the Cadets would enter the my. Furthermore. this training period would give the department an extended period in which to observe the Cadet’s performance, thus providing an ‘additional opportunity for screening out those not qualified to serve as police officers 3. Tolncrease the Representativeness of the Uniformed Force. Unlike other members of the police department, who are required to reside in New York City or ‘one of the six surrounding counties, the Cadets would be required to be residents of one of the five boroughs of the city itself. Such a requirement was expected to make the Cadets more demographically representative of the city than are current recruits. In addition, by recruiting Cadets exclusively among college students, the 19oj tment would be drawing on # poo! of potential police officers which had previously gone largely untapped, 4. Tonrease the Orientation Toward Community Policing. The New York Cty Police Department believed that it was important that police officers maintain lose contacts with, and pay particular attention to the problems faced by, the Citizens they serve. As part of its commitment to this orientation, the department started the Community Patrol Officer Program (CPOP) in which individual officers sSsigned to 8 permanent beat of about fifteen squa blocks and are directed to ‘work with the community to develop crime control strategies. By assigning Cadets 10 serve as aides to CPOs, the department expected to instill this community ‘orientation in those Cadets even before they enter the academy. 8. Totmorove Leadership Skils of New Officers. In the long run, the NYCPD expected the Cadets to produce a disproportionate number of the future ders of the depertment, both because of their college education and because of the higher entry standards and adsitional training and experience they would receive Stages of the Program ‘The stages through which a Cadet was expected to pass are represented in Figure 1. These stages are summarized below. 1. Mest Entrance Criteria. Once a student applied to become he/she had to meet two basic criteria. The student: Coser, 20* Had to be a resident of New York City and student in Good standing et » New York City college or university, and * Had to pass the medical (including drug testing! exeminetion, Psychological examination, background inves examination. i 1 Pe it Sophomor ‘Year. During the summer after their sophomore year, Cadets were to articipate in an 80-hour training and orientation program in order that they may become familiar with the ope tions of the police epertment and receive leadership training i i Offi ram: After the two-week training and orientation program, Cadets were to Participate in an eight-week program working in one of the Community Patrol Officer precinets throughout the city. Their duties ‘were to include such assignments as crime prevention inspections, Service referrals, and working with community organizations. When Possible, the Cadets were to be assigned to work together as a group ‘at major events such as the Statue of Liberty Centennial ceremony, parades, or other celebrations. Receive Training During Junior Year. During their junior y Cadets were 10 work part-time in precinct assignments and receive the additional training 21" Pamticinate in Community Patrol Officer Program: Stage Two. During the summer between their junior and senior years, Cadets were again 10 participate in ten-week program working in a Community Patrol Officer precinct, working more directly with the Community Affairs or Crime Prevention otticers Receive Training During Senior Vear. Cadets were again to work part time in precinct assignments and receive training. ‘Pass Police Entrance Exam. Each Cadet would be required to take the next regularly scheduled police entrance exam. Unlike regular recruits who take this exam, Cadets were to take it as a promotional exam {for promotion from Cadet to police officer) and those who pass will be placed on o seperate promotion list, Graduate From Colles. Upon completion of their baccalaur Cadets were to be eligible to join the next class, ;ntering the Police Academy as police recruits. ‘Be Promoted to Police Officer. Once a Cadet has passed the police entrance examination, and has graduated from college, he or she wes ‘to be promoted to the rank of police officer. Graduate From Police Academy. The Cadets who entered the rogram together in their sophomore year were to enter the Academy together upon graduation. A Cadet who graduated from the Acedemy was to receive one yes 's credit toward eligibility to take the 22nts’ exam, to make up for the fact that he/she could have entered the Department, at age 20, as a juni 5 an alternative to the Cadet program. ‘The Police Department sought to select approximately 200 Cadets by the ‘summer of 1986. If the program proved successful, more Cadets were to be selected in future years, contingent upon hiring needs. Eventually, the Department anticipated that as many as half of its cults might enter through the Police Cadet Corps program. ‘The first cohort of 133 Cadets was hired in June of 1986 (the 1986 cohort) A second cohort of 140 Cadets was hired 2 yer ter (the 1987A cohort} Because @ larger number of Cadets was sought, another group of 101 Cadets (the 19878 cohort) wes hired in August of 1987, largely from among those who did 1not complete the original screening procedures for the June, 1987 hires. In June of 1988, 131 more Cadets were hired (the 1988 cohort. In 1989, the proprem was reduced to one year; Cadets hired during that year were Juniors in college. In 1990, the program returned to recruiting Sophomores for a two-year commitment. 23WV. EVALUATION DESIGN ‘The evalustion wes designed to answer the following questions: a How was program recruitment implemented and with what success? How did the applicants fere in the screening process? Were there notable differences in success rates across different types of epplicants? How gid the race, tex, and ethnic origin of the Cadets compare to the city’s population, the present composition of the department, and the latest recruit class? ‘What were the ro ted perceptions and attitudes of the Cadets and how did they differ, if at all, among different types of Cadets and from those of the members of the latest recruit class? ‘What did the Cadete’ training consist of and what did they think of it? ‘What was the Cadets’ summer experience in the field ike and what id they think of it? How, if et all, did the program experience affect the Cadets’ perceptions and attitudes? ‘What was the attrition rate among Cadets and to what factors was it ervibutable? What did the Cedets like best and least about the program? 2410. How di the attitudes and perceptions of Cadets compere to non-Cadet recruits with and without some college education in the same Academy class? 11, What tentative conclusions ean be drawn so far about the Cadet Corps program? ‘The original intention wes to focus only on the 1986 Cadet cohort. It Quickly became apparent, however, that, because the number of Cadets recruited was much smaller than expected and because the program was'in considerable flux during the first yes ‘adcitional cohorts should be included. With the epproval of the New York City Police Department and the National Institute of Justi it was decided to collect data concerning those Cadets hired in 1987 and 1988 as well Evaluation Activites In order to answer these questions, a fulltime process evalustor was hired ‘0 observe the program action while the 1986 Cadets were actively involved. Because of budget limitations, such observations were not possible for the 1987 ‘and 1988 cohorts. In addition, date concerning 1886 program epplicants were ‘gethered from the Management Information Systems Division and the Police Cadet Corps office. Because of technical problems, similar data were not lable for the 1987 and 1988 Cadets. Further, to obtain information about Cadets and non- Cadet Police Academy members, » questionnai was designed and administered at various stages of the program. A summary of the administ ion dates is provided 25In Figure 2. As that figure in tes, the questionnaire was generally administered ‘to Cadets at their entry to the program, after their first summer, et the end of the rogram, at their entry to the Academy, and at their exit from the Academy. For ‘pon-Cadet recruits, the instrument was administered at entry and exit from the 1988 Academy class. Because of cost limi tions, the Instrument was ‘administered only at the time of entry to the 1989 Academy class. ‘The questionnaire contained several items concerning demographic characteristics, reasons for entry, perceptions, and attitudes. A copy of the Instrument is included as Appendix A. Measures A large number of questions, covering @ wide range of dimensions, were included on all of the questionnaires. To produce more reliable measures, these items were subjected to factor analysis to de rmine those items which might justifiably be combined to form multi-item ses s. Tables 2 through 4 present the names of the items and scales among the three principal sets of measures ‘examined and the question(s} constituting the measure. The first set of measures, presented in Table 2, includes those that indicate the reasons why Cadets entered the program (or, for recruits, why they joined the police department). Certain of those reasons, the need for financial assistance, the desire to find out about policing, and the desire for career advancement applied only to Cadets. Table 3 ‘shows those measures found to indicate how Cadets and recruits think that police 26Performance should be evalusted. Table 4 indicetes those items and scales that ‘measure the perceptions and attitudes of Cadets and recruits. Anaiysis Several different types of analyses were performed, Specifically, the Gitferences of mean responses were examined across waves for all respondents. In addition, differences across waves were examined across waves for panels of respondents answering questions at both times. For que: es administered ion to Academy recruits, differences were examined between Cadets, recruits with any college education, and those without college education. V. THE PROGRAM IN ACTION Recrultment ‘The NYCPD began recruiting the test group of Cadets in the fell of 1985. Forty-four colleges and universities in New York City were determined to be eligible {for the program and were contacted by representatives of the police department {and informed of the program. Members of the Recruitment and Retention Unit ‘conducted presentations at 33 of the 44 eligible campuses. Application forms and information about the Cadet Corps Program were distributed to the career centers of all of those campuses. Advertisements concerning the program wete placed in ‘schoo! newspapers. Recruitment posters were placed in areas frequented by ‘students. A copy of the recruiting poster is included as Figure 3. Figure 4 27resents one of the information fiyers that were distributed on campus. Similar posters and flyers were utilized during later recruitment efforts. Direct mail and radio were also used to advertise the program. Where possible, the police department used college mi 19 lists to contact potential recruits. In addition, an advertising agency was hired to develop @ redio ‘commercial. The text of the commercial, based on the same theme as the recruiting poster, was as follows: ‘The NYPD is looking for a select group of college Sophomores, who will go on to become a new breed of New York City cop. If you're graduating trom college in the class of ‘88, there’s a chance you could be fone of them, one of this choice group that makes up the New York City Police Cadet Corps. If accepted, you'll begin training in the spring. You'll work in your community full-time summers and -time duting the year. And earn about $6,000 while you're still in school. Additionally, you'll ive $750 a semester toward tuition for your junior and senior years. That amounts to a $3,000 loan you won't have to pay back if you remain a police officer for two years. To be considered for selection, call 212-RECRUIT ot Your career counselor for an application. Remember, to be chosen you have to stand out. Because the NYPD. expects tomorrow's leaders to come from the Cadet Corps. ‘The commercial was played during two months over seven locel radio stations in the winter of 1985-1986. As is clear from the poster and the radio ‘commercial, the thrust of the recruiting theme was that the Cadet Corps sought to 2Bbi ‘new elite," 8 new breed” who will not have to weit the "customary length of time to be eligible for promotions end advancements.” By the end of the recruitment campaign, March 31, 1986, 1,479 ‘pplication had been received. Unfortunately, date were not available for applicants in 1987 and 1988. It should be pointed out, however, thst the two recruitment efforts in 1987 were somewhat different. The first used procedures similar to those of 1886 but with 8 greater emphasis on recruiting minority students. The second effort relied mainly on recontacting earlier applicants not hired during the first wave of recruiting. To expedite the process, the Cadets recruited during the second drive were allowed to pass the various selection criteria afier they were employed, rather then before, as was the case with all other cohorts. The 1888 effort returned to the original procedure, requiring epplicents to 8 The Applicants sty eligibility criteria before employment. ‘There were an estimated 39,801 full-time sophomores ettending college in New York City in the fall of 1985. Approximately 3.7 percent of those students ‘made application to the Cadet Corps program. Because many of those sophomores were not residents of the city of New York, itis reasonable to assume that perhaps as many as five percent of the eligible students applied to the program. Altogether, received from students at 87 schools, several plications wer of which were outside of New York City. Figure § shows the number of program 29epplicants from {ch School. Not surprisingly, es the figure indicates, the largest ‘number of applications (277, 18.7 percent of the totel) were received ftom students at the John Jay College of Criminal Justice, » school attended principally by police officers or persons wa: ing to become one. Nevertheless, large numbers of applications were also received from students at St. John’s University (142), Manhattan Community College (103), Brooklyn College (70), the College of St Island (57), Kingsborough Community College (52), and Queens College (47). In an attempt to estimate the relative attractiveness of the program, controling for the number of full-time sophomores, the numbers of program ‘applicants were standardized by the number of such students at the time of the rogram announcement. Figure 6 presents the results of that standardization. As that figure indicates, John Jay student where 359.7 out of every 1000 full-time eophomeres applied, were stil by for the most likely to apply. This sndordizetion Procedure, however, shows thet students at certain schools demonstrated a higher response rate to the recruitment campaign than would otherwise be revealed by ‘the absolute number of the applicants. Out of every 1000 students at the College of Human Services, for example, over 121 applied to become members of the Cadet Corps. Other colleges with a high response rate per 1000 full-time sophomore were Long Island Univer ¥y (77.9), St. Joseph's College (74.5), Manhattan Community College (69.9), St. Francis College (67.9), St. John’s University (61.7), and Medgar Evers Community College (58.4).‘Two hundred and ninety-five (19.9 percent) of the total program applicants ‘wore majoring in criminal justice or police science at the time of their application (Other numerous majors included accounting (94 applicant 6.4 percent of the totel), liberal arts (80 applicants; 5.4 percent), business (71 applicants; 4.8 percent), and psychology (48 or 3.2%). No other major was represented by more than one percent of applicants. ‘Table 5 indicates the race and sex of the applicants to the Cadet Corps program. As the table shows, 39.6 percent of the total appli nts were white, 33.8 percent were black, 22.2 percent were Hispanic, and 2.4 percent were Asians or Pacific Islanders. Males made up 66.9 percent of the nts, females PPI 33.1 percent. Of the white applicants, 80 percent were males, compared to 62.8 percent males among Hispanics, and 53 percent males among blacks. As is shown in Table 6, the distribution of 1986 applicants by rece varied greatly by the college from which those applicants came. John Jay College, for example, supplied 28 percent of the Hispanic applicants, 23 percent of the black applicents, and 13.9 percent of Asian applicants, but only 9.6 percent of the white applicants. Similarly, Manhattan Community Colle provided 10.6 percent of the black epplicants, 7.6 percent of the Hispanics, and 8.3 percent of Asian applicants, but only 2.9 percent of those who were white. On the other hand, 17.8 percent of white applicants came from St. John’s University, while only 6.6 percent of Hispanies and 2.8 percent of blacks or Asians came from that, institution. Long Island University provided 4.8 percent of the biack epplicents but aonly 2.1 percent of the Hispanics, 1.9 percent of the whites, and none of the As 3ns. The relatively small number of Asians came disproportionately from Baruch College (19.4 percent) and Queens College (11.1 percent). Tobie 7 shows a simi breakdown of the sex of 1986 applicants by schoo. ‘As that tabie indicates, there were some notable differences in the percent of fem 1nd male applicants coming from certain schools. John Jay College, for example, supplied 23.1 percent of the female applicants but only 16.6 percent of the m pplicants. Similarly, 9.8 percent of the female epplicents came from ‘Manhattan Community College, compared to only 5.6 percent of the male epplicants. Hunter College, Medgar Evers, and New Rochel Iso provided 8 Sisproportiona: ‘umber of the female applicants. On the other hand, schools Such as St. John’s, the College of Staten Island, 1nd NYIT supplied disproportionate numbers of males. As indicated earl similar analyses of the applicants in 1987 and 1988 were not possible because of the absence of data, The Screening Process Of the 1,479 applicants to the Cadet program in 1986, 419 (28.3 percent) were not New York City residents who were full ime sophomores in @ New York City institution of higher education. Of the 1,060 eligible applicants, 684 (46.3 percent of the total applicants, 64.8 percent of those eligible) eppeared for en ‘orientation meeting at which specific details of the Cadet Corps program were explained and application forms accepted. 32All eligible applicants who completed forms at an o ntation meeting were Invited to take the same me examination, psychological tests, IAG background Investigation as are given to all other police applicants. In ad ion to these three tests, Cadet applicants were expected to pass an oral examination conducted by three lieutenants to deter ‘their eligibility for the program. Unlike regular police ‘epplicants, however, who must pass the medical, then the psychological, then the background investigation, the Cadets did not have to pass these tests in any Particular order. As a result, applicants who may not have taken the psychological ‘and/or background investigations as normal aspirants to become recruits, because they had failed to pass an earlier test, were more likely to take all of these tests. Consequently, success rates for these tests for the two types of applicants are not strictly comparable. “The medi ‘examination was @ compreh sive physical, involving X- ys, & blood test, urine tests (including one for the presence of drugs), an orthopedic examination, as well as hearing and sight tests. Table 8 presents the results of that test by the sex and race of the applicants. As the table indicates, 373 applicants actually took the medical examination. Ov 1, 74.3 percent of 1986 epplicents taking the medical examination were able to pass it. This is comperable 10 the 76.3 percent of usual department applicants who are able to pass this examination. Figure 7 portrays the results of these examinations by race and sex. (Because there were so few applicants of Asian or “other” background, they have 33been excluded from this figures.) None of the differences among subgroups reached the .05 level of statistical significance. ‘The psychological examination was administered over two days, one day consisting of written examinations, 8 second day of oral interviews. Both sets of ‘testing were supervised by psychologists. Among the tests administered are the Minnesota Multiphasic Personality Inventory (MMPI), @ test for neuroses such as paranoia and schizophrenia; the California Personality Inventory, # general set of measures of personality characteristics; the Detroit test, @ group test of general Intelligence; the Cornell test of motor skills; the House-Tre ferson (HTP) test, @ projective test of self-concept; and @ general personelity inventory. Table 9 pres nts the results of the psychological tests by race and sex of the 1986 applicants, As that table indicates, 267 of the applicants eventually took ‘the psychological examination. Of those teking it, 198 (74.2 percent) managed to ess, compared to 80 percent of usuel department applicants. Figure 8 portrays ‘the success rates by race and sex of the applicants. (Again, Asians and “other” hve been excluded.) The differences between the success rates of blacks (52.8 percent) and of Hispanics (65.3 percent), compared to that of whites (89.2 percent) both reached the .05 level of statistical significance. The results also indicate that 56.8 percent of biack males were able to pass the psychological examination, compared to 61.8 percent of Hispanic males, and 90.0 percent of white males. The difference between the success rate of white males, as compared to Hispanic and black males, reached the .5 level of statistical 34significance. In addition, the differences betweeen the success rate of white females (86.2 percent) and that of black females (48.6 percent) reached the .O5 lovel of statistical significance. To become part of the New York City Police Department, each applicant, whether to become @ Cadet or @ recruit, must pass a background investigation, in which his/her criminal record, employment history, military record, school record, {and associations scrutinized. Table 10 presents the results of those background investigations by race and sex. As the table reveals, only 259 applicants were subjected to a complete background investigation. Figure 9 shows the sults of those investigations by race and sex. As the figure indicates, 66.0 Percent of those subjected to backg’ound investigations were able to pass them. ‘This compares to 93 percent of normal police applicants who pass the background investigation. However, because. as was explained above, Cadets did not pass through the various tests in @ particular order, the scr ning process did not operat in the same way for the two types of applicants. As a result, thes two success rates are not comparable ‘The difference between the success rate of whites (78.4 percent) was significantly higher than for blacks (45.8 percent) and Hispanics (58.0 percent). In ‘Addition, the success rate of white males (75.9 percent) was significantly higher ‘than that for black males (42.1 percent). None of the other differences reached the .05 level of statistical significance. 35‘All applicants who had not otherwise been disqualified we ited 10 ‘appear for 8 personel oral interview before three lieutenants who were assigned the task of determining whether the applicants were suitable candidstes for the Cadet Corps. Twenty-five lieutenants were given three days of training In the interview procedure to be used. By design, ch panel of three lieutenants contained at least fone femsle and one member of 8 minority ethnic group. A total of seven panels conducted five interviews # day for ten deys. Each lieutenant provided 8 grade (ranging trom A to D) to each candidate on the following dimensions, previously ound to be relevant by 8 job anslysis of the position of New York City police officer: Breadth of Thinking Conceptual Skills Innovativeness Interpersonal Skills ‘Communication Skills Problem Analysis. Decisiveness Judgment ‘Adaptability Reaction to Pressure Perseverance ageenossens a3 Of the 286 candidates invited in 1986 to appear for an interview, 251 applicants appeared, as shown in Table 11. Of those 251, 224 passed both the initial interview and the review by @ four-person panel. As shown in Figure 10, 89.2 percent of those applicants taking the oral assessment passed it. None of the differences among subgroups reached the .05 level of statistical significance.Because the applicants took the four types of eligibility teste in no particular order, an examination ofthe individual success rates, athough revealing, does not convey the selectivity of the sere ning process as a whole. The cumulative effect Of this four-stage proc is demonstrated in Tables 12 and 13, which show the isposition of applications to the Cadet Corps program. Table 12 presents data concerning the actual numbers of applicants according to how they fared on each of the four selection criteria. As that table indicates, only 134 applicents were able to pass all four aspects of the screening process. Table 13‘presents date concerning the percent of total applicants faling into each category. Thus, as thet table shows, only 9.0 percent of the total of 1,478 applicants successfully ‘completed all four aspect of the process. As Figur 11 indicates, the success rate varied considerably by school. Halt of the applicants from Pratt Institute, 36.4 percent of those from Wagner College. and over 20 percent of those from Lehman College, Columbia University, Fordham University, and St. John's University managed to pass all four aspects of the screening process. On the other hand, fewer than ten percent of the applicants trom John Jay, CCNY, LIU, and several other institutions eventually passed all four eligibility tests. Figure 12 shows the ultimate effect of the differential success rates across sex and racial groups. As that figure indicates, white males went trom 31.7 percent of applicants to 53.7 percent of Cadets. White females constituted 8.0 percent of appli ints but 15.7 percent of Cadets. Conversely, black males were 3718.0 percent of applicants but only 9.0 percent of Cadets. Black females fell from 15.9 percent of applicants to 6.0 p ent of Cadets. Hispanic males and females were 13.9 and 8.2 percent of the applicants, respectively, but only 8.2 and 6.0 percent of Cadets. Figures 13 through 15 show the percentage of applicants that were accepted as Cadets, by race, by sex, and by race and sex. Figure 13 provides information about the percentage of applicants accepted by race. As that figure reveals, 15.9 percent of whi pplicants were finally accepted, compared to only 5.8 percent of Hispanic applicants, 5.6 percent of Asian epplicants, and 4 percent of black epplicants. The differences between the percentage of white applicants accepted and that of Hispanics and blacks both reached the .05 level of statistical significance. Figure 14 shows that 9.9 percent of male applicants became Cadets, compared to & percent of female applicants. The difference between these two acceptance rates was not statistically significant. Figure 15 indice 5 that the percent of apy ints becoming Cadets ranged from 18 percent among white females to 3 percent among Asian males. The Gifference between the acceptance rate among white males (15.4 percent) and ‘that of black males (4.5 percent) and Hispanic males (5.3 percent) reached the .05 level of statistical significance. The difference between the acceptance rate among ‘white females (18.0 percent) was also significantly higher than that among black females (3.4 percent) 38The Cedets Tables 14 through 17 provide information about the race and sex of the Cadets hired between 1986 and 1988. As Table 14 indicates, elmost 70 percent of the 1986 Cadets were white, 15 percent were black, nd 18.5 percent were Hispanic. Over 71 percent of the 1986 Cadets were males; 28.6 percent were females. ‘As shown in Table 15, among the Cadets hired in June, 1987 (the 1987 cohort, only 44.3 percent were white, 22.9 percent were black, and 31.4 percent were Hispanic. This dramatic increase in the number of minority members is apparently attributable to a concerted effort to recruit at colleges with large umbers of minorities and to advertise on radio stations and periodicals thet had high visibility in minority communities. The number of male Cadets in the 1987A ‘cohort remained high, at 70 percent. Table 16 indicates that 33.7 percent of the 19878 Cadet cohort, hited in August of 1987, was white, 36.6 percent were black, end 26.7 percent were Hispanic. The high percentage of minority Cadets appears to be partially attributable to the continued emphasis on minority recruitment and the fact thet ‘the second 1987 cohort was composed largely of those applicants who had failed ‘to complete the initial application process, many of whom, secording to program ‘spokespersons, were minorities. Males comprised 64.4 percent of the 19872 eohor. 39[As shown in Table 17, of the 1988 Cadet cohort, 48.1 percent were whit 22.8 percent were black, and 26 percent were Hispanic. Somewhat over 63 percent of this cohort were males To provide perspective, the demographic characteristics of the Cadet cohorts should be compared to those of the ge al population, the recrult class ‘when the program began, and the department as @ whole. According to 1980 census data, the population of the city, aged 18 to 29, consisted of 24.1 percent of white males, 13.9 percent of white females, 10.7 percent black males, 13.9 percent black fem: 9.8 percent Hispanic males, and 12.3 percent Hispanic 's. In 1986, the summer recruit class consisted of 61.8 percent white 10.1 percent white females, 7 percent black males, 4.3 percent black 9.8 percent Hispanic males, and 3.6 percent Hispanic females, In 1986, ‘among all sworn NYCPD sworn personnel, 72.8 percent were white males, 6.8 percent were white fem: s, 8.1 percent were black males, 2.7 percent were black females, 8.3 percent were Hispanic males, and 1.7 percent were Hispanic females. To provide @ measure of the extent to which the demographic composition of the various Cadet cohorts, the 1986 recruit class, and the 1986 department personnel are representative of the city as @ whole, indices of re were calculated by dividing the percentage of each police subgroup who belonged to 8 perticul ethnic or gender group by the percentage belonging to that group in the city as @ whole. Thus, if exactly the same percentage of any ethnic or gender (roup were found in a subgroup and the city, the index would equal 1.0. Indices 40larger than 1.0 indicate that an ethnic or gender group is overrepresented in the police department subgroup. An index below 1.0 indicates that the ethnic group is underrepresented Figure 16 presents the indices of representativeness for the various police ‘subgroups by ethnic categories. As that figure indicates, the 1986 sworn personnel gr tly overrepresented whites and gre tly underrepresented blacks and Hispanics. The 1986 recruit class also overrepresented whites, although by less than did the department personnel as © whole; blacks in the 1986 recruit class were almost as underrepresented as in the department generally; Hispanics were slightly less underrepresented in the 1986 recruit class than in the department overall. ‘Among the 1986 Cadet cohort, whites were somewhat less overrepresented than among the 1886 8s 8 whole but almost equal in overrepresentetiveness to the 1986 recruit class. The 1986 Cadets were slightly more representative of blacks In the city than were ither the 1986 recruits or the sworn personnel i general, Hispanic Cadets were somewhat more representative than Hispanics in the epartment in general but equal in representativeness to the 1986 recruits. ‘The 1987A Cadet cohort overrepresented whites consid bly less than aid either the 1986 recruit class or the department sworn personnel in general. Blacks were much closer to being representative of the city than were either the recruit lass or the total sworn personnel. Hispanic Cadets in the 1987A cohort were actually overrepresentative of their percentage in the city as @ whole. a‘The 19878 Cadets who were white were actually underreptesentative of the Dercentage in the city at large. Black and Hispanic Cadets in the 19878 cohort were considerably overrepresentative of the percentage in New York City isel. In the 1988 Cadet cohort, whites and Hispanies were slightly ‘overrepresented while blacks were slightly underrepresented. Figure 17 provides @ graphic representation of the representativeness of ‘males and females in the Cedet cohorts, the 1986 recruit class, and the 1986 ‘Sworn personnel. The results indicat that females have been consistently less Underrepresented among the four Cadet cohorts than among either the 1986 fecruits or the total complement of sworn personnel in 1986. Concomitantly, males have been less overrepresented among all four Cadet cohorts. |mn Figure 18 are provided the results of the combined ethnic and sex representativeness of the various police subgroups. As that figure indicates, the 1986 sworn personnel greatly overrepresented white males, somewhat underrepresented Hispanic and black males, considerably underrepresented white females, and greatly underrepresented biack and Hispanic females. ‘The 1986 recruit class displayed @ generally similar pettern to that of the ‘sworn personnel as @ whole. However, white males were somewhat less overrepresented among the recruits than among the total personnel; white females, black females, Hispanic males, and Hispanic females were somewhat less underrepresented; and black males were somewhat more underrepresented.‘Among the Cadet cohorts, white males were-consistently less ‘overrepresented than among the 1986 recruit class of the total sworn personnel. White females were actually overrepresented among the 1986 Cadets and only slightly underrepresented among the 1988 cohort; mong the 1987B, and ‘expecially the 1987A Cadets, however, white females were even more underrepresented than among the 1986 recruits. Black males were consistently ‘more representative among Cadets than among the 1986 recruit class or the 1986 ‘sworn personnel; in the 1987A cohort, black males were slightly overrepresentative of the city as 8 whole; in the 19878 cohort, they were considerably overrepresented. Similarly, black females, Hispanic males, and Hispanic females were consistently better represented among Cadets than among the recruits or the total personnel. Thus, with the occasional exception of white females, all four Cadet cohorts ‘were generally more representative of the populstion of the city then were current ‘sworn personnel or the most recent recruit class. Table 18 provides information concerning the colleges or univers 15 which ‘the Cadets attended. As that table indicates, in all four cohorts the largest Percentages of Cadets came from John Jay College or St. John’s University. ‘As shown in Table 19, the most common college majors of the Cadets was Criminal justice police science, business, and soci science.Sources of Information Table 20 provides information about how the Cadets first heard about the Program. As that table indicates, the 1986 and 1987A cohorts were most lkely to have i ed about the program through advertisements on local radio oF television ‘tations, school newspapers, or 8 police recruiter, The 18878 cohort was much ‘more likely 1o have been approached by a recruiter. By 1988, the program came 10 rely less on radio and television advertising, as is reflected in the lower frequency of that source of information. The percentage of Cadets learning of the rogram from friends increased consistently through the four cohorts. Reasons for Entry ‘The importance of various reasons for ent ing the program is summarized in Table 21. As that table indicates, the reasons given most often by the Cadets ‘were to find out about policing, the excitement and challenge of police work, the ©pportunity to work in the community, and to advance their career. Training Except for the second 1987 cohort, Cadets officially began their service in June. On the day, they were welcomed to the program, required to complete ‘humerous forms, and were issued uniforms and # manual of instructions (included 185 Appendix B of this report), For the next few days, they attended to other ‘dministrative matters, heard speeches from city and department notables, ‘engaged in physical taining. end attended classes on the following topics: 1. Lew 2. Department Orientation4: Communications During the second week, the Cadets attended a three-day Leadership/Teamwork program (developed by the Cradlerock Network) at Fort Totten. This program was e variant of the “Outward Bound* approach in which the participants learn to work together to overcome physical challenges. Also uring that week, they received orientation taining concerning the Community trol Officer Program (CPOP) Assignment to Precincts During the third week, the Cadets were assigned to precincts in which they were to work as sides to officers participating in the Community Police Officer Program (CPOP). The intention of this assignment was to expose Cadets to Officers with a community orientation. In the precincts, the Cadets engaged in Such activities as attending community meetings, walking foot pattol, riding in a CPOP van, performing clerical work, visiting crime victims, and other such duties. As part of the evalu n, Cadets were observed while they were assigned ‘to work in @ precinct. Cadet activities varied considerably, depending upon the situation in the precinct and the preferences of the CPOP offi ‘Two typical ‘observations will serve to represent the range of activities observed. In one Brooklyn precinct, three cadets were assigned to patrol a van with 8 CPOP offic Upon appearing for duty, the ferrale officer informed the Cadets that their primary mission for the day was to disperse illegal peddlers from the downtown ar Of the precinct. On the way to their assignment, the CPOP officer 4‘explained how she intended to deal with the problem. As they arrived, two Cadets ‘end the CPOP officer lett the CPOP van and asked the peddlers to disperse, saving ‘one Cadet in the van. The peddlers dispersed. Leter on the tour, the proup returned to th to find that some of the peddlers had returned. Leaving the CPOP officer and the third Cadet, two Cadets left the van and explained to the Peddlers that they were in violation of the law and that their merchandise would be Confiscated if they did not leave immediately. When the Cadets returned to the van, the CPOP officer explained that, although peddlers may be chased out of this, articular area, there are str ts where such business would be allowed to occur. During the remainder of the tour, the CPOP officer and the Cadets shared sponsibilities required to handle a variety of different situations. In addition, the officer took every opportunity to explain what she was doing and why. When dealing with citizens, she would always introduce them to the Cadets and explain ‘the nature of the program. While patrolling in @ largely commercial area, the officer pointed out that in such a neighborhood it is commen to receive calls concerning erguments between customers and shopowners. The officer explained that it was rare thet e law was violated but that, by listening to both sides, it was possible to calm the situation down, Leter, @ taxi picked up @ passenger without puling to the curb. The officer ‘Stopped the taxi, warned the driver that he had violated the law, and allowed the driver to leave with only 2 wi ing. The officer then explained what law had bee! broken, the apparent reason for the law, and why she had not issued # summons. 46‘At another point, the officer sent the two Cadets to search for the driver of @ ouble-parked truck. At the scene of 8 trafic accident, one of the Cadets was glven the ‘assignment of obtaining the license and registration from the driver of one of the vehicles. As the officer filled out en accident report, the other Cadet was given the assignment of calling in the accident. The Cat t accidentally used the wrong signal, resulting in the dispatch of an ambulance to the scene. The officer corrected the signal and patiently explained the need for coded signels (to reduce the time on the air) and the importance of using them correctly While the officer wes completing the accident report, @ woman came up to ‘the van and asked if she could park at a broken parking meter. The otticer advised her not to do so, After the woman left, the officer explained to the Cadets that they should never tell anyone to do anything wrong, even if they might be able to ‘get away with it ‘One of the Cadets had just transferred from another precinct. He explained ‘that the CPOP sergeant at the other precinct had caught him sleeping in the Precinct lounge. The Sergeant wes infur ted not only because the Cadet was Sleeping but also because Cadets are not lowed in the lounge. As a result of this episode, the Cadet was given only clerical assignments. Out of frustr ion, he requested a transfer. The officer took advantage of this situation to explain that police officers must always be prepared. For example, she ssid, “If you are caught ‘wearing white socks, say that you have an athlete's foot problem." 47During lunch, the officer gave the Cadets suggestions about how to prepare for the Police Entrance Examination. Later, during a conver ion about the drug problem in the precinct, the officer explained the division of labor within the opertment for di ing with that problem. She said that the CPOP officers sel¢om made arrests, but restricted themselves to filing out Intelligence Reports about the rug activity they observed. She explained that, in order to protect the rights of suspects, it was important to plan arrests very carefully. For that reason. she said, Such srtests are usualy lett to the Narcotics Division. ‘The Cadets excitedly discussed their recent trip to the morgue, where they witnessed en autopsy. They seid that they liked that much more than when they Were given the assignment to visit vietims of erime, talk to them about their exper nee, and distribute @ pamphlet explaining thei rights. Working with enother (Cadet, they s8id they spent much of their time looking for the correct address, only 10 find in most cases that the victim was not home. Although they had been given ® police radio with which to call for help, they had found the experience of wandering dark hallways to be frightening The overriding characteristics of this tour were mutual respect and communication, the CPOP officer offering information and advice, the Cadets providing obedience and interest. Whether the issue wes how to handle emotionally disturbed persons or precinct politics, curiosity led to inuity, followed by instruction, and open discussion. The Cadets, treated as nascent police officers, responded in king.‘At the other extreme, in a precinct in downtown Manhattan, Cadets were fed with notable disdain, forced to wi long periods of time to be given only ‘menial assignments, During the week prior to our observations, the Cadets had been given no assignments by the responsible sergeant. When discovered sitting Idle by a Lieutenant, the Cadets we assigned to work the telephone switchboard ‘and to enter complaint data in log books. During one tour, the Cedets were responsible for filing out the “beat books” forall the CPOP officers, an assignment which called for them to walk in pairs throughout the beat while recording all business addresses and telephone numbers, This assignment, similar to most of their assignments, had been solicited from the officers of the precinct. “After al." fone of the Cadets volunteered, “doing something, no matter how boring it might be, is better than waiting around for nothing." (On another tour, the Cadets spent the fiat haf hour entering erime recores In @ log book, then waited over one hour to be given an assignment. While waiting, the Cadets read newspapers and talked to themselves and our observer. During this entire time, several police officers entered the room, conducted business, and left without speaking to the Cadets. Finally, the Cadets were told to fesccompany a CPOP officer. After going to the officer's bank to deposit his pay check, the Cadets accompanied the officer while he distributed flyers about a block ‘association meeting. Little conversation occurred between the officer and the Cadets. After pproximately one hour, it begen to rain. At this point, the officerrequested transportation beck to the station. For the remainder of the tour, the Cadets sat ri ding newspapers. During another tour, three Cadets accompanied three CPOP officers in @ ven ‘White patrolling through the precinct, the officers spoke primarily among ‘themselves. Occasionally, Cadet would ask questions about what wes bheppening. Most responses were terse; some appeared to be condescending. The officers warned se. I drivers about being in violation of traffic codes. When 8 Cadet asked why they seldom issued tickets, one officer explained that they tried to give people the benefit of the doubt. Another officer added, sh and we've ‘already met our monthly quota for traffic tickets," ‘A few minutes later, the officers were told by the owners of a warehouse that 2 woman they know to be @ prostitute had entered his property. Leaving the Co ts in the van, the officers interrogated the woman and told her to leave the Premises. After returning to the van, the Cadets asked why the woman wes not ‘arrested. The officers explained that they could not do so unless they had seen hher proposition someone. In order to do thet, they |, It would be necessary to work “undercover. The officers then joked that the woman must have had ‘Several good “tricks” lately because she was wearing @ new blouse Upon seeing an old car containing three black youths parked in an alley, all three officers left the van, loosened their holsters, and approached the car. Upon eturning to the ear, the officers said that although they were certain that the 50youths were involved with drugs, they had no proof, They had told the young men. that they could not “hang around” in the alley and had to mov After driving without incident (or conversetion) for almost an hour, the officers took # call for a shoplifting. On the way to the scene, one of the officers fennounced that he wanted to make the arrest because he was “short on collars* for that month. Five minutes after arriving at a drug store, the officers returned to ‘the van with the owner and a suspect arrested for st ing street maps. While Searching th uspect at the precinct station, the arresting officer found a fake police lieutenant’s identification card. The officer requested the Cadets to look up in the penal codes to determine if there were grounds for making @ felony, rather ‘than a misdemeanor, arrest. After almost an hour of s ching, the officer proceeded to make @ misdemeanor arrest. ‘At this point, the four Cadets and our observer ordered sandwiches trom a ‘nearby deli and returned to the precinct lounge to eat them. For several minutes, no officers talked to the Cadets. Finally, the awkward silence was broken by en officer who, in a very loud voice, complained that the Cadets were taking the space of “real” police officers. After the meal break, the Cadets returned to the CPOP office, where they w 1 without an assignment for the remainder of the tour ‘Our observations suggest that most Cadets had experiences falling between these two extremes. Cadets were often unsure what to expect: CPOP sergeants ‘were often uncertain what to ask. Patrol officers, who were largely uninformed 51‘about the program, looked upon the Cadets with » mixture of curiosity, ‘compassion, and suspicion. Without a cle iy 1d role, the jobs of Cadets became largely determined by the imagination of the CPOP officer to whom they ‘wore assigned. Unfortunately, many CPOP sergeants, who had been informally briefed about the goals and methods of the program, went on vacetion during the Period when the Cadets were assigned to them. As a result, some supervisors were uninformed about, or frankly unsupportve of, the program. ‘After the frst summer of the program, the Police Foundation provided @ preliminary evaluation report to the police dey ment in which the observations ‘were presented. After reviewing that report, the department began a series of seminars for CPOP sergeants and precinct commanders concerning the nature and ‘goals of the Cadet Corps program. Table 22 contains @ summary of how the Cadets estimated thet they spent ‘their time. As that table indicates, the most frequently mentioned activities we: welking foot patrol with an officer, riding in @ CPOP van, learning about the Precinct station, riding in @ patrol car, and visting crime victims. Friday Sessions (On most Frideys during the summer, the Cadets returned to the Police ‘Academy, For the first two hours of each Friday, the Cadets were divided into four Companies and required to engage in gymnastic exercises a8 well as first aid and Wfesaving training. According to the questionnaire results, approximately 80 52Dercent of the Cadets found the gymnastic exercises 10 be very or somewhat useful. Cedets spent the rest of Friday mor ings listening to lect on topics Generally related to law enforcement. A representative trom the Intergovernmental Relations section of the Office of the Mayor, for exemple, talked about the relationship between the state and city governments, On another day, the Commissioner of Corrections talked about the theory and practice of punishment, ‘fer which the Cadets visited the Rikers Island prison feclty. The deputy director of the Department of Environmental Affairs spoke about the danger of ‘environmental pollution and what can be done about it. Duting one session, @ epresentative of the Coalition for the Homeless spoke about the plight of the ‘homeless in New York City: later in the day, the Cadets were provided with a tour of 8 shelter for homeless persons. In August, the United States Attorney talked ‘bout organized crime, a Special State Prosecutor spoke of state/federal relations, and 8 Feder judge telked about the role of the courts in protecting individual Fights. Approximately 66 percent of the Cadets found these sessions to be very or Somewhat usetul After lunch, the Cadets reassembled in companies to discuss the morning resentation, After this discussion. Cadets were given professional training ‘consisting primarily of uniform inspection, parade procedures, rule enforcement, fend other types of disciplinary training. Slightly less than 80 percent of the Cadets found these sessions to be very or somewhat useful 53Atttudes About the Progrem ‘Table 23 summarizes the responses of the Cadets when asked what aspects Of the program they liked best. Across all cohorts, the Cadets indicated that the ‘spects they liked best were the training and experience they received, the knowledge they had acquired, the tuition loan they received, and the opportunity to rn a salary Table 24 summarizes the responses of the Cadets when asked what aspects fof the program they would most want to change. Although the results differed considerably across cohorts, the most common complaints were made about the uniforms, which many Cadets found to be uncomfortably hot. There were also Several complaints about the training, which some Cadets found to be less useful than it could be. There were also some compizints about the work hours, the nature of the work they were given while in the precincts, the organization of the Program, and the benefits provided. Status of Cadets Tables 25 through 28 indicate the status of the four Cadet cohorts as of January 10, 1991. As Table 25 indicates, 67 (50.4 percent of the original cohort have completed the program and been promoted to police officer. It is importent to note that at | st 15 of the 54 resignations were because the Cadet left the rogram to enter the Police Academy. tis also worth noting that approximately 587 percent of the white Cadets, 50 percent of the Hispanic Cedets, but only 20 percent of the black Cadets have been promoted to police officer. Among male 5aCodets, 54.7 percent have been promoted; among females, 39.5 percent have ‘completed the program, “Table 26 indicates that 71 (50.7 percent) of the 1987A Cadet cohort have completed the program and been promoted to police officer. The differences ‘mong the promotion rates across ethnic groups was much less than in the 1986 Cohort, ranging from a low of 43.2 percent among Hispanics to 8 high of 52.2 Percent among whites. Slightly more than 54 percent of male Cadets have been Promoted to police officer; 40.5 percent of female Cadets have been promoted ‘As shown in Table 27, only 32 (31.7 percent) of the 101 Cadets in 19878 cohort have completed the program and become police officers. This low completion rate appears to stem parvialy from the fact that this cohort wes allowed to enter the program without first meeting all of the eligibility criteria (medical examination, psychological esting, background investigetion, and oral examination) required ofall the othe: cohorts. As a result, many Cadets dropped out of the progra: Decause of their failure to meet one or more of those criteria, ‘The completion rates across ditferent ethnic groups were quite small. Among male Cadets, 27.7 percent have been promoted to police officer: 38.9 percent of female Cadets have be Promotes. ‘Table 28 reveals that even though there were stil 28 active Cadets in the 1988 cohort, 47 (42.3 percent) of the original 131 have alr 15y completed the Program and have become police officers. As with the 1986 cohort, however, the ‘completion rate varies widely across ethnic groups, ranging from 16.7 percent 55‘mong blacks, 26.5 percent among Hispanics, and 49.2 percent among whites ‘Among male Cadets, 39.8 percent have been promoted, whereas among females only 29.2 percent have achieved that status. Vi. QUESTIONNAIRE RESULTS Changes In Survey Responses of Cadet Cohorts Over Time ‘Reasons for Entry. Certain Cadet cohorts were asked to indicate theit reasons for entry into the Cadet program at the beginning of their experience and ‘G8in upon their entry into the Police Academy. Table 29 indicates the mean response for the total number of 1986 Cadets providing answers at either séministration. Table 30 indicates that the average Cadet upon entry to the Program was significantly less likely to say that he or she entered the prograr Decause of e desire to work in the community than was the average Cadet upon entyy to the Academy. Table 31 presents the results of the analyses of the responses of the panel of Cadets who provided responses at bath administrations Of the questionnaire, The results indicate thet, mong the panel members, Cadets Decame more likely to mention the chance to work in the community, less likely to ‘mention the influence of others, and less likely to mention @ good job opportunity 188 reasons for entry. ‘Tables 32 through 34 indicate that no significant changes in reasons for entry were found for the 1987 cohort‘Tables 35 through 37 reveal that only one significant difference was found ‘among the responses of the 19878 cohort. For both the total and panel samples, the Cadets at entry to the program were more likely to have entered because of the excitement and challenge of policing then they wer when they entered the ‘Academy. Preterred Criteria For Evaluating Police. Cadets were asked to indicate their preferred criteria for e lusting police officers at various times, Table 38 presents ‘the results for the total responses of the 1986 cohort over three waves. Table 39 Provides @ summary of the significant differences for the total sample; rable 40 Provides similar information for the panel sample. Table 39 indicates 8 general eduction among the total sample in the importance placed on obedience and traditional policing, responding quickly to calls, Ind meeting area needs. Table 40 shows similar results among the panel respondents. In addition, there was @ significant increase in emphasis on community orientation between waves 1 and 5. Tables 41 through 43 provide the results of the analysis of the responses of the 1987A cohort. Table 42 indicates that, among the total sample, there was @ decr 1 in emphasis on responding to patrol a Reeds, in responding quickly to calls, obedienc Ind in receiving few complaints; the results concerning the importance of responding to calls produced wer varied. No significant differences ‘were found among the penel sample. Tables 44 through 46 provide the results of the analysis of the responses of the 1987B cohon. Table 45 indicates a reduction in the perceived importance of 57obedience and of traditions! policing among the total sample. No significant itferences were found among the members of the panel sample ‘The analysis of the responses of the 1968 cohort are presented in Tables 47 ‘through 48. The results indicate an increase in the emphasis on activity as a crite n, but @ decrease in the importance of re ving recogni Nand in having helping orientation. Perceptions and Attitudes. As shown in Table 4, the Cadets were requestee t0 supply information about @ wide ver ty of perceptions and attitudes. Although ‘many of these responses provide valuable insights, for the purposes of ths stuey ‘we will focus on those measures dealing most directly with the goals of the Program, including attitudes about the police rol the use of force, nd dealing with the community. ‘Tables 50 through 52 provide the results of the analyses of the responses of the 1986 cohort. The resuits from the total sempies, presented in Table 51, indicate few consistent patterns. There was some tendency, however, for Cadets 10 come to see the job of police officer as less exciting and to involve more paper ‘work as they went through the program. In addition, the Cadets came to reduce ‘their support for rigid law enforcement, believe less strongly thet the use of force 's justified, believe less strongly that officers must always be on guerd, and to increase their belief that family problem-solving is a part of real police work Similar results were found among the panel samples. In addition, pane! members Decame less likely to think thet citizen complaints are an inevitable part of the job 58‘nd less likely to Believe thet the ideals of politeness and decency are unworkable ‘on the street. Tables 53 through 55 provide the resuts of the analyses of the perceptions ‘and attitudes of the 1887A cohort across several waves. Again, few consistent Patterns emerge. However, there was again e tendency for Cadets to come to Delleve les strongly in the need to rigidly enforce the law, believe less strongly ‘that the use of force is justified, but also a tendency for them to reduce their belet ‘that citizens have the right 1o complain about police misconduct. ‘The results of the analyses of the perceptions and attitudes of the 19878 cohort are presented in Tables 56 through 58. Table 57 indicates that th ‘tendency for the total sample of Cadets to come to believe less strongly in the eed to rigidly enforce the law and to believe less strongly that the use of force is justified; on the other hand, they became somewhat more likely to believe thot citizen complaints are an it vitable part of the job. As shown in Table 63, no Consistent patterns were found among members of the pane! samples. ‘Tables 69 through 61 present the results of the analysis of perceptions and ‘attitudes of the 1888 Cadet cohort. Table 60 indicates that there was » tendency for the total sample of Cadets to come to believe less strongly in the need to ‘rigidly enforce the law and an increased tendency to believe it should be up to en ofticar’s discretion as to whether to enforce most laws. Similar results are shown for the panel samples in Table 61 59Comparisons of Cadet and Non-Cadet Recruits at Entry to Academy [As mentioned above, members of the 1986 Cadet echor, and the other on-Cadet recruits in the 1988 Police Academy class, were requested to complete ® questionnaire both at entry and exit from the Police Acedemy. Members of the ‘1987A and 19876 Cadet cohorts, and the other non-Cadet recruls in the 1989 Police Academy class were given a questionnaire upon entry to the Acedemy only This section summarizes the palyses performed to compare the responses to those questionnaires. Demographic Characteristics. Table 62 provides a comparison of the emographic characteristics of the 1886 Cadet cohort and the non-Cadet recruits ‘who entered the Police Academy in 1988. As that table indicates, the Cadets were somewhat younger--the median age of Cadet recruits wes 20.7 years, for ‘non-Cadet recruits, the median was 23.6 years. Cadet recruits were also Somewhat more likely to be female, slightly more li ly to be non-white, and much less likely to have never been married and to be living with their parents. Cadet recruits tended to earn less, come from low income fami 1nd be less likely to ha ever worked fulltime, Table 63 provides similar comparisons between the 1987A and 19878 Cadet cohort recruits and their non-Cat t colleagues in the 1989 Academy class ‘The differences were quite similar to those found in the 1988 class, slthough the Cadet recruits were even more likely to be minority females than in the previous class.‘Reasons For Entry. Tables 64 end 65 provide the results of the comparisons between reasons for entering the 1988 Police Academy class provided by Cadet recruits, non-Cadet recruits with some college education, and non-Cadet recruits with no college education. The results indicate that Cadet recrults were ‘slonificantly less likely to say thet they entered because of the excitement and Challenge of policing or because they had always wanted to become 8 police Officer. No significant differences between non-Cadet recruits with and without education were found. Similar comparisons are provided for the 1989 Academy class at entry in ‘Tables 66 and 67. The only significant gitference found was that non-Cadet recruits with no college experience were more likely than Cadet recruits to indicete that they had elways wanted to become a police officer. Preferred Criteria For Evaluating Police. Comparisons among the importance of various eriteria for evaluating police officers for Cadet and non-Cedet recruits ‘2re provided in Tables 68 and 69. The results indi te that Cadet recruits placed ‘the least emphasis on obedience, followed by non-Cadet recruits with some college ‘education, followed by recruits with no college education. Similarly, Cadet recruits placed the most emphasis on having a community orientation, followed by non- Codet recruits with some college educetion, followed by recruits with no eollege education. Finally, Cedet recruits were less likely to emphasize the importance of ‘waditional policing than were non-Cadet recruits, regardless of theit college experience. 6‘As shown in Tables 70 and 71, no significant differences in preferred criteria {f0F evaluating police officers were found among Cadet recruits and non-Cadet ‘ecrults among those entering the 1989 Police Academy class. Perceptions and Attitudes. Tables 72 and 73 summarize the enslyses of the Perceptions and attitudes of the Cedet and non-Cadet recruits Bt entry to the 1988 ‘Academy class. Although these perceptions are not central to our evelustion, iis interesting to note thet, by the time they entered the Academy, Cadets were likely {0 find the job of police officer more boring, repetitious, less busy, less exciting, ‘8nd more full of paperwork than were non-Cadet recruits, though not all of these. diMerences were statistically significant. More to the point, Cadet recruits were ‘more likely to be community-oriented, more likely to have a problem-solving orientation, less Ii ly t0 think laws should be rigidly enforced, less likely 1o value obedience, more likely to think good officers depart from standard operating Procedures, and more likely to think that a college education was desirable for 2 police officer. Tables 74 and 75 provide summaries of the comparisons of the perceptions ‘and attitudes of the entering members of the 1989 Academy class. Few Significant itferences were found. However, Cadet recruits still were more ikely 10 fing the job of police officer boring and lacking excitement. In addition, Cadet recrults were less liks!y to value obedience and more likely to believe college education was desirable for 8 police officer 62Comparisons of Cadet and Non-Cadet Recrults at Exlt From Acsdemy Preferred Criteria for Evaluating Posie. Tables 76 end 77 summarize the results of the comparisons of preferred criteria for evaluating police officers et ext from the 1988 Academy class. Although there were three criteria thet were significantly dtferent atthe time they entered the Academy, the tables indicate that none ofthe ditferences emong the three groups was statistically signitican: by the time they hed completed the six months of Academy trining Perceptions and Attitudes. Tables 78 and 79 present the results of the comparisons of the perceptions and attitudes of the Cadet and non-Cadet recruits fat their exit from the 1888 Academy class. Far fewer differences reached the level of statistical significance then was the case et the ime of entry to the Academy Nevertheless, Cadet recruits were less likely to value obedience, more likely 10 think that @ good officer should deviate from standard operating procedures, and to ‘think that @ college education was desirable for a police officer. Vil. SUMMARY AND DISCUSSION ‘The New York City Police Department instituted its Police Cadet Corps with five major objectives: 1. To increase the educational level of the de} riment. 2, To test a more rigorous selection process for recruits. 3. To increase the representativeness of the uniformed force. 634. To increase the orientation toward community policing, 5. To improve leadership skills of new officers. ‘A comprehensive assessment of the extent to which the program has met 'S would require a long-term evaluation involving an appraisal of field - Supervisors’ ratings, promotion experience, and demonstrated leadership. Although such an evaluation is not yet possible, a preliminary ‘assessment can be made based on the information availabl Objective 1 Although a total of 217 Cadets have graduated from the program and become police officers, this is considerably fewer than the 200 per year that was the gos! of the program. Further, these Cadets amount to less than one percent of the total complement of sworn personnel. It is also not known how many of those Cadets would have become police officers even if the program had nat been created. Objective 2 As planned, the Cadet program did institute an oral interview and two years Of in-the-field training for those in the program. It should be noted, however, that black males and Hispanic females performed ri tively poorly on the oral interview, ‘though the ethnic and gender differences on the interview were smaller than for ‘the background investigation and the psychological examination. It 0 should be oted that the percentage of Cadets who are members of minority ethnic groups, ‘especially Aftican-Americans, who have completed the program and become police 64officers hes generally been lower than the percentage of whites. Further ‘examination of this result appears warranted in order to determine the reasons for this difference. Objective 3 ‘The program sought to increase the representativeness of the uniformed force by increasing the percentages of blacks, Hispanics, and other racial/ethnic minorities 8s well as females. In fact, blacks (both males end females) and Hispanics (both males end females) were consistently better represented among al four Cedet cohorts than among the 1986 recruits or the total complement of ‘sworn personnel when the program began. The representetiveness of white females was higher among two cohorts and lower in the two others than among the two de iment comparison groups. White males were consistency less. overrepresented than among recruits or the department as 8 whole. Objective 4 ‘The fourth goa! of the program was to incr 8 the orientation toward community policing. All four Cadet cohorts plat 1d 8 relatively high importance on being able to work in the community as a r s80n for entering the program. The 1986 Cadets were more likely to find this reason important at the time they entered the 1988 Police Academy class than when they entered the program. When ‘asked about the importance of various criteria for evaluating police officer performance, all cohorts placed relatively strong emphasis on both @ community ‘orientation and a helping orientation. The 1986 Cadet panel members were more 65likely to find e community orientation important efter two years in the program ‘then when they began. Further, for most Cadet cohorts, the importance placed on “traditional policing” declined during the two y rs in the program. Cadet recruits ‘entering the 1988 Academy class were more likely to find @ community orientation fan important evaluation criterion than were their non-Cadet classmates. Itis important to emphasize that these differences were present before the Cadets or their non-Cadet recruit had assumed their role of police officer and been ‘exposed to the prevailing police culture. Further study of these same people after ‘some time in the field would be necessary to determine if the observed differences Objective 5 It is too early to de mine the extent to which the program was able to achieve its fifth go: 10 improve the leadership skis of new officers. The jtainment of this goal, however, has been # major focus of the training and work experience provided to the Cadets ‘Summary Assessment {In summary, the New York City Police Department Police Cadet Corps rogram has, to date, proven to be an encouraging effort to invite college students 10 investigate the possibilty of becoming member of the police department and to train them concerning the tenets of community policing even before they enter the Police Academy. Although fewer Cadets have completed the program than originally intended, the Cadet Corps hes, to 8 large extent, succeeded in‘2ccomplishing its preliminary objectives. The extent to which the program achieves its long: ‘08ls of creating @ "new elite corps” of leaders for the future, with an enlightened community-oriented approach to policing, must await further investigation. 67REFERENCES ‘Aldag, R.J. and A. P. Brief (1978). "Supervisory Style and Police Role Stress. Journal of Police Science and Administration. Vol. 6. NO. 3:362-367. Baehr, M.E., J.E. Furcon, and E.C. Froemel (1968). Psychological Assessment of Patrolman Qualifications in Relation to Field Performance. Washington, DC: U.S. Government Printing Office. Barker, T. and D.L. Carter (Eds.)(1986). Police Devisnce. Cincinnati: Anderson Publishing. Barry, D.M. (1978). “A Survey of Student and Agency Views on Higher Educetion In Criminal Justice." Journal of Police Science and Administration. Vol. 6. No.3:345-354. Bell, D.J. (1978). “The Police Role and Higher Eduction." Journal of Police Science and Administration. Vol. 7. No, 4:467-475. Binder, A., R. Scharf, and R. Galvan (1982). Use of Deadly Force by Police Officers. (Grant Report 79-NI-AX-0134). Washington, DC: National Institute of Justice. Bittner, E. (1970). The Functions of the Police In Modern Society. Public Health Service Publication 2059. Bethesda, MD: National Institute of Public Health. Blum, Richard H. (1964). Police Selection. Springfield, I Publisher. Blumberg, A. and E. Niederhotter (1985). The Ambivalent Force. (4th Ed.) New York: Hold, Rinehart & Winston, Bozze, C.M. (1973), "Motivation Guiding Policemen in the Arrest Process.” ‘Journal of Police Science and Administration, 1 (4), 468-476. Brown, P.P. and H. Locke (1980). "The Police and the Community.” In R.A. Staufenberger (Ed), Progress in Policing: Essays in Change. Washington, DC: Police Foundation, Cescio, W.F. (1977). "Formal Education and Police Officer Performance 0f Police Science and Administration. Vol. §. No. 1:89-96. Cascio, W.F. and L.J. Real (1976). "Educational Standards for Police Officer Personnel.” The Police Chief. Vol. 5. No. 1:89-96. Chevigny, P. (1968). Police Power: Police Abuses In New York City. New York. Pantheon. Clark, R. (1970). Grime in America, Observations on its Nature, Causes, Prevention and Control. New York: Simon and Schuster. Cohen, B. and J. M. Chaiken (1972). Police Background Characteristics and Parformance: Summary Report. Washington, DC: U.S. Law Enforcement Assistance Administration, Cohen. B. and J. M. Chaiken (1973). Police Background Characteristics and Performance. Lexington, MA: Lexington Books. Couper, D. (1988). “Quality Leadership: The First Step Toward Quality Policing." The Police Chief. Vol. 55. No. 4:79-85, Charles C. Thomas, * JournalCross, A.C. and K.R. Hammond (1951). “Social Differences Between ‘Successful’ ‘and “Unsuccessful State Highway Patrolmen," Public Personne! Review. 12, 159-161. Dalley, A.F. (1975). “University and Non-University Graduated Policemen: A Study of Police Attitudes." Journal of Police Science and Administration. Vol. 3. No. 4:458-468. Deutsch, Albert (1955). The Trouble with Cops. New York: Crown Publishers. Finckenauer, J.0. (1975). "Higher Education and Police Discretion." Journal of Police Science and Administration, 3(4),450-457. Finnegan, J.C. (1876). "A Study of Relationships between College Education and Police Performance in Baltimore, Maryland.” The Police Chief. Vol. 43, No. 8. Fischer, RJ. (1981), “Is Education Really an Alternative? The End of 8 Long Controversy.” Journal of Police Science and Adminstration. Vol. 8 No. 3:313-316. Fischer, R.J., K.M. Golden, and 8.L. Heininger. (1985). “Issues in Higher Education for Law Enforcement Officers: An ilinois Study." Journal of Criminal Justice. 13:329-38, Geary, David Patrick (1970). *College Educated Cops-Three Years Later." The Police Chief. August. Girand, D. (1977). “What is Right for Education in Law Enforcement?" The Police Chief. Vol. 44. No. 8. Glasgow, Edward H., Robert Green and Lyle Knowles (1973), "Arrest Performance ‘Among Patrolmen in Relation to Job Satisfaction and Personal Variables.” The Police Chief Vol. 40. No. 4, April Greene, J., T. Bynum and V. Webb. (1984). "Patterns of Entry, Professional Identity, and Attitudes Toward Crime-Related Education: A Study of Criminal Justice and Criminology Faculty." Journal of Criminal Justice. Vol. 12. Griffin, G.R, (1980). A Study of Relationships between Level of College Education ‘and Police Patrolmen's Performance. Saratoga, CA: R & E Publishing, Goldstein, Herman (1977). Policing a Free Society. Cambridge, MA: Ballinger Publishing Company. Gottlieb, M.C. and C.F. Baker (1974). "Predicting Police Officer Effectiveness." ournal of Forensic Psychology. December, pp. 35-46. Harvie, R. (1972). *The Myth of Police Professionalism." Police. December, 59-61 Hillgren, J.S., R. Bond, and S. Jones (1976). "Primary Stressors in Police Administration and Lew Enforcement.” Journal of Police Science and Administration. Vol. 4. No. 4:445-449, L.T. (1976). “Evaluating the Impact of Education on Police Performance.” Paper presented at th annual meeting of the Academy of Criminal Justice Sciences, San Mateo, CA, Hoov 69Hudzik, John K. (1978). *College Education for Police: Problems in Measuring Component and Extraneous Variables." Journal of Criminal Justice. Vol. 6. pp 69-81. ‘ational City Managers Association (1954), Municipal Police Administration. Washington, DC: Intemationel City Managers Asso Kelling, G. and M.A. Wycoft (1978). The Dallas Experienct ‘Development. Washington, DC: Police Foundation. Levy, R.J. (1967). “Predicting Police Feilures." Journal of Criminal La, Criminology and Police Science. 58, 265-276. ‘Madell, J.D. and P.V. Washburn (1878). “Which College Major is Best for the Street Cop?” The Police Chief. Vol. 45, No. B:40-42. ‘Marsh, S.H. (1962). "Validating the Selection of Deputy Sheriffs." Public Personnel Review. 23, 41-44, Mastrofski, Stephen D (1990). “The Prospects of Change in Police Patrol: A Decade in Review." American Journal of Police. Vol IX, No. 3. pp. 1-80. Anderson Publishing Company, Cincinnati, OH. McAllister, J.A. (1970). "A Study of the Prediction and Measurement of Police Performance." Police. 14, 58-64. McGreevy, T.J. (1964). "A Field Study of the Relationship Between the Formal Education Levels of 556 Police Officers in St. Louis, Missouri, and Their Patrol Duty Performance Records.” Master's thesis, School of Public ‘Administration and Public Safety, Michigan State University. Miller, J. and L. Fry (1976). “Reexamining Assumptions about Education and Professionalism in Law Enforcement." Journal of Police Science end Administration. Vol. 4. No. 2:187-196. » W.E, (1970). The Professions: Roles and Rules. New York: Russell Sage Foundation, ‘Muehleisen, Gene S. (1965). "Mandatory Minimums or Professional Maximums,” Yearbook. Washington, DC: International Association of Chie's of In Moos Police. Muraskin, R. (1978). The Future of Criminal Justice Education. Cr Institute. Brookeville, NY: Long Island University. Murrell, D.B. (1982). The fnfluence of Education on Police Work Performance. Unpublished doctoral dissertation, Florida State University, Tallahassee. Myren, R.A. (1976). Remarks at 2 conference on police education, Police Foundation, Washington, DC. Merch. National Advisory Commission on Criminal Justice Standards and Goals. (1973). A National Strategy to Reduce Crime. Washington, DC: U.S. Government Printing Office. ‘National Commison on Law Observance end Enforcement (1931). Report on the Police. Washington, DC: U.S. Government Printing Office, Niederhotter, Arthur (1969). Behind the Shield: The Police in Urban Society. Gorden City, NY: Doubleday & Company, Anchor Books Edition. inal Justice 70O'Rourke, W.J. (1971). *Should All Chief. Vol. 38. No. 12. Ostrom, E. (1876). "Size end Performance in a Federal System." Publius, ‘Antony. Joseph J. Hurrell, Jr. and Robert Kliesmet (1984). Stress Among Police Officers. U.S. Department of Health and Human Services. Cincinrot OH. October. President's Commission on Lew Enforcement and Administration of Justice (1967). The Challenge of Crime In a Free Society. Washington, DC: U. Government Regoli, R.M. (1976). “The Effects of College Education on the Maintenance of Police Cynicis ed?" The Police Regoli, R.M. and A.W. Miracle (1980). Professionalism Among Criminal Justice Educators. Joint Commission on Criminology and Criminal Justice Education and Standards. Roberg, F.R. (1978). "An Analysis of the Relationship Among Higher Educetion, Belief Systems, and Job Performance of Patrol Officers." Journal of Police Science and Administration. Vol. 6 No. 3:336-344. Roberts, M.D. (1975). "Job Stress in Law Enforcement: A Treatment and Prevention Program,” In W.H. Kroes and J.J. Murrell, Jt. (Eds.}, Job Stress 4nd the Police Officer. U.S. Department of Health, Education end Welfare, Public Health Services, Washington, DC: U.S. Government Printing Office, Royal Commission on the Police 1962 (1962). Final Report. London: Her Majesty's Stationery Ottice. Sanderson, B. (1977). “Police Otficers: The Relationship of College Education to Job Performance." The Police Chief. Vol. 44, No. 8, Sepp, A.D. (1978). “Issues and Trends in Police Professionalism." Criminal Justice Monograph. College of Criminal Justice, Huntsville, TX: Sam Houston State University Saunders, C. (1970). Upgrading the American Police: Education and Training for ter Law Enforcement. Washington, DC: Brookings Institution, Scott, W.R, (1986). “College Education Requirements for Police Entry Level and Promotion: A Study." Journal of Police and Criminal Psychology. Vol. 2. No. 1. ‘Sherman, Lawrence W. and Mark Blumberg (1981). "Higher Education and Police Use of Deadly Force." Journal of Criminal Justice. Vol. 9. pp. 317-331 Sherman, Lawrence W. and The National Advisory Commission on Higher Education for Police Otticers. (172). The Quallty of Police Education. Weshington, DC: Jossey-Bass Publishers. Smith, A.B., B. Locke, and W. Walker (1967). “Authoritarianism in College and ‘Non-College Oriented Police.” Journal of Criminal Law. Criminology, end Police Science. Vol. 88. No. 1 nSmith, AB. B. Locke, and W.F. Walker (1968). “authoritarianism in Pokce College Students and Noncollege Students.” Journal of Criminal Lew Criminology. ‘and Police Sclence. Vol. 59, 440-443, Smith, D.C. (1976). *Police Professionalism and Performance: An Analysis of CxbIE Policy from the Perspective of Police as Producers and Cave ot Genaumers of Police Services." Unpublished doctoral dissertation dena University, Bloomington, Smith, D.C. and E. Ostrom. (1974). *The Ettects of Trining and Education on Porcneegrformance: A Preliminary Analysis." In H. daeod (E6) To Poeneatl for Reform on Criminal Justice. Beverly Hils, CAs Soge Publications, Spencer. G. and R. Nichols. (1971). "A Study of Chicago Police Recruts.* Police Chief. 38 (6), 50-55. Storing, JW. (1974), “The College Level Entry Requirements." Police Chie, Vol. 41, No. 8. August. Teen ory, (1962). °A Change for the Better." The Police Chief, 32, 5-6 ‘Tesk Force on the Police. (1967). President's Commission on fer Enforcement Be Administration of Justice. Task Force Report: The Poles Washington, DC: U.S. Government Printing Oftice. Trolangwicz, R.C. and 7. Nicholson (1876). "A Comperison of Behavioral Styles of oleae Graduate Police Otticers v. Non-College-Going Police Ofreeree The Police Chief. Vol. 43, No. 8 Van Maanen, J: (1974), "Working the Stret, A Developmental View of Police Beets seced (Ed). The Potential for Reform of Criminal Toate. Beverly Hills, CA: Sage Publications Vollmer, August, (1920). “The Police in Chicago." In Wigmore (E0.). Minot Grime Survey. Chicago: Association of Criminal Justi Ward, RM. and V.J. Webb (1881). Quest far Qualty: Report of the Joint Gemmission on Criminology and Criminal Justice Eduestion and Stonderds New York: University Publications and the Joint Commission or Criminology ‘and Criminal Justice Education and Standards. Watson, Nelson A. (1972). Unpublished data from i868 IACP survey. Cited in Shares B. Seunders Upgrading the American Police. Washington, De, Brookings Institution, Webb, Vid. (1987), “Criminal Justice Education in the Twenty-First Century Whatevery Happened to Justicology." In R. Muraskin, The Future of Grimina! Justice Education. Criminal Justice Institute. Brookevile, NY. Long Island Universit Weirman, C.L. (1978). iances of Ability Measurement Scores Obtained by College and Non-Coliege Eoucated Troopers.” The Police Chief, Ver a, No. 8. Wilson, J: (1975). Police Report: A View of Law Enforcement. New York: Lite Brown & Co. Wilton, 4.0. (1968). Varieties of Police Behevior: The Management of Lew and 72Order in Eight Communities. Cambridge, MA: Harvard University Press. son, O.W. (1963). Police Administration. New York: McGraw-Hill, (Originally published 1950). Witte, Raymond, P. (1969). “The Dumb Cop." The Police Chief. Worden, Robert (1988). "A Badge and 8 ‘The Effect of College Education on Police Officers’ Attitudes and Behaviors." Paper presented at the annual meeting of the Midwest Criminal Justice Association, Chicago. IL, Worden, R. E, (1990). "A Badge and a Baccalaureate: Police, Hypotheses, and Further Evidence." Justice Quarterly. Vol. 7, No. 3. Wycoff, M.A. and C.E. Sushmilch. (1978). "The Relevance of College Education for Policing: Continuing the Dialogue." In David M. Peterson (Ed.|. Police Work: Svategies and Outcomes in Law Enforcement. Beverly Hills: Sage Publications. 73TABLES AND FIGURES FOR NEW YORK CADET CORPS REPORTLIST OF TABLES AND FIGURES FOR NEW YORK CADET CORPS REPORT Table 1 Figure 1 Table 2 Table 3 Table 4 Figure Figure 3 Figure 4 Figure 5 Figure 6 Table 5 Table 6 Table 7 Table 8 Figure 7 Table 9 32/23/92 Comparison of Police corps, Cadet Concepts... Stages of Cadet Corps Program... . Measures of Reasons for Entry... . . Measures of Preferred criteria for Evaluating Police. ss see sy Measures of Perceptions and Attitudes . . Evaluation Questionnaire, Administration Dates see eee eee Recruiting Poster... 2.2... ., Recruiting Flyers... Ly Cadet Corps Applicants by school . . . Cadet Corps Applicants by 1,000 Sophomores se Cadet Corp Applicants by Race and Sex, 1986 or Cadet Corps Applicants by Race and School, 1986. ee ne ee Cadet Corps Applicants by School and Sex, 1986 ee ay Cadet Corps Applicants, Results of Medical Examination by Sex and Race, 1986... Percent of cadet Corps Applicants Pessing Medical Exanination by Race and Sex, 1986... . Cadet Corps Applicants, Results of Feychologica) Examination by Sex and Race, 1986... 1. a6 ” ae as 2 22 24 26 27 28Figure 8 Percent of Cadet Corps Applicants Passing Peychological Examination by Race and Sex, 1986 2. ss Table 10 Cadet Corps Applicants, Results of Background Investigation by Sex and Race, 1986... Figure 9 Percent of cadet Corps Applicant Passing Background Investigation, By Race and Sex, 1986... . Table 11 Cadet Corps Applicants, Results of ral Examination by Sex and Race, MEE ee eee Figure 10 Percent of cadet Corps Applicants Passing Oral Examination, by Race and Sex, 2986... ‘Table 12 Disposition of Applications to cadet Corps, 1986, Actual Number of Applicants) ee ee es Table 13 Disposition of Applications to cadet Corps, Percent of Total Applicants Figure 11 Percent of Applicants by School Selected for Cadet Corps, 1986 Figure 22 Percent of Applications and cadets by Race and Sex... ee Figure 13, Percent of Total Applicants Accepted as Cadets by Race... . Figure 14 Percent of Total Applicants Accepted as Cadets by Sex. Figure 15 Percent of Total Applicants Accepted as Cadets by Race and sex. Table 14 1986 Cadets - By Race and Sex . . Table 15 1987A Cadets ~ By Race and Sex . . ‘Table 16 19678 Cadets - By Race and Sex . . Table 17 1988 Cadets - By Race and Sex . . a 2s a 2 22 23 34 7 40 a a 4 4 45 4 a 4Figure 16 Figure 17 Figure 18 Table Table Table Table Table Table Table Table Table Table Table Table Table Table a8 as 20 aa 22 22 24 25 26 27 28 29 3 3 Ethnic Representativenesss of the cadet Cohorts, 1985 Recruits, and ase Sworn Personnel... os 1986 Sex Representativeness of the cadet Cohorts, 1986 Recruits, and 1986 Sworn Personnel...) os OS Fthnic and Sex Representativeness of the Cadet Corhorts, 1986 Recruits and 1986 Svorn'Personnel ss... | College /University Attended by cadet Cohort ee, College Majors by cadet cohort... , | Cadet Sources of Information... . . | Means for Wave 1 for Reasons for Entry . ‘Time Spent by cadets Engaged in Various Types of Activities... . | Aspects of Program Liked Best by CadeeS I le fe s eee aes ee Aspects of Program cadets would Change ee. t by Race Status of 1986 cadet cohort and sex... Status of 1987A cadet cohort by Race and Bex ee Status of 19878 cadet Cohort by Race and sexe ee, Status of 1988 cadet cohort by Race (andl Boi CRW ace elise Reasons for Entry: Means for Total 1986 Cadet cohort at Waves and ¢ | | Reasons for Entry: Significant pifterences Between Waves 2 and 4 for Total 1986 cadet conort. .... , Reasons for Entry: Significant pitterences Between Waves 1 and 4 for 1986 Cadet Cohort Panel... . . sak 4s 50 5. 52 53 36 5 56 se 60 a 6 6 67 6 7 nTable Table Table Table Table Table Table Table Table Table Table Table 32 33 34 35 3 7 38 a8 40 a a “a Reasons for Entry: Me Reasons for Entry: 18 for Total 1987 Cadet Cohort at Waves 1 and 5 Between Waves 2 and 5 for Total 1987A Cadet Cohort Reasons for Entry: Between Waves 2 Reasons for Entry Means for Total 1987B cadet Cohort at Waves 1 and 4 Reasons for Entry: Betw 1 B Cadet Cohort. Reasons for Entry: Cadet Cohort Panel. Preferred criteria for Evaluating Police: Means for Total 1986 Cadet Gonose at Waves 1, 4, and 5 Preferred criteria for Evaluating Polic Significant Differences Between ws Cadet Cohort. Preferred criteria for Evaluating Police: i, 4 and 5 for Total 1986 Significant Ditferences Between Waves 1, 4, Cadet Cohort Panels Preferred Criteria for Evaluating Police: Me 1987A Cadet Cohort. ns for Total at Waves 1, 4, ands Preferred criteria for Evaluating Polic. and 5 for 1986 Significant Differences Between Waves 1 and 5 for Total 1987a, Cadet Cohort ss Preferred criteria for Evaluating Police: Significant Differences Betveen Waves 1 and 5 for 19878 Cadet Cohort panel iv Significant Ditterences Significant Differences and 5 for 1967A Cadet Cohort Panel Significant Differences in Waves 1 and 4 for Total Significant Differences Between Waves 1 and 4 for 19876 2 n 14 7 76 n 78 79 20 a1 82 8Table Table Table Table Table Table Table Table Table Table Table Table “ 4 4 0 42 as 50 3 52 53 54 55 Preferred Criteria for Evaluating Polic: Means for 19878 Cadet cohort at Waves 1,3, and@..0.. ., Preferred Criteria for Evaluating Police: Significant Differences Between Waves 1 and « for Total 19878 Cadet Cohort 2 ee Preferred criteria for Evaluating Police Significant Differences Between Waves 1 and 4 for 19878 Cadet Cohort Panel»... . Preferred Criteria for Evaluating Police: Means for 1988 Cadet Cohort atWavesaandd 2. Ly Preferred Criteria for Evaluating Police: Significant Differences Between Waves 1 and 3 for Total 1988 Cadet Cohort ee Preferred Criteria for Evaluating Police: Significant Differences Betveen Waves 1 and 3 for 1988 Cadet Cohort Panel... . Perceptions and attitudes: Means for ‘Total 1986 Cadet cohort at Waves 1 Through 5... Perceptions and Attitudes: significant Differences Across Waves for Total 1986 cadet Cohort... Perceptions and Attitudes: significant Differences Across Waves for 1986 Cadet cohort Panels... Perceptions and attitudes: Means for Total 1987 cadet Cohort at Waves 2 Through 5... Perceptions and Attitudes: Significant Differences for Total 1987a Cadet Cohort at Waves 1 Through 5 . Perceptions and attitudes: significant Differences Across Waves for 1987A Cadet Cohort Panels se ew sey a 85 86 87 a9 90 95 97 200 105 106Table Table Table Table Table Table Table Table Table Table Table Table 57 58 59 60 oa 62 64 65 66 6 Perceptions and Attitudes: 19878 cadet Cohort Pant Waves 2 Through 4 Perceptions and Attituds Means for els at. Significant Differences Across Waves for Total 19878 Cadet Cohort Perceptions and attitua: Differences Across Wave: 1987B Cadet Cohort Panels Perceptions and attitude: ‘Total 1988 Cadet cohort at Waves 1 Through 3 Perceptions and Attitudes: Differences Across Wave: Tota’ Perceptions and attitudes: Differences Across Wave 1986 Cadet Cohort Panels Comparison of Denographic characteristics 2 6 Cadet Cohort an Non-Cadet Recruits 4 Significant 5 for Means for Signiticant © for 1988 cadet Cohort Significant 3 for Comparison of Demographic char: 87A and 878 Cadet Cohort ant Non-Cadet Recruits Reasons for Entry: Recruits at Entry to 1988 Acadeny Class. Reasons for Entry: Nor 1988 Academy Class Reasons for Entry: Acadeny Class Reasons for Entry: 1989 Acadeny Class vi teristics a 89) Means for cadets ‘and College/tion College Non Cadet Means for cadets and College/tio College Non Cadet Recruits at Entry to 1909 Significant Differences Between Cadet and College/No College Cadet Recruits at Entry to Significant Differences Between Cadet and College/No College Won Cadet Recruits at Entry to 208 as ais aie aaa 329 126 126 128 aes 130Table Table Table Table Table Table Table Table Table 63 7 n 2 7 7 7 16 Preferred Criteria for Evaluating Police: Means for Cadets and College/ No College Non Cadet Recruits at Entry to 1988 Academy Cli Preferred Criteria for Evaluating Police: Significant Differences Betveen Cadet and College/to college Non Cadet Recruits at Entry to 1986 Acadeny Class. ss) at Entry to 1989 Acadeny Class... Preferred Criteria for Evaluating Police: Significant Differences Between Cadets and college/to College Non Cadet Recruits at Entry to 1965 Acadeny Class. ss S|, Perceptions and Attitudes: Means for fadets and College/No College Non Cadet Recruits at Entry to 1986 Acadeny Class. st Perceptions Significant ces Between cadets and Gollege/No college Non Cadet, Recruits at Entry to 1988 Acadeny Class. ye, Perceptions and attitudes: Means for Cadets and College/No college Non Cadet Recruits at Entry to 1988 Acadeny Class... ssw Perceptions and Attitudes: significant Differences Between Cadets and Gollege/to college Non cadet Recruits at Entry to 1989 Acadeny Classe Preferred Criteria for Evaluating Police: Means For Cadets and College/ No College Non Cadet Recruste at Exit from 1988 Academy cl, 332 asa 134 13s 136 a 143 ase 14sTable 77 Preferred criteria for Evaluating Police: Significant Differences Betveen Cadets and college/No College Non Cadet Recruits at Exit From 1988 Acadeny Class... . . s . . 150 Table 78 Perceptions and Attitudes: Means for Gadets and College/No college Non Cadet Recruits at Exit from 1988 Acadeny Class... . 352 Table 79 Perceptions and Attitudes: significant Differences Between Cadets and College/No college Non cadet Recruits at Exit from 1988 Acadeny Class. 2... . ase, vitEMPLOYER COLLEGE COLLEGE MAJOR CADET SERVICE DURING COLLEGE TUITION DURATION SALARY RESIDENCE START UP cost FULL PROGRAM cost PILOT SIZE FULL PROGRAM SIZE P.0. yIEzD POLICE SERVICE REQUIREMENT TRAINING SPECIAL PROVISIONS TABLE 1 COMPARISON OF POLICE CORPS, POLICE CADETS AND CADET CORPS CONCEPTS NYS POLICE ANY IN wys aw SOPHOMORE & JUNIOR sums FULL scHoLarsurp (UP To $8,000/¥R) 4 YEARS UNCERTAIN ns $100 MIzLI0N $600 MILL-$1 BILL 10,000 40,000 capers 7,000/¥R (To Nye) 3_¥RS + VOLUNTARY RESERVE DUTY POLICE AcADEMTES ‘THROUGHOUT STATE REDUCED SALARY AS P.0. §20,000/YR Jou JAY & PBA NYED CADET —coRPS NYPD yyPD JOHN JAY COLLEGE ANY IN Nye CRIMINAL JUSTICE ANY 100 DAYS PER YR. 10 WEEKS IN (12 WKS IN SUMMER SUMMERS OF SOPH, 240 DAYS DURING AND OR. YEARS ‘SCHOOL YEAR) 2 DAYS PER MONTH DURING ScHooL YEAr FREE TUITION AT §1,500/vR JOHN Say (83,000 Tozaz) 4 YEARS 2-YRS (OR & SR) $5 PER aR. $7 PER ip NONE SPECIFIED nyc $e-2 mruzon 2. wrzzt0N $30 MILLION $2.3 mrLiron 500 200 5,000 400 2,200/¥R 200/¥R NONE 2 YEARS JOHN TAY & POLICE ACADEMY POLICE ACADEMY OVER 19 yRS oxD; MEET art, OW CURRENT PO ustTABLE 2 MEASURES OF REASONS FOR ENTRY VARIABLE/SCALE NAME CONSTITUENT ITEM(S) "HOW IMPORTANT WERE THE FOLLOWING FACTORS IN YOUR DECISION To JOIN THE CADET CORPS?" WORK IN COMMUNITY A chance to experience Working in the community. FREEDOM OUTDOORS A chance to work (scale) outdoors. Freedom of the job. EXCITEMENT AND CHALLENGE Excitement of police (scale) work. Challenge of police work. INFLUENCE OF OTHERS Influence of friends or Felatives wno are not police officers. Goop 308 opporTunzTY It just seemed like (sate) good Job opportunity. Pay as a police officer. CARRY GUN carrying a gun. NEED FINANCIAL ASSISTANCE Need for financial (scale) istance in order to finish college. Tuition loan. FIND OUT ABOUT PoLICING Find out if policing is really for me. CAREER ADVANCEMENT Better chance to enter (scale) the Folice Acadeny. Help me get ahead faster in the police force RECRUITMENT Recruitment information about program. ALWAYS Have alvays wanted to be @ police officer.TABLE 3 MEASURES OF PREFERRED CRITERIA FOR EVALUATING POLICE SCALE NAME/VARIABLE CONSTITUENT ITEM(S) activity Frequent misde: (scale) arrests. High number of miles driver per shitt. Frequent traffic arrests. Frequent interrogations of suspicious people. caus Efficient handling of calls. PATROL AREA NEEDS High responsiveness to ds of his/her patrol are: QUICK RESPONSE Quick response to calis. OBEDIENCE Strict obedience of rule (scale) and regulations Good knoviedge of rules and reguiations. Punctuality and good attendance COMPLAINTS Infrequent valid citizen (scale) complaints. Infrequent disciplinary actions, RECOGNITION Frequent commendations. (scale) Rapid promotions. RATINGS BY OTHERS High evaluations by (scale) fellow officers. High performance ratings by supervisor. COMMUNITY ORIENTATION Telling the public about (scale) police work.COMMUNITY ORIENTATION - continued (scale) TRADITIONAL POLICING (scale) HELPING ORTENTATION (scale) Explaining erine Prevention techniques to citizens. Informing people about available servic Understanding problens of People in the community. Patrolling in cai Patrolling on foot. Investigating crimes, Assisting persons in ergencies. Assisting victins of crime.TABLE 4 MEASURES OF PERCEPTIONS AND ATTITUDES VARIABLE/SCALE NAME. CousTITuEN? r7EM(s) ‘A. PERCEPTIONS OF PEOPLE IN GENERAL a. cyncrsm it’s only @ rare person vho (scale) would risk his life to help someone elsi Police are usually out for their own good. Most people would lie if they could benefit from it. 2. TRUST Host people are basically (scale) honest. ‘The average person is sincerely concerned about the Problems of others, "Do unto others as you would have then do unto you" is a motto most people follow. If you act in good faith with People, almost all of then will reciprocate with fairness towards you. Most people do not hesitate to go out of their way to help Someone in trouble- B. PERCEPTIONS OF POLICE J0B IN GENERAL Low PRESTIGE The job of police officer is very low in prestige. 2. Nor ENJOYABLE Being a police officer is not a very enjoyable job. ©. PERCEPTIONS OF POLICE OFFICERS 2. NO DIFFERENT Police officers are really no different from other citizensTABLE 4 ~ continued €. PERCEPTIONS OF POLICE OFFICERS - continued 2. DIFFERENT Police officers have different dnterests and concerns than those of other eitize! 3. MORE HoNEs? Police officers are much more honest than the other citizens of New York city. 4. LIKE POWER Police officers are people vho like pover and tend to abuse 5. PICK CRIMINALS There is something about the Personal appearance of a Griminal =the way he/she Jooks = by which an experienced officer can pick him/her out. D. PERCEPTIONS OF LEVEL AND NATURE OF POLICE ACTIVITY 2. EXCITEMENT A police officer’s day is usually filled with excitenent. LITTLE PAPER WORK One of the good things about being @ police officer is that at does not require much paper work. 3. BUSY Police officer; busy that they chance to relax. REPETITIOUS During a working day, a police Officer often has todo the wane things tine after tine. 5. BORING Police officers often have so Buch time on their hands they get bored.TABLE 4 ~ continued PERCEPTIONS OF LEVEL AND NATURE OF POLICE ACTIVITY - ‘continued ENFORCE TRAFFIC The average officer on patrol spends a great deal of tine nforcing traffic laws. E. PERCEPTIONS OF GENERAL POLICE BEHAVIOR courrzous SLOW F. PERCEPTIONS OF RISK OF ABUSE LIKELY MUST GUARD you can gene: to be helptu: Aly rely on the police ‘and courteous. The police do not alvays arrive quickly when calied- BEING A POLICE OFFICER The ikelihood of a police Officer being abused by citizens in New york city is very high. Police officers must be on guard or citizens vill take savantage of then. 6. PERCEPTIONS OF POLICE ARREST BEHAVIOR ATTITUDE ARREST OVERLOOK a EXCESSIVE FORCE OVERREACT A police officer is more likely to arrest a person vno displays what the officer considers to be & bad attitude. The police tend to minor lav violations. overlook PERCEPTIONS OF POLICE USE OF FORCE Some police consistently us force than is making arrests. officers more physica? necessary in ‘The police often overreact in confrontations with citizens.TABLE 4 ~ continued I. PERCEPTIONS OF POLICE RELATIONSHIPS WITH CITIZENS GOOD RELATIONS (scale) vostrLity HELP IDENTIFY WILL NOT COOPERATE POLICE MISUNDERSTAND PEOPLE MISUNDERSTAND POLICE xNOw (scale) CITIZENS KNOw (scale) Citizens in New York city have & great deal of respect for Police officers. Most people in New York city do not respect police officers. The relationship between the Police and the people in New York city is very good. Citizens in New York city view the police as a hostile fore Most citizens are willing to help police identity criminai suspects. There are some groups of citizens who simply will not cooperate with the police. Police officers don’t really understand the problexs of citizens in New York City. Citizens don’t reatiy understand the problens of police in New York city. Police know better than citizens what police services are required in an area. Folice are better informed about problens on their best than citizens. Citizens know more about what goes on in their area than the Police who patrol there. Citizens don’t know very such about crime problens in theirTABLE 4 ~ continued J. PERCEPTIONS OF POLICE RACIAL DISCRIMINATION WHITES TREATED BETTER Police officers often treat whites better than they do Blacks, XK. PERCEPTIONS OF THE CIVILIAN COMPLAINT PROCESS ACCEPT COMPLAINTS An officer wno is doing a good (scale) job is bound to get an Occasional citizen complaint: CITIZEN WORD TAKEN In an investigation of citizen complaints it seems that a gitizen’s word is worth more than that of a police officer. POLICE BIAS Investigations of police misconduct are usually biased in favor of the police. PERCEPTIONS OF VALUE OF POLICE EXPERIENCE ‘COMPARED 70 SOCIAL SCIENCE POLICE UNDERSTAND cause they get so much experience in real life, police officers understand.’ “hunan behavior jell as Psychologists and sociologists. PSYCH UNRELATED ‘The trouble with psychology and Sociology is that they are not Felated to the everyaey realities of the police Job. ©. ATTITUDES ABOUT POLICE TACTICS IDEALS UNWORKABLE the ideals of and decency taught in police wchoole are Unvorkable under the actual conditions on the street. IGNORE VERBAL ABUSE Police should alvays ignore verbal abuse, ao1 TABLE 4 - continued N- ATTITUDES ABOUT LAW ENFORCEMENT AND ORDER MAINTENANCE RIGIDLY ENFORCE (scale) OFFICER DISCRETION ARREST DEMONSTRATORS CONSIDER FAMILY LISTEN BEFORE RIGHT TO ORDER All laws should be enforced at all times, othervii lose respect for the The best officer is one who knows departmental procedures and sticke strictly to the If a law is on the books, it ought to be enforced, no matter what the consequences may be. It should be up to the discretion of the individual officer as to vhether to enforce most laws. Persons violate attract who deliberately the law in order to attention to. their Cause should be arrested, Searched, booked in the same manner aé other violators An officer should consider a juvenile’s family background in Geciding what to do with hin. A police officer should listen Before deciding whether to issue a traffic ticket. Preservation of the peace requires that police have the authority to order people to jove along" or "break it up" even though no law is being violated. ©. ATTITUDES ABOUT EVALUATING POLICE PERFORMANCE VALUE OBEDIENCE DEPART $.0.P. aa The good police officer is one vho gives his/ner commanding officer unquestioning obedience. The best officer is one vho knows hen to depart fron Standard operating procedures in order to get the job done.TABLE 4 ~ continued P. ATTITUDES ABOUT POLICE-CoMMUNITY RELATIONS BE CONCERNED RESIST FAMILIARITY Police officers should be sincerely concerned about the well being of the citizens in the neighborhood they patrol. Police officers should not becone personally familiar with residents of the area they patrol, Q. ATTITUDES ABOUT CITIZEN COMPLAINT PROCEDURES RIGHT 70 COMPLAIN AVOID COMPLAINTS crrrzen Bras R. ATTITUDES ABOUT PUBLIC RIGHT 70 JUDGE NOTHING TO HIDE Citizens must have the right to complain about improper police behavior. It is more important that a Police officer has very few citizen complaints than to have an impressive record of making arrests. In investigation of citizen Complaints “it seens like a gitizen’s word is worth more than that of a police officer. OVERSIGHT OF THE POLICE Since ours is a governnent “of the people and for the people," the ‘public has the right to Pass judgment on the way the Police are doing their Job. ‘The police have nothing to hide and need not be concerned about. Public scrutiny of their vork. 5S. ATTITUDES ABOUT POLICE ETHICS BEWARE FREE MEALS a2 Persons who give officers free Reals or other considerations are usually expecting something in return.a. FORCE JUSTIFIED (scale) USE RESTRAINT FREE TO USE FORCE AGGRESSION USEFUL, FORCE LANGUAGE TABLE 4 + continued 7. ATTITUDES ABOUT POLICE USE OF FORCE aa There are times vhen an Officer is justified ‘in using Physical force in response to Verbal abuse. A police officer should never Yespond to verbal abuse fron a citizen by using fore Unarmed suspects who assault Police officers deserve to be treated roughly. The use of pressure tactics to obtain information tron Suspects is never justified, Xt is sometimes justified to Use more force than is really necessary in handling someont who physically ults an officer. Police ofticers have a responsibility to ‘restrain thenselves when confronted with Physical force from unarmed Suspects. Police officers should have the freedom to use as much force as they think is necessary in making arrests. In certain areas of New York city, physical combat skills and an aggressive bearing vill be more useful to a police officer on the street than book Jearning and a courtecus Physical force is the only language some peopis understand,a 1 TABLE 4 ~ continued U. ATTITUDES ABOUT APPROPRIATE POLICE ROLE IMPROVE PREVENTION FAMILY PROBLEMS (scale) (CoMMUNITY-ORTENTED (scale) PROBLEM-ORIENTED (scale) Zf police put as auch effort into er: do into investige crime has been committed, we Would be further ahead’ in reducing eris Family problem-solving is a Part of real police work. The police don’t have business trying to resolve fanily disputes. Police officers should make a major effort to things that concern the people on their beat. A good police officer vill Spend a lot of tine to find out vhat people think ‘the local Problens are on the beat. Police should work with citizens to try to eclve Problens on their beat. Police should respond to the concerns of citizens even if they have nothing to do with Grime isn’t the only problen that police officers should be concerned about on their beat~ Police should not spend much time trying to solve non-crine Problems on their beat. Police shouldn't spend a great deal of their time trying to solve the problens identified by the peopie on their beat. V. ATTITUDES ABOUT COURTS AND COURT DECISIONS FOOR COURT TREATMENT a4 When testifying in court, Police officers are ‘often treated no better “than criminals.2 3. a 2 TABLE 4 - continued COURTS BELIEVE POLICE ‘COURTS RESTRICT Courts are more likely to Believe a police officer's testimony than that of other court witnesses Court decisions restricting Police interrogations of Suspects will undoubtedly result in fewer solutions of criminal cass ATTITUDES ABOUT DESIRABILITY OF EDUCATION FOR POLICE OFFICERS EDUCATION DESIRABLE (scale) EDUCATION UNNECESSARY It would be desirable if candidates for police service were required "to complete certain college courses in order to be certified for initial employment. ‘The police service needs nore college trained career officers. The best officers generally have more education than the others. It does not take much formal education to be a good police officer. X, ATTITUDES ABOUT LEADERSHIP RESPONSIBILITIES BE OWN Boss AVOID ACTION as Z want to be my own boss in almost every. work-related situation. T am uncomfortable when I work on a project requiring quick action affecting others.(ree20) away aFLOUR 3 (CADET CORPS RECRUITING POSTER 1906 In 1988 there willbe anewelite corps ofcopsin NYC. We're looking for the first 200, youre graduating fom codege in he Chassal'8 {here a chance youcould be one atthe, ‘One ots select group it wil ake up the Police ot you semester ower {utlon for both your lor anclsenicryecrs AS300DIocn, Youwonteventave pay back l youremaina police (Oticer for 2 yours. ‘Once youbeceme a police acer you wonthave fowailihe customary length oltine lobe eligile ex Promotors and rents, ‘Tobe eligible exis elle corps. youhave be aN YCresidenianroledina 4-year colege degree Reon Mor selection you have ib apply t Ei aredtrwkcimyatawvcrsrs nee ‘Dbe chosen youhave tostand out Only 00willbe nazar See ee es sone eee ons core ae saa Rao esate ee ‘Talk with ourPolice Cadet Corps recruiting team on your campus ‘March 10,1986 trom 12:30-130pm {nroom 313 Powder Maker Hall.CADET CORPS RECRUITING FLYER ) ev von cary pouice beraxmer POLICE CADET CORPS 1986 What _ts the cadet compet Tie yelice Cadet Corps te « dycantc nev untt in the New York City Police Departnent comprined of a select group of college juniors ané eastore wre crpeeds Gustton vill become Nev York City Police Officers. ‘Ihe Police Peparteent expects that many of ite future lenders vill cone free snes teas Mut does the cadet Corps offer? Manbere of the Cadet Corps are offered the folloving: ‘This money will be distributed to the Cadets 4m the form of loans. If the Cadet becomes a Nev remains one for a minimin of tuo years the loan vill TRUSTEES {uli ttne during the sumer and part-tine during the school yesr. Vork sGhideles wild be adjusted to conform to the student's accdeete actegtyze Additional compensation during this tine vill total sboct $eoo. web experiénce and accelerated advancenent opportuattie, “RA TTEPERSEED to receave « A-year Baccalaureate Detree fn the maor f1e14 of the Gadet'e choice prior to beconing « Police Officer. REQUIREYENTS TO BECOME A MDOER OF TUE POLICE CADET CORPS. “Weep Dg Bey Tore City resident, and projected to graduate to the Spring of 1900 TERE Bagepbeereste Dearee from an dccreatred college Sr untoereany aero within the City. Tyee ment succeusfully complete all degree requirenente and graduate on tine. TTL be Tapuired to pais a paychotogical aid medical exantostion, 4n addition int pecafugund character Savestigation. dnoag other physical requitessats sresghe must be # minim of 20/40 uacorrecte: Tou vill be subjected to drug screening through urinalyete ssaninstion and at toternittest pointe during the protease “Tr caste De viaLion fo be employed as « Mev York City Police Officer, for a ainime of two years, after the completion of the program, Berieri a be regutred £0 take and pase the civil service axasiaatton for Police Otficera prior to completion of tbe pagren., Te participate o the Corps ax individual will be chosen exly a careful screening process. BOB DESCRIPTION 4M RESPONS ELITES Cadets will be utilized in a non lav enforceneat capacity. crpeatsneg sate, tm commnity service functions, These dicluée, for desttes organising tenant/block ansacketios related material, escorting senior citisene, ati and various relates dutiont rt do Ieerning wore about the Police Cadet Corps, CALL Z12-REDRIT. 18 ‘are of your meéica) 1 sorervaoue 5 Cadet Corps Applicants by school 1986 “Jr277 son say 350+ 2304 220+ aio-} 7 j-203 mafnattan c.c. 09+ 70-|-70 Brookayn 39 GSSnSEERS, coc, ao-( dt BREE S8be Faleree 48 BERENS; pace rte cuaraie c.c tee mae ssf te conmnua ft BER: meng mittee Technology 20.FIGURE € Cadet Corps Applicants Per 1000 Full Time Sophomores by Schoo) 1986 -260 59.7 John Jay (e277) |-222.2 college of Human Services (x=) 20-| 77.9 LIU-Brooklyn (Ne42) 774.5 St. Joseph's (Ne7) 70°|-69.9 Manhattan C.c. (WW=103) ~67.9 St. Francis’ (Nei9) 62.7 St. John's (e242) 60- ~58.4 Medgar Evers c.c. (#16) 50- 748.0 NY Inst. of Technology (Ne22) Staten Island (N#57) 47.6- York (e221) ~42.7 cathedral (ea) 737.2 OVERALL Brooklyn (N=70) 35.4-|-31:9 Kingsborough C.c, (Ne52) Hostos C.C. (N=20) 31.7- Bronx €.C. (Ne27) 30.9-|-31.2 Wagner (Ne12) 30-|-28:9 Lehzan (N-33) Fordham (N=33) city (Ne3e) Hunter (N=41) -23.3 Baruch (Nes1) 720.3 Pace (Ne29) 718.9 Queens College (N=47) Queensbrgh.c.c. (Ne37) New York Tech (Ne39) 728.1 Marymount (Ne3) 71515 Touro (Ne23) Boricua (N=3) r11.4 ta Gaurdia c.c. (Ne19) 20-|-9.3 Polytechnic (i=5) 9.8 Mt. Bt. Vincent (Ne2) 7:5 Columbia (N=5) NYU (118) 6.8-/-6.1 Manhattan College (Ne5) 74.7 Pratt (Ne2) 7214 Yeshiva (Ne2) +210 Barnard (N=2) x(200.08) (0.58) TABLE 5 CADET CORPS APPLICANTS. 20008 3:84} (8 colusn) (t row) (@ of totat) 2 988 (66.98) (200-08), G0:08) (200.08) Qo0.08)maz 6 CADET conPs appiicains By Mace and Schoo! 1986 mace ‘Diack [iispanie [Schoo [Zohn Sey leoiiege _— Is. Sonne University fmannetean leommunity cer. of [Staten Zelang (0.0) Kingaberougn | a. (Community Go2.| ¢2:9) Joveens coliege: Long terand university — | (0.0) (0:0) 5 lwunter cottege! (0.0) lekty contege jor ke 2‘Table 6 continued Iranaan corres I Froranan University Prev York Tnetivute York college fRostos lcoumunsey cot. Enserborough Fy eeifege (bro) Ga) o | 3 + race cortege | (0-0) | coro) | caeea)| ca.) coro | 6:0) | Maio} G3} fia Guaraie fcommanity ‘cot. Bt. Prancie new york University Imeagar Evers JCommunsty cot. Mev Rochelie lotner 2070) 533} ore +H rota ee3 Fry 2a Bt. Sohne aie ‘Tae door oe Ik eet CD 35 303. tannattan cc, 2008 5.6 Trot 20 30 70. lazooktyn 2acee meee 2008 ane sa am lcctiese of 3 5 37 Beaten Teland Tae oot 3.98 Oy 308 xingsborougn cc] 3 un 8 ve 2.58 3.58 Jeveens college iLIv-Brookiyn Jmunter Barvenlnostes c.c. ta Cuardie bt. rrancis uadger Evers assay cic. Kev Rochetiemane 8 CADET CORPS APPLICANTS Results of Medical Examination by Sex and Race 1986 mates ee ee Results [Unknown | Asians | 33 eke |Hispan- | whites | others tes, seed. 0 3. 38 35 223) 2 co.08) | (928) | (24.38) [ca7.08) | (2a.aey | (20-08) No Recora/ 23, 283) 238 292 © 7 ee Review "| (200.08) | (69.78) | (6.28) | (67-08) | (62-08) [(70-08) |ceS‘S4) Piscon- ° 3 28 7 29 2 78 tinued | (0.08) | (9-38) [(a0.68) | (@.38) | (628) | caoro8y | ¢77Sa) Ont) | C628) fcn0-08) | (7-8) | Faiiea ° 4 16 16 36 ° 7 co.08) fares, | cera) | cr-sey | ite | coooy | aay Total ‘6 33 265 | 206 | a6s_| a0 95 (200.08) | (200.08) | (200. 08) | (200. 08) | (200-08) | (200.08) | (206 08) au | 62.68 | 75.88 | a00.08 | 72.68 — | arse | a Failed) Results [Unknown | Asians | Blacks Waites | Others | rotez 2 2 36 19 29, (200.08) | (33.38) | (25.38) | (as.6a) | (2eceey ° 2 374 90 (0.08) | (66.78) | (74.08) | (7341 0 0 23 5 (0.08) | (0.08) | (2.68) | (4.28) 5 ° 22 . (0.08) | (0.08) | (5.28) | (6.68) a2 (70.38) 3 235 322 2 (200.08) | (20 (200) Passe (Passed & | 100.08 | 100.08 | 75.08 | 70.48 Failed) 2€°¥L :0Bes9ny 112040 Sa1VW34 Ej S31 a ‘SALIHM SOINVdSIH syovia 6useeq yueaseg 9861 ‘X3S GNV 30vVY A@ NOLLWNINVX4 IWOIGAW DNISSYd SLNVOIddV SdYOO Ladvo 40 LNIOWad 4“ 3mn9L 228 215) (84.08) | (01.2%) 2 a (6.28) | (4.9%) 2 16 (6.18) | (6.08) 33 (200.08) 20 (200.08) | (200-08) Tat Yona! Rai Asians | Blacks Total 2 7, Be (23-38) | (7.28) Q210) 2 287 (66.78) | (79.68) 85 (200.08) | (78. 68) ° | as (0.08%) (5.38) 0 x (0.08) | (7.68) 24 (at) 27 (5.58) 3 235 (200.08) | (200.08) 22 100.08) | (200.08) «0 | 200.08 66.78 28FIGURE 8 PERCENT OF CADET CORPS APPLICANTS PASSING PSYCHOLOGICAL EXAMINATION BY RACE AND SEX, 1986 Percent Passing —_—, WHITES age: 74.2Firure 9 PERCENT OF CADET CORPS APPLICANTS PASSING BACKGROUND INVESTIGATION BY RACE AND SEX, 1986 Percent Passing o-ssin o [ 0 BLACKS HISPANICS WHITES erage: 66.0CADET coRPS APPLICANTS Results of Oral Pyamination by Sex and Race 1996 esFIcuRE 10 PERCENT OF CADET CORPS APPLICANTS PASSING ORAL EXAMINATION BY RACE AND SEX, 1986 Percent Passi BLACKS HISPANICS, WHITES ALES ES] FEMALES. rage: 89.2TABLE 12 DISPOSITION OF APPLICATIONS TO CADET CORPS (ACTUAL NUMBERS OF APPLICANTS) (w=2479) Did Not Take Oral Exan No Record of Passed Background Investigation Background Investigation MEDICAL ‘MEDICAL F[>[ Plt r[o[ melt ele folofofofo pl? [afofofale 5 s y [wr [a2 [2 [3 [0 far yfarfafofofo|a c © ufo [ofol«[o]« [ov [ofolofo|o ° ° t{r [alofolsls u{r [ololo|]2|2 ¢ 6 tft fa l2[7 |e feo t[? [alefolsafs Failed Background Investigation Background Investigation Discontinued MEDICAL MEDICAL Flo|[-Prl[r Flo[mlpl|t ple [ofofo|7|7 ple [z]of ofs| a0 s s y [we [o [7 ao | 3 [20 y | wm [26 [67 [o57| 5 [205s e c ufo folafz[z2[s ufo [eas | elas | «6 ° ° ule fofafale[e tfr [alo] sfzo] a4 6 ¢ t[t [of] 9 [as fae [ae ult [ss [2 [66/42 [25TABLE 12 - continued DISPOSTION OF APPLICATIONS 70 CADET CORPS (ACTUAL NUMBERS OF APPLICANTS} No Record of Background Investigation (i=1479) Failed oral Exam Passed Background Investigation ‘MEDICAL, MEDICAL Flo] mPlr Flo] mPlr ele fofofofofo e[r [olfofofo|o s s y[wrfafofofofa y[w]fofolofo|o © c u[p [ofolo]o]o u[p [olofolfo|o ° ° t{r [o[ofol|o]o u{r [ofofofala ¢ 6 tlt fafofofola tfz fofeolofala Failed Background Investigation Background Investigation Discontinued ‘MEDICAL MEDICAL Fl >| ml Plt Flo] [Pfr ple fofofo fis fie P[r [ololo|fofo s s y[wefofafala ls y[m[afofolo|fa ¢ c alo Tofofofala a[o [ofofofafa ° ° ulr fofafafals t{r [ofofol2|z 6 ¢ ult [ofa [2 far fa uf [alofo|lsa|lsTABLE 12 - continued DISPOSTION OF APPLICATIONS TO CADET CORPS (ACTUAL NUMBERS OF APPLICANTS) (w=1479) Passed Oral Exan pier ee =r aren PLT Plas : : fheteletetete the potas ; : ; : : : ee = Pepa Ts aljot|oofiel|i : : i fefeletefets fhe pterat a ; : ufo [ofalalo|s ufo fafefo| a 2 ; | :DISPOSITION OF APPLICATIONS TO CADET CORPS: PERCENT OF TOTAL APPLICANTS Did Not Take oral Exa No Record of ackground Investigation MEDICAL Background Investigation F [ o[ee| ep] ¢ P 0.0] 0.0] 0.0] 0.0] 0.0 -06; 0.0] -06 0.0 0.0 =lelg]= 0.2 racozaxay 4 0.2 0.3 atigat ued. tion 0.7 r.0/ 0.5/ 0.7] 0.2] 1.4 7.3 1.0] .07] 0.3] 0.3] 0.3 3.1 '-0] -07] -07] 0.3] 0.4 0.9 rarozaxas al=]o]g]~ 76.4‘TABLE 13 ~ continued DISPOSITION OF APPLICATIONS ‘TO CADET CORPS: PERCENT OF TOTAL APPLICANTS (w= 1479) Failed oral Exam No Record of Passed lackground’ Invest igat ion Background Investigation REDICAL MEDICAL r[>[=[?[? rf [=| ?[ 3 0.0| 0-0 0.0] 0.0] 0.0 P|? | 00] 0-0] 0-0] 0.0] 0.0 05] 0.9] 0-0] 0.0] -06 ¥ [ne | 0.0] .0} 0.0] 0-0} 0.0 2.0 0.0] 0.0] 0.0] 0.0 i [> [oo] 0.0] 0-0] oo] 00 0.0] 0-0 0.0] 0.0| 0.0 & [Fo] ©.0] 0.0] -o6} 06 a6] 9-0] 0-0] 0.0] -08 £ [= [eof ©.0] of oe] 0 Background Investigation on Discontinued MEDICAL ofl rl? [>] "=| |? 20] 0.0] 2.0] 0.3] 0.9 P|? | ee] 0.0] 0-0] 0.0} 0.0 2-0] -06| -08| 06] 0.2 ¥ [ne | -06] 0.0] 0-0] 0-0] v0 9.0] 0.0 0.0] -06| .06 # [@ [e.0] ©.) 0] 26] -o 0.0] -o7] -07| -06| 0.2 t [F | eo] 0.0] 0-0] oa} on 9-0] 0-3] oa] aa) a4 te [ec[ of 0.0] oa} oa‘TABLE 13 ~ continued DISPOSITION OF APPLICATIONS "TO CADET CORPS PERCENT OF TOTAL APPLICANTS (w= 1479) Passed Oral Exam No Record of Passed ground Investigation Background Investigation MEDICAL MEDICAL of] el 7 r | oll] elt -0| 0-0] .06| 0.0] .06 P | 0-3[ 0.3] 0.0] 9.0] 9.3 -9[ 0-0] 0-0] 0-0] 0.0 wr | 0.2| .06[ 0.2] 0.0] 0.5 -0| 0-0] 0.0] 0.0] 0.0 -06| 0-0] 0.0] 0.3] 0.2 -0| 0.0] 06] -06] 0.2 parozaxay 0.0| 0.1] 06] 0.2 t | 0.5[ 0.4] 0.2] 9.9fa1.2 Fattea Background Investigation xground’ Investigation Discontinued HEDTCAL REDTCAL op] Flt rl >[™=| rl? .0| .06] .06| 0.7] 0.8 ple +06/ 0.0] 0.0] 0.9] 1.0 0-2] 0-0] ona] ea ¥ [ww | 0.2] -06] 0.0} -06] 0-3 “0 -06| @.a] 0.0] 0.2 i [> | -o6| 0.0] 0.0] .06] 0.2 -o| -06] 0-0] 0.4] 0.5 LF [ce 0.0] 0.0} 0.2] 0-3 -o[ o-«[ oa] 1.3] 2-0 tf [oa] esp oof aa[ a0 sed, NR = No Record, D = Discontinued, F = Failed, T = TotalPICURE 11 Percent ef Applicants By School Selected for Cadet corps 1986 s0-]-50.0 pratt (2/2) 40- }-36.4 Wagner (4/21) 35 30- 724.2 Lehman (8/33) -22.2 Columbia (2/9) }~23:2 rordhas 20-/-20.0 Manhattan College (1/5) ch Q, “15.8 College of Staten teland (9/57) J=14.3 Brooklyn (10/7 it. Joseph's (2/7) (6/47)FIGURE 12 PERCENT OF APPLICANTS AND CADETS BY RACE AND SEX Percent 7 L [| 3. FEMALES MALES FEMALES MALES FEMALES MALES FEMALES. ASIAN LACKS, APPLICANTS MALESFIGURE 13 PERCENT OF TOTAL APPLICANTS ACCEPTED AS CADETS BY RACE ercent of Total Applicants HISPANIC.Sawa sa1vW 66 oo de SyueoIddy JeJO1 yo jusovag XAS AG SL3qvo sv 1399V SLNVOMdd¥ WLOL 4O 4AN30u3d vt aunola yeh‘soBejusoied aqeyjas 40 VoNeiNd|e9 j}wW18d 0} eaeED Me) CO; + SAW Mi S3TVW Ey ISI SLIHM ovTa NVISV TONG a oz Sjueoliddy e101 jo juaouag X4S GNV 30VY Ad SLaqvo sv 1309V SLNVOMIddV WWLOL JO LNIOYSd st aunoldors UanTOD § ROE :830N Teronreren ¥ uunqoo § Roxy 220K T10%ter0n 5 uanjoo § noe :230N area48 484) 40) voneindod je19U28 ay: jo WM sloped Jo eBeiUscied ous Buipie Ov SINVASIH [—} 219d 241 4a dn018 o1uyi9 usKi8 © 0} vojeq wluaeesdes ojuyi3 “won 190 ath a ev 90 ‘SOINWdSIH svo e60 srt 260 wovie eat set ego BLIHM _ ° z I ° : +) = ob z —_— JH], ‘TANNOSH3d NYOMS gg6L NYOSY 986L ‘SLHOHOO 13q0V9 SHL 40 SSSN3AILVLNASIuday SINHLA ot RmnoLs “9SEX REPRESENTATIVENESS OF THE CADET COHORTS, 1986 RECRUITS, AND 1986 SWORN PERSONNEL 176 1.25 87A CADETS 878 CADETS 88 CADETS 80 RECA: 18 CADETS. S88 SWORN, Mates FEMALES “aiven con’ pranisireneas ls computed by dividing the percentage of personnel who belong Given sex group by the percentage Of the: general poputation ior mer wi1404 110U96 ay) 40 ab NUa210d 84 Bulpiaip irius2i0d oui £q dnouB ajuyia vani6 0} Buoieg ‘44 peinduiod 1 exsusaneiuaeasdes ojuyl3 “soe 80 260 80 [—) saqvWad OINvaSIH WL 90% yO fg SITWW OINVaSIN ct 20 evO Mm savas Novia set 901 peo S31VW Ov1E ovo tt Sy saqvWad 3LIHM 2st zt S31VW 3LIHM ——se dd NYOMS 9861 ‘sLiNdOaY ‘LYOHOD L3qvo 3HL 40 -N3S3ud3Y X3S GNV INH Bt ganasome oe stort aimed stert00 te wwe stereo tae wee rer re oN TS TERT TET ‘Mowo ater A pepuesay Aayezenzn/aber eo«1 sun eat rey feeeuyene 94 sounyos teI208 cer eousyoe sott0d seofaane teuTeh > sousjor sorroa oe seovaenr teu) a" + ow (CPI 2 Poy Wo 20y29 aepe> Ae siofe eerte9sat 6 sror ve Sst pest os vse err cor spueyaz yénozys, seaTaetez yBnozus, uoraeas aa/oypes Teo YBROIUL Jadedsnou teoot yBnozus, urgering /xededsmou Tooyos yBNosUS soTesunos/z0320238uy ‘sBeTToo © YBnozuLss we se ove tee auousoueApY Ze0zD sue vse | ase ze Suyoytea ancy 300 pura c0-e ore uae T6-t ‘soueasTssy TeyoueUT Peon ort vot at ut ung Azz89| wore | ore wee | ore Aayunazoddo qor poo 1st 1st ost et sx0u30 30 souentzur ere ese ose | sce Bust teu puR avemeszoxa| oat ore core | soz ‘2x00pan0 wopeez tz | ose toe | cee 7 aTeet | ovt | ott | ate oer oben, ung 6uzzezedo wet | coe | exe | ose zet xepuy ssouseng 6uy3epen, vee | ove | vee | eve wre uoT3e38 jouysazd ua anoge ‘BuyuzeeT tet | ser | eet | ope vat ‘szyex 3e0a38 buypusaay set | eet | oze | oot 60-2 xs0p uor3desex Gyro, ect | ext | ost | eat eet suezt379. aojues Buy3i03e7, cet | user [cot | tet 6st 3907330 ue anouayA Toxaed 3003 BurxTeM sxe | usz [| exe | vee tee 3007350 ue uayA Toxaed 3003 Buyaten| cet | ozz | uve | ore vee paeoquoains suoydete3 Buyxz0M| zet | eet | cove | est core, 84907330 uoTauenead ‘euyz9 Guydueduoooy, eee | sez [| eez | cet 9-2 a0 Toryed orpex @ uy Buypry coz | ese | eee | aoe vee rudaed UT3OTA sat 3054 ourao BUTSTSTA 30 bUTTTeD est | coe [ cat | oot zoe ‘sburs90N Aayunauoy Buypueyay, ‘4a6t z0l coat sol eeav cv e86t 30 886t 30outs 50 us sez | ozz | vez | ocve ote | suemubysse ue x03 buyayem eve | cet [ eet | sev uw ueapt Tu. 2avo Aep Buysuyzdzebuta eet | eet | set |] ant 29" sgz0dex 70 squomubyese Te Tror 6uTAAL| sot | eet [ert | gor ee = auyadzebuyz © uy SuTpTy eet [est [ cet | ove oe" Sd523 Pers uo Buro5| set | eve | ewe | eat we ‘8002 3uepyooe/eatz0 fered oe ietmnteen|(apo) " eran prer (x00) ° sroeyazedn, en Kapanoes go, wen © suracey (wer tt #3291370 sorte, ‘pro8q 03 sounus Ksqunaseddo seezes s6eauepe Teetes aoa spuetza/esepe erdoee ae0 9 Teouss e709 3) (azz) uror/uorstn ter-er)eset ssoxneds supureas teorenua teratg 2008 Teseusp/astzeu0g Aayuneeg ernpeuos woraenpeso szopee aor(49000) set wen tered (40-008) i) Gen G 09 (so-008) 902 re ct (40°00 ° (99°0) ° (ort) 2 asp (x09) (sere) wen say30 2001350 sorted voyseasodeura ortana roaaeg 200% suyurese, ssygeue" surtarorra szmon x20 uorsezque8s0 suoyaees Suprza essosyua> a) (0 (ore. (an (ese ep ey (rset ‘or Axenuee 30 20) sas awe aovi te SuowoD atv> 9861 40 sauvs fe oan oo 06/4 casowous ‘061 casowoua 621 csemous ele canowoua‘tou feos) tora (eo) {e000 {(o-000) tee (eo 2), eD wo—fo-0)—to"0) fern (oaey (oe tea) ah mE fo) fora) t # ° ° ayers fings ogiwas amas “an “we Ee OO EERE (rest ‘ot Larner 30 a) Penuyauoo - xas OMY ZO A uawaD LOYD 986¢ 40 suas enuyauco = 2 atevi 2pueasia Peas set casowoua s/c axsowous o6/¥ casouona 60/1 casowous 71 casowous 63fem wn (een (oon Ge ro ts) (oon) oan penuyauos 9 a1evs 6(ors) (ose) ay fo-0) fore (oo) on fay tose) (eee en (o-0) fo-0) toe) fe we (000 (fe ge gy 3 #3 ir 7 as owe ava Aa atowo> 230¥2"c¥et 40 SOMES (ors) {o09) ca) (0-0) eft cnuowoua 679 casououa care easowns 6tee (ssn eo foro (eon (on) maa Yas OnW dowd AB 4WOHGD 220N9 ece6r 40 savas tein 4 saws 66(esy oy fou fon foro) taro) foe teeeh 3) S400 feu ween fan Gg wa) (o-0 fo-3) (eo) (o-0) (o-a) foo) fares) tae) pues soeie mug yey oumegsin age autin (rset for Asenuee 30 0) o6/et casowous 06/6 easowous 06/4 exsomoua o6/¥ easouona eee exons 6(eon, teen foro) feeon ion? eet) fae (e'0) (03 (ero. (eee ee Pinas penurauco ~ sas Oh 430i A daowaS sce fore) we) tere) (e000) teen) te-9) tees on miwot “GTi (1660 ‘or A2enuee 30 08)6 eer at une kaze see ore Aaqunazeddo gor peep eet 19 su0u30 30 eoueNTZUT ose ss-e SBuaT THUD pue 3uem—eaToxE 90-2 soe ‘si00p3n0 wopeerdAayunazodde gor posast wt ung Axe) ore “ce Aayunaz0ddo gor poop est 9st 839430 30 souent sur es-z ose ‘sBuatteus pur sueneayoxE soe 00" ‘s300p3n0 Opes 9° toese ost 19° uno Axe) we ore Axyunazoddo gor poop cet vs" sx0u30 30 eouentzur 80°z ese ‘esusTTeUD pur qusEeayoxE sez ore 8x00FaN0 wopeezaa9"y is or worseaueTz0 Burdten oz re 1S fuyoytea teuoratpess tev ey ar ucyaesueyio Aayunewoy sere we we sxeuao Aq sbuyaee sez 66-2 c6-z uorsyubooey v6 ore 00"e sauyerdaoo ae ure cere ze sousT pedo sere Tere ese ‘esuodsex 4o7n0 ocre ose 1st ‘#peeN wery Tosaed ace Te ae att89 se tre we ‘Aayayaov6 osov=d oso"=d su < TH yA TH sauretduos neg os07ad oso"=d SH TM UoTReaueTIO AayuNEMOD ts0-=d sacra sauyetduos meg (000-=d 000-4 2007 SMP sucta, PMT, sousrpeqo, 90079 Pact esuodsex x07nd zt0-=d B90'=d ‘suet Pact eH POY Toaaed fe Sctte 19 czy = wovaesuesz0 Surdteu we ory ae z0"F ocr == _| weoraeaue;z0 Aayuneuoo eee ere oye 30430 Aq sbuyaea vo-e are ore woTaTuboseu ere ore eee sauyetduo nea re etre sre e2ueTpego see ose ere Bsuodsou 7nd seve sire aa ‘Speen weay TouVea etre ase re atte> wwe wee eee Tavavanwory zeny = woyseauerao Gurdren cee fo 5 ‘Suyortoa TeuoTarpeaL oz'y oer == | sotseauerzo Aspunauoy ose ore Te 20430 Aq sbuTaeH 00°e uae ere uoTa;ubooee ore oe are sauyetdao neg are one cere 2oueTpeqo oz'e ere ore esuodsex 97nd ose ose ure sP90N weezy Tosaea ore ee rere artes " “z “2 pyLod oe < cm 6uyotTod Teuotatpez, |se" or uoyseaueya0 Buydton uy oc'y | Buyottoa teuotaypexL fa ee oe “ere ure sxews0 hq sbuTaey L0-e acre uoTayuboooe Tee ere squyerdac meg ere Te eoueTpeao acre ase esuodsou 15790 ose use Speen weaY TORE Swe re etre.o00-=d cu < TH uoraequerz0 BuydtoH 0007-4 cM < TH 20ueTPEGO, ‘$007=d su < TH woraqubosey S907 eM > TH sauretduos neg ‘canal0007-4 Het. worsequerz0 BurdteH 100°=d eM TH UH > TH PXON UOZTITO oso'=d 060"=d —OG0-ad-—OS0"=d = OSOed =a Fe Tdu0D vac EM 9M < 2M GM > TM cM > TM ON > TH ‘ade20y oso-=d 703308 zn < TH peaeeas seaTum 707d SH > YH ROUX suDZyaTD z007=d su < ¥H owe 20FTOE oso'=d 0s0'md—OGOred = PurgszepunsTH suc 2M pM < 2M TH > TH ‘erdoed oso-=d sn < cH AayUrasoH oso-=d cH > TH 389az¥ epnayaay ee ee mc cM SM < 2M DM < eM CH > TH reno 3s oso'=d osovad = Osa su 2M tA < TH uoT3eoNPg, oso-=d —0s0"md sue 2M YR < ZH -30T3Su 932009 sored 0g0'=d_— 0G 0"md SHS cM GH > TM 94> TM Suotgosa ATMEL os0°=d ‘30304 su > rm 950 03 eezd sored 0S0'=d = So" OSO'ed cue cM GM < 2M 7M < 2M GM TH sexy o22R9g oso'=d owe ew ST UBZTSTO os0-=d tm > cH peuxeDuoo od os0"=d cu < cM zepio 03 3u6Te960°=d 000'md ztOvmd LtOrNd ‘23870009 SHCM YMDCM —SH>ZM—CHKEM —EHCTH — SUOTIETeY PooD 800"=d 6y0ved — 200"ed SH>ZM PA>ZM = -ZMCTM 9DI0 saTESoOKE teor=d SHZMCM>IM ZT 3s0zz¥ opnaTaav ‘ood 007d o007=d eyo-=d Gr0-=d cO0-=d YMCCM —SH&ZM —PMCZM —SHCTM PMCTM —ZHOTH pan 3snk 507d trod Gt0vad EMDTM SHDTM —ZH>TH suyz08 Ovo'=d so0'=d zt0rad PM>TM CATA ZMSTM snoyaraedex 6y0°=d 0007-4 o007=d co0-=d PHCEM SHIM PHCTM —ZMcTM 42ORI0ded 9T333T ttorad 007d zco-=d co0"=d SMTM —-CHDTM ZH TM POM UOZTITO zoo-=d Lt0°-d 0007-4 gp0"=d 000'=d o0o'=d — sauTeTdHOD YHCEN SH&ZM —PNKZM —SM>TM —EM>TM ZED TH. ‘34000 er0'ad 200'=d 120" 000'=d 399308Too'=d cco-=d coo'=d — AzesseD0uun SHZMEM>ZM ACTH. 'uoT3eonPg, gtormd ocov=d to0"=d to0' ore wee eae se | 68:2 |gortoa aagria@ siunco zee zee ove os-2 | 62-2 | ENAMEL suN0D wood ‘SNOISTOSG GUNOD GNY SIUNOD LnoEY STONLTLIN ‘s0°e sore. ere = = ‘GaLNaTYO-METEOUEos0"=d zh > TH Azesssoouun woyaeones oso" su < tH oyz3seu s33n0o oso-=d cw > TH sera ws2T3to oso'=d su < TH uyetduog 03 aubTe sored sO" 0507-4 suc ee SM< eM SM < TH eoaogua AtpTeTE 0507-4 Ta < eM UX PXOM UOZTATD osorad —_0S0*md oso-=d suc em cM TH 2M > TH Aayty3908 cto-ad spond sm > cm SM > TH suoyzetex Pood aso7=d cu < TH zox0g 2atss9oxa zzored 940-=d ch > TH tH > TH zens 38m to0-=d z00'=d cH > TK 2M > TH Aroxy asnqy ocov=d—t0Ovad 9t0=d sm <%M SM < TM EM < TH nots sto-ad—ptovad ys0-=d sa> cM SM > TM 2M > TM buyz0@ ond cM TH, snoyat3edau too=d 9007 cone SM < cM cM > 2M cM > TH Asn. oto“ 007d sm < 2M SM < TH x20m zedea OT3377 $to-=d —o00v=d_—zoovad ccorad SM < cM cM > 2M CM > TH ZH < TH yuaue3toxa ccorad Loo=d ya > TH zm > tH steuyeyao 4rd Stored tzovad 670d SM< ch cM > 2M OSM < TH eno OXTT rary Tantadsm < 2m su < TH petstasne soz0g ss0--d 9z0-nd sm > cM 2M > TM STeeH eezg oxeneg 100794 cu < TH 26pnc 03 aubrE zoo=d 007d to0-=d cH > 7M cM > TH zu > TH sera uezT3T9 tyo-=d —950-=d—too-ad cco SM < cM SM < ZM SM < TH CH < TH uyetdmos 03 auBTe zy" 10d sM< TH tM < TH pouzsoues og 200d zso-=d cH > TH ZH > TH —_WoTaez08Ta 3801330 zored ——t0Ovad 000-94 smc cM SM < 2M SM < TH soxogug Atprore stov=d sm < tH peaetozun wokss sored sso teo-=d SM > cM SM > 7M cM < TH pueaszepun eortoe ss0'nd oto“ sm TH tM < TH ser 0rtoe zoo"=d 00d too-=d cM > 2M GM > TH ZH > TH UeXRL PION UeZTaTO 000-4 too-=d cM > TH eM > tH squretduog 3deooysor 60d sm > tH uoy30¥ PFoAY stov=d—t50"ad 000-=d ‘Aaesseoouun SH TH ‘uoT3eoneg Too" 000° sm < TH zh < TH Staesyseq uoTzeonpa tzornd 2007 ‘s00"=d sh < cM SM < tH sa < tH yoraaseu saanoafo vee o9-z “we DEdave 2O¥OuNE 00° cert sore toe SNTEOR 00" ese, one one snorsraaane ore Gad seve eee asa ot wt os", vere WHOM FTLLIT ove eart oer Tee, ENGHGLTOXS, KETATGON GOVIOd dO TUALWN ONY TaAaT 40 SNOTLaIOWEE ove, ce, sore 697 ‘STWNINTED xOTE ost ist 00°z tet aMOd SIT ose fo sre ae {ESaNOH SHOR o0-z we oe fa uanenaara one s0°e 007€ core, INDEAATA ON SUADTEGO TOTIOd gO SNOTLATONE ost zat sore fad TTGVROCNT LON o0-z wet ove wet SOTLSaua MOT “NWENGD NI GOL FOTTOa 40 sNoTLaaONTE vez, 192, 9-2 a sma ere zee fo = STOTNAD Gua OO WENA Ab ERone, ere save = MONK SNGZILIO ocre ere ove, = MONA ZOTTOR 09° we sure core ONVISHCNNSIN 31408 ost tt set sat anviswaqnnsiM 79TI0a oz"e are ore ore “ELWGEOOD JON TITM o8-z 39° ourz sez xaTiNaar 47H oo-z ore, “ee ee ALTTLISON fo ist we ore, SNOTLYTEH 4009 SNAZILID HLIM SAIHSNOTLWISE ZOTIOd 40 SNOTLETOTE oe, vert sore a0-z ovRneaA0 ore ese sez ue eowod ZATSSAOK ‘good do 3s aoTToa 40 swortasowsa core see 09" ere MOOTED fa we, st 9-2 ISHAM SONSTLLY WOIAWHEE ISEMEY JOTIOa 40 SNOTLAGOWsE ore 30°e, ore ure avno 1s08 oe ae soe sre wagxrT asnew wGOTdg0 FOTIOA V ONTIG JO ASTU JO sNOILaTOUTEove | ere | soe | core waqwo OF aHOTE cee | we | see | seve wUOUga NGISTI ose | ove | ose | use KTIMed BOISNOO ove | coe | soe | cee SHOMUISNONGG ISHRNN ore 90°% soz et NOTLIYOSIA WAOTAdO coe | wwe | ere | cere ‘EouOUNE_ATOTONE ONVNGUNIWN UBGUO GAY INSHGOUOANT ANT EMORY SaCAIILIY ove | oe | sez | ove aSnaY TWaUGA TUONDT cee | ove | oe | see ‘FIOROMNA STAG Soruovs GOTTod snowy SaansTLIN oot | ove | ore | set cauyTzunn HORSE ove | ese | ose | soz ‘anvaswaann aorT0 SONAIOS TWID0S OL GTEVEHIOD sonareaaxa gorloa 40 anTVa 40 sNotLazowza coe | eet | set | sez svig gortoa ove | oe | soe | cee NDNG GON NEZTLID occe | ose | ese | ce-z ‘SENTWTNOD LAz200we] we | we | we zoRnoWeT aduOR oe | we | coe | wove anaasn sorsenwow oe | we | oe | wee aovea ten on anus oe | eve | oe | owe canvuisay 350 wet | er | eee | tee caratisnr a5408 wowed 40 gen aoviod nowy Saanszzu" ot] we | we] we oraw anu auc sora sorted anoev eaaniiaaw or | oe | oe | we aor or serio coe | we | oe | soe woune 62 wor aori0d aay ao GuoTewano ovTend unow Suqndzaae oe | oe | se [ee sere naeTs79 ove | wee | ove | ve SuATYTENO® aroAe oe [we [ove | eee rvTenco of anon Suunaa2ow GNianGD WezT4T9 unow’ S¥0nuTEaN otf et] et] wt ranaertnwva serene ce | ee | see | ve aanoo aa SNOTLVISH ALINAKNOD-JOTI04 LnogY SaaNLILINwe vet 00°% vert NOTLOW aroay one. gore 00-2 ore, S508 NNO ae SAILITIGISNOESTY ATHSWZOVAT INOGY STGNLILIV 00-2 eee o0re zee ‘AUWSSIOINNA NOTLVONGT wae o6z fd gore ‘wiavarsad Norgvonaa SWADT440 FOTIOd os Norivonea gO ALTIL@VaISad inoay saanLTLLe fa ee vce zt ‘yoruusgu sian0o ove es'z sz y9re, ‘gorlod gaarTaa szunoo one Tez we fa INGHINTEL DuN0d Wood ‘SNOISTOgG TuNOD GNY SZunoD InoGY SgqNUTLLN ste zee we = (GaUNaTHO-WITEOUSos0-=d zu < TH abenbuet 20704 os0"=d cH < TH peysrasne soz0a osor=d ra TH sozozua AtpyoTE osov=d cm < TH soya 207tod ‘ocoedo00'=d EM < TH BOTTOd eAeTTeR 933N09 00°=d cu > TH suotqoza Atyuea ozor=d 2M > tH seta uezta79 toor=d zu < tm ureTdmog 09 3ubTE cconad zh TH etqeyzonun steePr (00°=d ca < tH pegetezun yoksa ozo 2H > TH UexeL pzOM UeZT3TO o00"=d cH < TH ‘soz0g eatssooxa 00d cu < 2H 40017940ere ue ore SLANE sOuONE ere 6o-z voz, NTHOR we cere ee snorsraaane one, eee see aso 9° 6° 19t wOMERENE FTLGTT we ze we aNawauTOKS KLTATIOW J9TT0d JO FENIWN ONY THAIT GO SNOTLATONTE fa 692 a STWNIKTHD YOTE a cet “et ‘aNd SHIT 9z-z an eee ISaNOH 340M ee ste 20-2 ascnagaTa zore tet ree INGWagaTa ON SugoT440 JOTI04 40 sNoTLaIONIE 00° 90-2 core FTGVAOCNG LON z0°z z0-z coe ZOLISTWa MOT ‘TeEGNID NI Gor FOTI0d 40 sNoTLaaoWsa so soz = snasez ee = MONK SEZTLTO are Tez = MONA 39TTO we zoe one, ONWESWaCNNSIN Z140N4 sot vet, 16" ONWESUEGNASTH 39TI0a z0°e o0re 00"e BLWEI009 LON TIT 09-2 29° ore ASTLNGGT gTaH azz ore sez XLITIISON ose sre ose SNOTEYTSE a009 SN@ZILIO HJIM SAIHSNOTLYIGY JOTTOd JO SNOTLAIIUSE oe 0° zore ee) are sre are ZOWOd SAISSEOKE good 40 Zsa ZOrTod Jo sNoIsdaTua gore os-z ue XOOTEEAO ove, 092 vse Asan gonurLiw MOTAVHSE LSEMEY FOTIOE 4O sNOTLATOUT vee z cee, see aevno 180ese o0-e vere wacwo OF LHOTE 9e-e ase we Odga NGLSTT 9a-e rz, ue IIMA UBOISNOO ose eee vore SHOUMELSNOKEG ISR eee | owe sore NOTIGUDSTa BIDTAGO ere ct, Tee FOMOUNG ATOTOTE BONVNGINIVH UICUO GAY LNGHIONOSNG MT UNOS SEOALTLLY we | sez 1:2 Sney TWEUGA SUONOT sre ere, sre FT@ORIOMNA STCGOT SOTLOWE ZOTTOd LAOW SAONLILIV we s6-t c0°z, aaavrsunn HOxSE ore sz ore ‘NVESwaGNR FOTO ‘BONEIOS T1908 Ob aaUKaHCO HONAIUEEXG ZOTTOd dO RATVA dO SHOTLAzOWE 6ore rz are svIa gorT0zee | tee we sownoweT g0uOd 192 ese we ‘Tnaasn NorssaUoOY ose | ore sere souog 350 OF anus ose ze | ove INTRMESR 350 ore | ove eee eararisar 3540s gowog 40 3sn gortoa anoay saqnzrisv gare fa 097 sTvaw aqua auwuaa ‘SOIHLE JOITod LnoaY sganLTLIW oe fa ee 'ZOIH OL ONTHION eee zee zee goqne o% 4HOTe ‘gortoa JHE JO 1H9r! SWHAO OTT Lnogy saaNsTLIV ove ze wre svia NazrLIO a9re fa 6s'z ‘SINIWTEHOD GTOAY are ore ere MIWIaHOD OF LHOTE ‘SguNGEIONd INIVIENOD NIZTLT: ‘9 Lng SaanuTZiv. s9°T L vert ALRAVITINGE LSISTL90° zee eet NOTIOW aroay we eee ste ‘3508 NNO se SSILTTIGISNOdSTH ATHSNIGVIT INOS SUGNLTLIY cere fa roe ‘OVSSaOaNNA_NOFLYONGS rez uz oee ‘aTavarsaa xorivonar SWA91440 ZOTT0d wos NOIIVoAGa dO ALTTIWaISEG mnogy saGnLILLY os-e. soe ere ‘dornsau sian0o ewe esrz 09-2 gorlod gaaTTa@ siwnoo see ere, zee INGRINTUL Tun0d woodret ps tt0"=d ch > TH steow sora szemeg ayo a> TH esq ueztat9 po ‘s00"=d cas TH Agyaeytyueg 381808 os0-=d ood ca < a ca < TH peuzeou0) ot 050794 ca z9p30 03 38TH os07=4 os0-=d ca > TH wu > TH uorse2287a 1991330 ‘oso-ad cm < TH sozosug ATPToTE 0507-4 a> TH ueyen pIOM UeZFaTO os0°=d os0-=d cu > TH em > tH squyetduog 3de00¥ oso7=d a> tH AgytTasoH ood ca > TH yowarz900 asd ca > TH ye0t7909os0-=4 cH < 27H peauerz0-Aafunamea ‘os0-=d oso"nd ca > TH 2H > TH Azesseoouun uotaeonpa 050-4 wn < TH ‘atqezyseq uoy3eones os0°=d zu < TH uoyqueneza enczdur9907-8 cu > tH uoya0¥ PTOAY zt0"=d qo00'=4 cu > tH zu > tH Axessaoouun uop3¥onrd zoo"=d zn < tH sqqeatsea uopaRONed “tod ch TH steew 202g o7ened eto toad ch < TH wm < TH Aayaeytrmed 3978%8 620-8 eto"=d cn > TH en > TH uotaez087q 4907350 000798 007-8 cm < tH zn < TH sorogua AteyoTe rod n> tH asnay Teqteq 9x0uBT zoe z00°=d cu > TH zh > TH squyetdaog 36200¥ to0'=4 a> TH Aayty3soH zoo teo=d cm > TH zn > TH oot 12A0 vod cH > TH snoyay3edou —s eer queqe3toxa |ereeeet tii ititl peTzzeH 10A0n auoamos uaTn BUTATT pruedstHs3u/00"6$ sau/sars pouzeg oben uetpeH 5 oro S| oro zt 0-0 orst 970 e oro sts oro0t arse oro sa-a'p 0 Toous UBT ‘uor3eanpa s:3 vise BUTAION 30N sce ore BuTyI04 Axnug e0zoq sn3e3g uemXoTdug Fa-ttny /AtTENsA aaed Arua ‘Attensa auya-aaed ktuo ‘At TRUO sura-Trnz ang ‘AToze para-33ed Ktuo ‘Aare, POXZOR T9AaN AzoastH queasordag rs 2z0m 70 000'or$ 9 s tree ze 666’6z$—000'028 rad sise 666/6t$ zopun euoour Atyueg ez0m 30 000'zt$ 666’ trs—o0 666 /6$—0 666/800 666'S$—000'r§ ‘suosur Teuosiea spuoya3 uatm searaeter WITH nods UIT squozed u3TM srt ee ze ee oywns peraaew z000N, #0 auossos UaFA BUFATT ot peqeredes: 070 ‘peozoata 070 PROPIA 972 wr et ut 0-0 e0 POFzZeK engeas TeaTzeH a ie aa i is qenngegerggeirit 26y ‘e6y ues)at sau/oo'tts — “44/00°9 +au/o0-ss peuzeg 262m ueTpeH = oro a oro at 0-0 over 070 — 0-0 z08 oroor od oo us erat erst us4204 308 696 ote ote ‘BUyAZON Aaqug ezozeg snzeas quawtotdag zise scot euya-ting ‘Atrensn uit “zy saya-szed Atuo ‘Attensa 3-3 ere auy3-TIng ang /ATTeuOTSe990 ore Lect eaygeazed Atuo ‘ATTeuoTSeD90 ct oy, aay3-ttng ang /Atozey er ett eur3-340d Atuo ‘Xtorey ra) 9 PexZOR Z9naN AzoastH wuaasotdaz gsc coy 2x0m 70 0000C$ erst sree 666'62$—000'028 we coe ‘666° 6tS Zepun ‘awoour Atroes yroe us s:9 exom 10 000'2tS ze Bz us ay cs 9 ors 6:9 3 ue s-2t zret 666/S$—000'¥8, cy z6z arse. (000'¢$—000'zs, oF 9-08 998 ‘000"z§ Zepun, saoour Teuoszed spustas uaTM seataeted UIT ‘denoda UIT a uoyaenats BUTATTose we ore ‘skeary] est ert Let juno Aaz09| vere wee, sz-e ‘Axqunzzeddo aor poop] 13'T est wet si0u30 50 eouentzur we aoe v2 | efwerreus puw quowesyoxa| s0-z 902 so-e ‘$100p3n0 wopeezs we ze ze Ayyunawos uF 40Heet ‘s30pe9 < s37NI99y IapED-UON BBETTOD ON S3epeo < S3FNI08e 3epe9-UON BETTOD skeaty ‘S3epeD < S3;NIDeN JPEO-UON eBeTIOD ONoct ose sez vee skeaty| os-t ort zs't ung Aaaeo) zere wre oe Ayrungzoddo aor poos 69rt ast eat sx8u30 70 susnTsUT 9s-2 fond ws abuetteu pue aueeaqoxX" Loe sore ae, ‘9200P3n0 wOpSezE, o9-e ase o9'z ‘Aayunawog uF x04)eet ey us"? asc? uoyaequeyz0 BurdtoH zey fa sue BuToFTod TeuorarpeaL cere ty sep | woraeauerz0 Aayunauoo cere we eee szeus0 Aq sBuT3ey ee o0re eee uorsTubosee te ote etre squrerduco med iste sve orre ‘20ueTpeqo ze tee esucdsex x07nd ere ose. SPOON very TorIed tse aye ‘etteo ave ore eee Aayay3ovS399 < 837nz09u @Bettoo ON BuroTTod Teuoraypezy S3TnI904 BETTOD ON < SyfnIDey eBaTTOD ‘9378I99u eB0TTOD ON < sz9PeD uoy3quey40-Aapunamoy SEUSS Sueaainns WARIO we eeecammeees aamaenvet 39" ar we woyseaueyzo Burdton vey sr atv | Bupertoa teuorsrpext ore ay ctey | woraeaueyso Aayuneuoo ue vere sxoyso Aq s6uyaeH zoe 00" worafubooee cre ‘saureTdsoo med uae ore 92u97PeG0 sere vee ere Paucdsou x70 ore on we ‘Speen weay Toxa¥a Tee vere atte9 ae ise AaTATAONset ue | are oct SEddMEL FOUOINE ost | ser 90-% NTWOR zare zene S62 SnOTLIaane ave | ome see xsng ast 1st oer WMOMNEE WE STLLIT Ws sere wee, ENERELIONS ALIATLON ZOLTOd JO TUNINN ONY TGAIT JO sNOTLEaONSE ose we | ose STWNIKTED XOTE 't wt 19° ‘aNOd 3X7 soe ss-2 sre ISENO OK ere are o0°z, aeaara soz | sez | sore INGWaRATA ON SWaDTddO GOT I0d JO SNOTIATISE eet | set og-t FTGYAOENG LON cert zat oat SOLSEYE 407 ‘TeENID NI GOL aOTIOA JO sNOTLATONAd use sere eure. ism zere wee. seve WSTOINAD ‘THGNID NI Z1d0ad JO SNOTLAIOMTEware eee vee MONE SNEZTLIO coe | ae | sez Nowe ZOTTOE ove | ove soz axwaswaannstM a7¢0d oer set eet ‘OxYaSwzGNNSTM JOTTOE svz | cee | ove 4NWaE009 LON TIIM wee | ove ee AaTINGGT aTaH 30-2 soz | so KITILLSON 69-2 oe | ue SNOTLYTEH GOOD SHE2ILIO HLIM SATHSNOILWISY JOTTOd JO SNOTLATIETE c6"t z6rt T0-z ownncgao ace are we 3ouOd ZATSSIOXE owed 40 Zsa gorI0d 40 SNoTLaIONZa fa zee vs-z wooTHzA0 we fad ise saney g0NLTLIN MOIAVHEG UsSMIY JOTToa Jo sNOTIaIIUTa tz ove are auvno isaK sere eee, zee XTSNI7 3sngv udOIdg0 ZOYTod ¥ oNTaa Jo NSTU JO SNOTLaZOUTEowe “ae ose aqO OL LHOTE ze st 82 wiOsg@ NGLSTT 59-2 19-8 82 ‘KTM GOTSNOD ere s0°¢ Toe SUOLMMISNOMEG ISHN Wee, ree eee NOTLGWOSTa wIOTIz0 vez are, cere zouoga ATOTOTE ZONWNGINIVH UICUO GNY INGHIOUOANG AT InOGY saaNITLIN tee ze oe SNe THEEGA FHONDT wee vez, se 1eentonNn STVadr SOMOWL SOTTO GNOSY SaCAEILEY s0-z cet et ‘GRLYTRINN HOXSE wee we we anviswaqNn 3OTT0d FONEIOS TVI30S Of azEVEKOD ZONGTWEANG FOTIOd GO 3NTVA JO SNOTLaDWTE o0°z Toe, cert sia Z1T0E zere one see NEDNL GUOM NAZTLTO wee cere 1s SENIVTEHO LAZO"are, ore, sez gownoNeT aowos 99k 90 - ‘Tngasn Norssauoow vee cz gowod Jen ox amua ore fa ANTeansau aso ore 9072 agrarusar aouod gouod do 35n ZoYIcd tnowy saanurLww ose sz aoe SIvaW 3aud TENSE SOIHLA Z9TT0d Lnogy saqnciiww: ze are 19e QI O ONTHLON sere soz fo goane of aHOTE goYlod JHE JO IHOTSUIAO OTTaNd dnogY SzONLILIN zee ocrz, gee Sve NaZrLI9 ose 92 one ‘SLNIVTAKOD GLOAY are ove. ore NTwTEHOD OF THOT ‘SduNGaDONE INTWIEHOD NIZILID LnogY STONLTLIN eet ist 9e°t ALTWVITINGA LSISTe zee wre ure. ‘GaNWEONOD aa SNOTLVIZH ALINAMHOD-ZOT10d LAOY SHGNLTLIN907% cet 0078. OILOW aroaw sore yore ere SSO@ NNO 3@ SAILYTIGISNOESTU ATHSWIGNAT LNOGY SZONLTLLY zere ate ree RAWSSIOINNN NOTLVONGA fa we sore ‘Flawarsaa Norivoncs SUZOTs40 FOTTOd wos Notuvonga 40 AUTILaaIsaa xnoey szansrLww wee re sve woruisaa szunco ove, ore zee goVloa @AgrTa@ SLen03 ore, we ove ANEREVGME EuN09 ¥ood SNOTSI9ad LMN0D GNY Si¥NOD LACEY STGNLTLIV 967 see ste (OgLNETNO-WATIONSut s3ynz09u e6eTTo9 OM < 39PED uoyquenezg aaozdar synz904 962TT0o ON < 39PFO saco's axedeq ‘s3epe9 < #37nz094 96eTT0o ON s3epso < 8z;NIISY aBOTTSO sous Tpego SRTEA ‘eaynssey 9BatTO9 < saynsoex eBeTTSO ON ‘s30pe9 < s37nI29u a6eTTOD ON s3epen < s37R1904 32PE-UCN SB9TTOD sozozua ATPTOTE ‘s37nz0%y eBeTTOO ON < 532780 ‘83yn309u 96aTTOO < 330PED squyetduog adeooy ‘eaynaseu e6et{oo ON < ‘a3yni09u BBeTToo < s39p2 4e0Tz2A0 ‘837nI99" S68TTOD ON < 939P~ ‘saynzoey 9B9ztCo < $39pe asezzy epnataav ‘S30peD < S37NI0eE IePEO-UON eBOTTOD ON pe] < S3FAIVT ePEI-UON eBSTTOD peng 3snW s39pe9 < 937nz09" 3ePEd-UION 96ETTOD ON 320m todea 913317 830pe0 < S3TNIOeE JePED-UON ABOTTOO ON uome3yoxa siepeo < saznzcey 39p¥O-UON 962TTOD ON yuez93370 S37I98N 839Pe0-UON eBSTTOD ON < S30PkO ‘sagnzoew 39pes-UON SB9TTOI < 83aPUD quesa3370 ON ‘23}NI99U_39PED-UON e62TTOD ON < 839PED ‘23}nI9eu JePEO-UON @HeTTOD < 230PkD pequerz0-wetqoza ‘237na99u 40pe9-UON Bat TOD ON < s30peD S3pnaoee S3epeo-uoN BBeTTOI < 839Pe9 pequeyz0-£37unaTHo9wee ere wee STAaaL TOuOINE wore Wee “ee SNTHOR we zare we snoruraaame oc-e we | ore xsna set set oct wloMuaaa STLEIT vee, ve, 9z-z INGHELIONS ALIATLON JOY Tod 40 JUAIWN GNY TGAIT dO SNOTLaTONTE ze, acre ore STWNTHTYS NOTE ort out oot MaNOd SXTT os-z ose ose USENOH 340K ore te ere esta ae, wee fd NREaTa ON ‘SUIOTSIO FOTTOd JO SNOTLATONIA eert ost os't aTEWAOENS LON cet oer ost S9TLSaua MOT ‘TeagNaD NI Gor GOIIod JO sNOTLAIDUAa fod vere ose fd vere ree seve WSTOINAD ‘Teaanao NI I1s0I4 JO SNOTLAIOUTE nearstee, ez fod MONO SAGZILIO wee ove, ove, ON SOTTO Te 99-2 ee GNWESUaGNRSTH B140Ra z6°t set fd GHVESUIGNNSIN SOTTO wee 96e 16e “BINATEOOD LON THIN ae az a9 ASTINGGT d73H soz core, are KETTEISOH wre 69°, eure SNOTINTEH 4009 SNAZILIO HEIN SATHSNOTLYTEA GOTIOd 40 SNOTLAIONSE eet v6 o0-z LowRnEZA0 ee, wee, 18 aouod aATSsaoK" aouog 40 as GoTTod 40 snorsazusd ewe art ore OOTEAO ore zee ove IsnnN SaNETLLN OTAWHGG ISTMAY FOTTOA 40 SNOTLAIOWTE are Lee azz avno asa “we are ore ‘KTaMTT asngv ‘go1gd0 ZoT10d VW ONTZG dO STU 40 sNoTLagoUTEswt ve, cee zee, ICUS Of IHOTE see we Ed quoga@ NaUSTT 9st, a2 ise ‘RIL EFOTSNOO tee, se sore SHOLMUISNOREG ISHN eee, sez fa NOTLANOSTG Wa9T440 see ere 60-2, ‘SOUOINE ATOTOTE ZONWNSINIVA HEGUO ONY INGHIIWOINI MUT LnOeY STONLILIN acre fd gore aSNeY TYEUEA SYONDT ae ove sz ST@wRMOMNA STeaGr ‘SOTLOWL JOrTod inoay sacastLIw tee fa ore, ‘O3LNTSUNA HOASE fa ose ure. ‘auviswaqNn go1T0a JONGIIS TWI90S OL agwvaHOD BoNaTUadXA GOTIod GO NTA JO SNOTLATOWTE vert T6t ut S¥r@ ZOrT04 swe tre cre NENWL GHOM NEZTLTO os'e swe ese ‘SENIVTEHOD LaaD0Novr oo-e soe | te aOWNONNT 4940 coe | ove ee ‘andasn NOTSSauOON soz ee ose gouod asa of anu sere eee sre, INTRUSTE 380, 90°2, 90° set GaraTisnr 3ox0d gouod do aSn aOTI0d inowy SaaNIILWN fo ae soe STVaW agus awWuaE SOIHLA JOTTOd LACEY SZGNLILLY ose, cuz 082. ‘JOTH OL ONTHION were tee zee gone of IHOTe ZOYT0d ZHI JO LHOISHIAO OTTand LNORY SAANLILIY sre wee eee S¥r@ NazrZI0 sz te zs"2 ‘SLNIVTAHOD aTOAY ate ozre ore NIVIAHOO OL IHOTE ‘STUNGIIONA INIVIGHOD NAZILIO LNOGY SAOALILIN cet at aot AUTEVTTINY ESTSTL ze aaxagoNoo 3a SNOTINISH ALINAMNOD-JOTIOd INOGY STOALILINa6rT 96 v0'e NOTLOW arOAN we ste cere S508 NMO SE SAILTTIGISNOESTM 4THSMZQVAT LAO SIaNSTELY ue sce ree TASSIOINNN NOTLYONGS 10°8 ove. 8e, ‘wiavursaa Norivonos SUIDTAIO FOTIOd You Norivonas go ALTTIGVUISad inogy STONLILLN azz ore, oz-z. ‘yoruisaa sxanco sere ere we gor10d 3Aar7a@ SLMN09 ad zee, zee INGHLVEEL Lin0o wood SNOTSToad GuNoO GNY SLuNOO INOWY STaNLTLLW sore ore. sore (OgLNaTHO-WATEOUE aap ae ree ‘SINS TMO-ALINAWKOD‘337n399u eB8TTOD < 39PKO ‘suatqora ATTWES Gaepes < Sa;NsGee JOPEO-YON eBTTOD ON xesseouun uoraeonpa Garnaoew JepeD-uoN SBT TOD ON < #3yNIDee 3eper-UON sHeTTO? Sgynasey 3epeo-UON eBeTTOD < S39Pe0 synised TePeI-UON S59TTOD ON < S39PED. etqeayseq uoyaeonpa Garnsoew 3ePeo-UON eGeTTOD < s3yNI09y 30Pe: S20peD < SFFRIDeL F9PLO-UON Gaynaseu Jepea-WON @BOT{0D < #ynIDH 3epeD-LON B6eTTOD On ‘soulatpedo onten Gaynsseu JepeD-UON eBOTTOD < B37MIDNL IPED-UON P69TIOI OM ‘Sanqy Teqsen ezousT Farniseu Jeped-UON eBeT Too < Sa7NISeL IepeD-UON a69Tt09 OM peaetedun woxsd Gaynioeg JepeD-UON eBSTTOD ON < S3FNIOAU FePED-UON eBSTTOD sayhasew 3epea-UON S62TTOD ON < S30PED Sgynsdeu S3epeo-UON S6eTTOD < SIPC Jeary 9pnaTaqw ‘SapNI0eY JOPLO-UON POTTOD ON < 332PED Baynssew Sepea-UON BBVTTOD < SAPD UTZ08 sane,28 ao" ory woyaesuayi0 Surdton sey arr etry | Suyorted teuorarpess zy zy az-y | woraeauerz0 Aayunsmoo vee cere vere sxau0 Aq sbuyseu see sez sez uoyayubooeu sore z0°t vore sauyerdaos ned Tee eee ore eousypeao vere ere zere eeucdsou x07rd zene “ere ozre SPOON wOIY Tored vere “ere cere atteo 1s ore ere Aayarey lesen)ost cemeeneeees aunangunets Garae | ee | ce Draave TOuORNE sce | coe | ove oNreoe sce | ove | cee snorsrasant eee | we | ore isn@ eer | oct | oct DNONWZENE FTLLTT oe oz'z ate ~ ALNIKELIOXE ALIAILOY JOTTOd 40 JuALWN GNY T9AIT JO SNOTLEIOUTE we | ewe ure STWNIRTED HOTA wet out 6't ¥aNOd FNTT we | ee | cee SaNoH THOR ore | coz ze" snaraagaTa ze | eee fd INGUEIATA ON SWA9T440 FOTT0d 40 SNOTLaaIUEa T out ut ETGVAOCNG LON 1 cert wt s9Lisaua MOT ‘TWEaNGO NI Gor gOTIOd 40 sNoTLaTOMTE 63" ee zee ford ot" tee cee RSTOTNKD ‘Tesango NI gIg0gd JO sNoTLaaoNTE (ee-n) | (oce=n) | (co=n) |exe | cee | ere MONA SNEZTII fa wee 90-e ‘MON ZOTTOR we wre | 99k ‘ONViswaONNSTH aTd0Na eat out cart aNYaSuEONNSIN 3OTI0a core 96-2 ze UWEz4009 LON TIM ace ee ise RaTINGOT aTaH eve | aoe core, ALTITLSOH wee, ose eee SNOTLYTEE G00D SNEZILIO HLIM SAIHSNOTLNTSA JOTTod JO SNOTLAIOEAE ore set a6°t sovannezA0. eve sz ere 3OUOd TAISSIOXE goWod JO Jsn Jo1I0d JO SNOTLaIONTa eve sz sz xOoTEzA0 ere, vee ere sane gannrLiw MOTAWHaE UsEMEY ZOTTOE 40 sNorzagowaa acre. tee oe aavao asax sere, ane tz XTaNIT asaay udoIddo doTI0d ¥ ONTIE do AST 40 SNoTLaTOWEEfa one ose wacuO Of tHOTH ere vee | 962 BuOdaa NEESIT ere ast zee KITHed WEOTSNOD vez, Lee zee SHOLVELSNONEG ISHN seve fo NOTLEWOSTG WaD74I0 ste | ore o0-e gowoaNa ATGTOTE JONWNGENIWA WGGNO GNY INGHIONOINT MYT LoOGY SIOALILIN fo cure. z9°z ‘BSAGY TWauEA THONST Lee see. 1s:2 aIaMAIOMNA STYGT soriows goTTod wnoay saanLILAw co°z Lert soe. GgLWTSUNA HOASE see te cere ‘GNYLSWEGNA ZOLTOE ‘BONaIOS TWID0S OL GauVaHOD goNarugdxa doTIOd JO anIVA dO sNOTLEZONRd sort set ut ‘s¥i@ JOrTod 1st use os-e NaWYL GHOM NEZTLIO ose we y9°e ‘SINIVTEHOO LA390Vvst fod wore | oce SOWNONET BONOR we | soe we ‘Tags NOTSSZADOv ost are 69-e aouod 360 ob amu vez | see | ssce INTRUSTE 350 yore eet Toe ‘aararisne 280d gouog 40 Js GOTTod tnoey saanLtLi wee uae 9e-z STN ams EME SOTMIG ZOTIod Lng saansrLwe eure ee | 06 ‘ZQIH OL ONTHION eae sez | sore OGRE O LHOTE OTT0a JHL 40 IHDISWEAO OTTang cnoey saqnsTLIY 1st we | oe ‘Svre NaZILIO oe we | sce SUNIWTEHOO aTOAY ozre vere cere NIWIEHOD OF LHOTE SHUNGEIONd LNIVTAHOD NEZILIO LACEY SaaNETLLN out cot ALIWNITINVE IS1STH vere v9" ‘GgNuTONOD Ja SNOLINTSA ALINAWHOO-ZOTTOA LnoaY SzaNLTLLYto°e o0°z o0re NOTLOW axoav ote ete cere, ‘S808 NMO aa SSILYTIGISNOESSM 4IHSWIGVGT LACEY SUGNETLLY zee ze ote REWSSaoaNNA NOTEVONGE 90° ove zee ‘giewuisaa xormvoaca ‘SWa9T4d0 FOTTOd vod NoTLvonGg 40 ALITIGVAISAd LACEY SECALTLIV tee cee gere Ioruisaw szunoo zee ee zee goVTod 3aar73@ szun09 9ere ane ose. INGHINEEL WANED YOOd ‘SNOISIOSG LUNOD GNY SIANOD LNOGY SIONLILIN a6re oore ote OLNETWO~WaTGOUS pore Ps oun. Dasere-BaT ens‘saynasew eBett6o ON < SayNz9e B69TTOO S3fnzsee 260T{Oo ON < S390 saynsoog S6aTLOD < s39PeD dtaesrtseq uoTzeonPs paynaseu eBeTTOD ON < 339pe9 Uopaueaesa enozdar ‘S3ynI00u @BATTOO ON < saepen < sapnzeu aBot too ‘souetpeqo anteA ‘eaynso9u Bat Too ON < Saynsoey s6TT0D < 879peD e0zzy apnayaav ‘s3ynz2eu ABOTTOO ON < S39PED noux su9zT359 ‘saepeo < aaynzzeu e6eT TOD AOUR BOTTOMBUIVNNOLLS3ND 31dWW¥S S4¥OD 13q¥0 YY XION3daveget ‘et Arne sorg ‘wosBurueen uoFsepunog say Tod:*wopaezedooo anok 03 nek xueus (2-8) tar xe (eo) - AxwaHiod *worzvmwogNr szuz SOIAGME OOK IVHL LNVIMOENI AUZA ST LT ‘xonIS SHE cAOHDAOMRE NOx AGIENGCT 0% ISA TIIM 3M 3009 SH Gd TIIM stHL GONTS “UIERAN GI X¥a EAOK ONE HNGAOO UAOK SA TTRL OL NOK NOX FATT GrAOM AM "ERTL ¥AAO SESNOESTU UNO ZO BOWEL G35 NYO SM LVL OS 'UZAZNOH “EHWN EMOK NOTS OL NOX LYM ION Cd 2m ckpn38 sya so antea oy3 ssueque Atzee25 TrTA uoszexedoco feasnon “Aeazns aya uy uotaedzozazed snok sOp suedezynber ou S¥ exouL *Aruo sesodind Teorastie3s 703 pasn aq {ITA eae OUL feeans stu3 03 Sesuodsez tte zo Apozsno uTeauTeE TTIA UoTsepanog Suz tesodind zeuj0 fue OF Szouzo 20 zuewzzedeq sotTod ASTD ALOK MON U3 03 peseDqer 10 paseroeT sq 30U Ttim puw Apnas oy3 zo sesodind soz uopsepuneg sua 70 53835 8, 4q RTGS pes 9q IITA UOTzeMIOZUT aul “asvepyzuoD foTza8 UF preq ea TTR 39PRD TENPFATPUT JO UoTaeOTsTauepT sruxed TTFA YOTYR LOPSEMLOSUF TIATS eanoes y. “Atymes oy uy 3903330 ao4Tod & pey SkEATS envOM ir rAaqungzoddo got poo8 & exFT pedees aunt : 30 G0F 9u3 30 mopeery vunb e Azzeo 03 eouegy iiitizespsgo sorted e se fed riisxzon eoptod Jo suet reds yocxdOR sot tod 35 suemessony. [4997330 soy Tod v aq 03 pequen siuate once te 93907330 eottod JOU exe PATSBTOZ XO spustz3 30 souentUr “s*"az907330 eaytod ete AypeTeI IO spust3z Zo eouentsur sardoed 4 sists semzozqun 8 280A 03 8ouRyy, tdoed waza At3292;p ya00 03 A3TTTaY 13903330 eDqTod © sv got vetteseesene ga guna 8Ua UT BuTyI0K eouatzedxe 03 sous ¥ + (zeqemu. ogeradoadde ouz atozzo esate -auewszeded 043 urot 03 ustsroy Nek UF Tre 38 auvasoduy sou 20 ‘quegzoduy seynouos ‘auejzodey Sen 3 Zeds0un eaeoTpUT iosoNz Yows zog caumaeded eatTed ats FOF 03 UOTS}Oep ANOk UT sxO3DeF BuymoTtOs ey aien suiegzedas acy Axa at) g t z © ’ Ts/szausoz¢ st) s t z c ’ xoujiea/asnods a) t z © ’ ‘spuerzg os t z € > xeuyoude3s/z0u30K mg t z € > seuiesdeas/zeyzeE WN TIORSUN TXOABTUN BTQRYOAEY STGUIORET 4G Azeq—s 3eyneuos 3eyMeuog, dzon ITE! szoopgno go 03 sounyo Y oa Aattray * “4‘peqsezequr peasezequy Ataaqurzed tee) exe nok 'S NOK PIROM {xEOTIZe BaTTOd ¥ sv x9BzE9 w UT nok oxU poasezeauy Heit ae) oo urngez up Suyusomos Sursoedxe ATrensh 8 suoTaezepysu0D eyzo zo stow sory 32997330 SATB OWA suostog 3uen fouy, uN SueZq3T> ‘eoFTod auE, AION 27943 Zo Auygnzos Sttqnd anoqe pausesuos 2q_30u poeu pue apry og Buyuaou savy eaqted saz *KatynB punog ou exe sauepuszep aeu3 3983 oy2 203 starsucdses we3zo exe softod saz ” 88T9 suosmes doy 03 9g7T uno sty own uosied ezez e trees Senssy eys/ey #39%073 ouy To sexem ays/oy sysezi0 30 zequnu 9u3 3un0298 eauy 9983 prnoys prosez AauaqDq370 8, 2007370 UY : fe Teurerzo 30 SuoFantos zen93 uy 3tnsez Atpeaqnopun try 30 suotseBossesuy BuyaoTz386: va one ere se erat230) 20) ast) st) sv) st) sv) a 338pu9330 uaoq aT TUM, pezoq 306 Aauy spuey stous Uo euy3 yonm os sant e370 s380;3z0 sot ted aa 03 AT30TIIe Pue seanpasozd TequeEqzedep smouy uA uo 'S} 3901330 3seq SUL 380q 27243 uo suatgord eatos 03 Azz 03 suaztaz9 WSFA xzom prnoys eat Tog ano BFY xOTd ues 997330 UFUT ID @ 30 eouvzeadde Teuoszed oy aRoqe Butyzemos sf zeus ress Seotazes r8y/syy 03 sz0au3 30 $3336 ydeose ssouztes usta, mous Zo Tre 3scate ‘atdoed UBT U3FOZ poob UT Jow ROA ST. she “bo t00‘tauezt3q9 03 senbruyoes loyaueaezd oayz9 Buu. “kay ‘xa0n 937 T0d ynoce oF rand ous Surttes + OwFI0 SuTzesTIS9AUT "3003 uo Burt roz38, eo UT BuyTtosseg «1 t t t t t t t t SOE Hoye cory por ON 8TR3TT eT33FT “uonR A234 “equ eaesadordde oys Buptozto Aq ‘320330 ou 20 ‘320570 SES3ST Saee iatosge etaart ‘320330 yonm ‘az0330 yona Azo pusde SHOE 2807330 UE yur ROA Zaugaun eqearpuy estate ‘Rajayaoe toe eee "s7923330 soxtod Aq pouzogzed seqarariow go 3s}t ¥ 3} BUTAOTTOS eek py t z e ’ b ud t z c , “4 et) t z c > AUT z © ’ t z € , 3331 fATap SoTTm Jo ZequNU YBTH -m t z © ’ weage poOB puw AyTTeNgound “T t z € > “sqsezze Auotes gus “4 t z € y 30 Buy: £ t z € y + t z c > a t z € ’ 8 t z © ’ “3 t z c > 3 t z € > ” t z € » out z € ,st 202) (ezenon PAONGCSESN SH SIOWTO asearg) zuorsenare Burayt reezou amos ATOM z son t San t02) . (eagiON scvrudousay aut g1DuT9 gsvzta) CESSPESN ONS UT pettosue exw nod #tTuM aol ais Coot OF URE REED, spat soz-cer) "8 eRH UR axe nok PEP Gone mOH “oye Bn 06 ae. as sor SES"E81) suse x20n nok BFP 99K e snow Auee Aoi vest {4x0 og eras) z t 260) e800 omra-azed x0 oupa-ting Sree nek PIP ‘auemazedeq sortog om Gaur poldesae elon Sak Led oop ee eS Ouy TIY 3 ers ous UY ¢ TeuoFs4359 + ‘ar TBuoTseo0 € Ting "uous nq /Atesee z aed Atuo puw t 6) 5(S3aKON sLVTEZONZEY Hz FTOUTD) S508 © BRU nok eney oars ous Zo yore mol “Sava Gees ase SIDED) “st “punozByseq of anoqe uctaemzozup apraozd oa peufrean are cmcee. ©{220 oz emus] 9 s ’ ste) 9ngegs Tezyzem anok sy 3euH pteezte) spuncg ———————_ay8tan nok st seum rtz-soe) soyour pee eaRBFey znok sy 3mm * Aa a saz) s > ae z t oz) * (amano SINTNEOUSEY SHE FIOWIO) epunozByoeq ofuyze 0 Tesoez znOk ST SeuM oz-soz) 380K *o00's$ zepun oz) sssuezed zo esnods anok pus noX sue: eLG6T 30s ouooUF ATFUWT TWIOT znok sea coy pesn se yATTURL TUROLy guzoq nok oxen aeak 3eya ur + fm 2ATyERZ anoA ynoqe 3eu * tee622) eseazesex oy3 uy Atauazno nok ery -o6z eee-czz)—sszeen eAreaTTTH OUR UT eazes Mok PIP EUOT AON “qez ‘ 3 s , € z sor0g TW t iy sti vez) ay eazes nok pyp youerq yoFuM “eer (ocd ox arys) 22) 6 zz) vez zz) zz) 22) z2) 2) A ccccccest TR | XeUTTT ese-ts2) GATEE HONE Yod TEAR szvtuaousey THE xoRHD) speserdaoe sauesed anok uopun Toouse 30 Tenet Massy eye see auneuy *seri92) $ exeaseues rad 306 nok op soueasysee yone ack « (se0 of arxs) 2 + son Tt Sax aye) EUOT3EONPS ebetToD nok TeyoumuyZ Aue 398 nok og Pren03 (s)eoanos TEUTS Auw woaz esueas sunoxy *erent) $ eseaseaes 0d 308 nok op sourseysee ona aon (900 of azus] 2 ++ im ¥2) guoraeonpe sBertos #908 spzenoa squesed anok eoxz souraszase qeyaueity Hees eet oa pe-cez) a e20fem nok PED (8)preTs aeuR ur ee-tez) [ee ePUEIRe ROA PID AayezeaTun/eBettes 3euH "eee vee vee “te+ 3OWdS SHE asa gsveta ‘prewar avra atanu ane o:TWANYW 13qV9 39104POLICE CADET MARUALESNOISSTHWOI @orT04 PUM wiecusg (7g ~ more) / “Krexeours "nek 30 Hoes YaEA BurTyI0n PUL BuTz90u 03 preAz03 yOOT 7 *eaz@s 03 Axrunaioddo aya oney nok 35et SS EERINOS ONE Boge puw ‘xeu20 uate snoqe Nusa sedee Mone Sa ey ttOk AON 243 anoge wea nod se Gand se Urvet oot Tera eu eeae gods J2 aBeaueape sxe “Ken Surtiesing puw reroeae 300 @ UT £319 420% maN 30 Btdood ayy oy a ROK septaczd quaueszojue ney ut soar een esse satdse sotares Aarunimoa aya os posodee Uy Tek Sok ‘suauazedag u3 yatm drysotauasdde nck Snoyénozed “921320 Pop ted Sutpuessano ue euoseq 02 nok Surzedezd prvnoa fen aeee tree Muy" gaeta 8 SF Seauattadxe Imok seus suopeieee wes saree eeeyee SPzENGT onbrun $9330 3eyy seaGes @ burr roa ue feito © Suruurbeq ur deas asz55 aueasoduy uv aoyea sney nop weI607q $8309 ype aot qos obs tog eat PRS AFgN we 1 suoraeonpe zau6Ty 0 antes santo! Foas Meu aEE SyB yceeaNy 20K tos suotavaoedee seers sfay’t wren Ogt TOA 381 ue sepe9 © Suruoseq zo; nok svemaesbeos of Suen I “iusuazedeg sortog Aat) 4304 man ou OF Suns ron #y9pe9 sortog ze0q*Aatunuuo> 243 03 vorzoaep 30 seuss © pue uoTzzetser 3198 einaew ue paseq seotous ieaze9 z39u7 oxeM ATINZadOq TIT etdoad ssayz *no2z0U03 50 auouszedee otto 343 pot os soyastiae 71943 soueUe TTT YoTUR sUeuanaTYse Teuorseonps 30 Tenet e peureaze sae pue auoweszozue OT UT asezezuz asaya pezezzsuowep ney oun atdoad 30 dnoa6 @ 3983338 03 sdz09 a43 30 Teos aya ey ar +809 22pe9 settee eda sea atnsez ay *ausuazedaq aottoa ays 30 specu 2033 pue suezan9 ays o3 pazotyes uoado pity; ¥ uz05 93 asaya 30 sapedse enyztsod a43 uodn 3ttnq pue stesodord 20g pazentens quaurzedaq sux -wezboza sepep aottoe 943 Pattes 10430 ays ‘ues602g S409 sotToa O43 paTTeD avo ~ stesodozd 2eTyuTs oma Gutnataer 1933e wuswazedeq soytog 943 Aq padotanap sem etd sdz0p yapen aottoa ous *83997330 s0tTod suosaq 03 Sesanszaqtun pue sabettos £349 420K men wor sauepnas 34902 09 peustsep wesbo1d e ‘sdz0D apeD adztoa aus 30 voraeznBneuy 243 pasunouue prey usuety seuoTsssuuey