Key takeaways
- College-educated police officers are linked to lower use of force, fewer misconduct cases and stronger investigative outcomes.
- Education mandates can improve accountability and reduce agency risk by lowering terminations and costly lawsuit exposure.
- Thoughtful implementation can address recruitment and diversity concerns through flexible pathways and expanded access.
By Commander Charles Katsapis
Imagine you are a police executive juggling an already overwhelming schedule. The next item on your calendar is one you dread: a sales pitch from yet another company rep claiming to have a product that can transform your agency. A sharply dressed individual walks into your office, sits across the table and begins. Twenty minutes later you are stunned. According to the pitch, this product promises to reduce police misconduct and excessive force. It will enhance your officers’ ability to connect with the community, solve problems and work effectively with your city’s diverse population. It can sharpen investigations, boost case filings and help reduce crime.
You are skeptical — this is too good to be true. But it isn’t. The product is real. The “magic bullet” is not new technology, a multiyear subscription or a million-dollar contract. It’s a college degree.
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Over the past several decades, research has consistently shown the benefits of higher education on police performance. At a time when calls for reform are loud and persistent, education mandates stand out as a tangible way forward. Yet challenges remain. How might these requirements affect recruitment and diversity or create financial challenges for organizations or individuals? Are degrees essential in today’s modern world? Despite tensions surrounding potential adverse impacts, higher education requirements present an opportunity to build a profession that is more accountable, legitimate and capable of serving increasingly diverse communities.
Answering the call for police reform
The idea of better-educated police officers is hardly new. In 1829, Sir Robert Peel, the father of modern policing, argued that a better-trained officer was essential to crime reduction. [1] Nearly two centuries later, and in the face of recent significant events, the conversation surrounding education mandates in law enforcement is more relevant than ever.
The 2014 shooting of Michael Brown in Ferguson, Missouri, sparked national debate about police reform. The President’s Task Force on 21st Century Policing soon followed, identifying six pillars of reform, one of which emphasized officer training and education. [2] In the years following its release, the task force’s final report became the common framework for discussion on police reform, with many of its recommendations remaining consistent with state and federal reform recommendations and legislative action. [3]
The 2020 murder of George Floyd reignited public demand for change. In just two years, more than 4,500 reform bills were introduced nationwide, many focused on increased officer training. [4] Initial reform initiatives called for increased training on the use of force, duty to intervene, crisis intervention and the mitigation of police misconduct. [5]
In 2021, the California legislature took a bold step to support education for the police with the Peace Officers Education and Age Conditions for Employment (PEACE) Act. This act, signed into law in 2022, requires either a bachelor’s degree or a specialized “modern policing” degree for future officers. [6] Subsequent California legislation, including Senate Bill 387 and, more recently, Senate Bill 385, further expanded on the education standards debate, outlining college course minimums and recommendations for the modern policing degree.
California is not alone. Across the country, legislatures and police organizations are exploring similar requirements. What was once a novel idea is now an emerging national standard.
A preferred future rooted in research
If professionalism, legitimacy and accountability are the future of policing, education mandates are a proven path forward. Research shows college-educated officers have fewer instances of misconduct and are about 40% less likely to be terminated for cause. [7] They are also roughly 40% less likely to use force. As a bonus, college-educated officers also receive more commendations, cause fewer collisions and use less sick time. [1]
Education also strengthens community trust. According to researcher Craig Paterson, university education develops decision-making and cultural competency skills that improve accountability and legitimacy. [8] These qualities are indispensable for modern community policing, where officers must engage in collaborative problem-solving with diverse populations.
Service delivery improves as well. Police expert Christine Gardiner of California State University, Fullerton highlights that officers with advanced education produce stronger reports, leading to increased case filings, fewer judicial challenges and more successful prosecutions. [9] For communities, these benefits are not abstract; they translate into better justice outcomes and safer neighborhoods.
Taken together, these findings make higher education more than a theoretical reform. It is a practical, evidence-based step toward the professionalization of policing.
Tensions remain
Still, the proposal is not without controversy. First, critics may question whether a degree is truly necessary. After all, tech moguls like Bill Gates, Steve Jobs and Mark Zuckerberg succeeded without them. In fact, in a recent interview, Zuckerberg said, “I’m not sure that college is preparing people for the jobs that they need to have today.” [10] Is policing one of those jobs? If success is possible without college, why should policing be any different?
Second, recruitment and retention issues in law enforcement loom. Many agencies are already struggling to fill vacancies. In 2022, the Chicago Police Department dropped its 60-college credit requirement, boosting its applicant pool by hundreds. [11] At a time when some agencies are lowering qualifications, is raising them realistic?
Third, there are valid concerns about adversely impacting diversity in the candidate pool. A 2020 report found Black and Hispanic students enrolled in and completed college at lower rates than white and Asian students, and first-generation students of color often reported weaker senses of belonging in higher education. [12] Higher education is also less accessible to low-income individuals. [13] Without careful design, mandates could disproportionately exclude underrepresented groups.
Finally, costs cannot be ignored. Tuition reimbursement, grants and loan forgiveness all require funding. Critics may argue these resources might be better spent on staffing or technology. However, this view overlooks the potential long-term benefits: fewer misconduct cases and terminations, lower lawsuit payouts, more vigorous prosecutions and safer communities.
A 2022 Washington Post investigation found the 25 largest police departments in the U.S. spent over $3.2 billion on legal settlements in the past decade, with $1.5 billion paid in cases involving officers with repeated misconduct allegations. [14] In 2024 alone, the New York Police Department paid out more than $205.6 million for police misconduct lawsuit settlements. [15] Research has shown that officers with at least an associate or bachelor’s degree are significantly less likely to participate in misconduct that results in termination. [16] Education costs must be seen as an investment in our modern police forces, with the potential to not only increase professionalism but also save departments millions on costly settlements.
Defusing tensions through innovation
Concerns about mandates are legitimate, but they can be mitigated through innovative implementation. Among the most critical considerations to move to an educated police force are to respect the experience the police already have, capitalize on the variety of ways officers can access education, provide options to incentivize their participation, and consider ways to start this educational pipeline before they begin service. The specifics of each of these areas are:
- Value of street smarts: Most law enforcement professionals can point to multiple non-college-educated officers who are top performers. Often, these successful officers excel through experience, “street smarts” and other qualities that are difficult to teach in an academic setting. However, education mandates do not negate their value; instead, they can amplify it. Imagine the seasoned officer who already performs well, now equipped with stronger critical thinking and report-writing skills. Higher education promotes creativity and critical thinking, making officers better suited for the demands of community-oriented policing. [8] Education enhances, rather than replaces, practical experience.
- Access and equity: Modern technology has changed the delivery of higher education. Hybrid learning platforms can now expand access and flexibility for both recruits and current officers by allowing institutions to reach students historically unable to attend due to geographical, time or financial constraints. [17] In the spirit of the California College Promise Grant, partnerships with community colleges and universities can create affordable, regionally consistent paths to degrees. Subsidies through tuition reimbursement, state grants and municipal funding can ease financial barriers.
- Incentives for service: States can tie tuition reimbursement or loan forgiveness to service commitments, helping with both recruitment and retention. Agencies could also provide pay incentives or advancement opportunities tied to degree completion. Incentivizing advancement opportunities could lead to an increase in qualified officers seeking promotion, furthering the leadership potential within organizations. [18]
- Recognition of experience: Similar to what is being explored by the Modern Policing Degree Task Force in California, states could establish a standardized system to award academic credit, considering prior experience in law enforcement, the military or other relevant public service. This system would establish clear standards for evaluating experience, ensuring consistency while validating years of applicable real-world history in the process of achieving a college degree.
- Early pipelines: Specialized dual-enrollment programs in high schools could introduce students to criminal justice careers while they earn college credit. Much like advanced placement classes that award college credit in high school, these “justice academies” could prioritize recruitment from underrepresented communities or those with limited exposure to public safety to foster diversity in the profession. Local law enforcement agencies could partner with schools to provide mentorship, ride-along opportunities and service-learning projects, improving community relations. Such an approach could build a conduit for future candidates while strengthening trust and partnership.
Purchasing the sales pitch
The sales pitch for higher education mandates is here, and the timing is right. With research, legislation and public sentiment aligning, the profession has an opportunity to redefine itself. Educational achievement by the police promises a future of greater professionalism, legitimacy and accountability. They can reduce misconduct, improve service delivery and build stronger relationships with communities. While challenges exist, innovative partnerships and intentional design can overcome them.
The question is not whether education mandates are possible, but whether we dare to invest in them. Policing has long sought the elusive “magic bullet” to address its most formidable challenges. The solution is not a new technology or costly programs; it is the transformative power of education. And that is a sales pitch we cannot afford to ignore.
Where do you see education making the biggest difference in policing? Share below.
References
1. Tovar LA. Should we require the police to have a college degree? Research in Higher Education Journal. 2023.
2. President’s Task Force on 21st Century Policing. Final report of the president’s task force on 21st century policing. 2015.
3. National Policing Institute. 21st century policing task force report: The first five years. 2021.
4. Friedrich M. Bipartisan police reform sweeps all 50 states. Arnold Ventures. 2022.
5. Subramanian R, Arzy L. State policing reforms since George Floyd’s murder. Brennan Center for Justice. 2021.
6. California Legislative Information. Assembly Bill No. 89, Chapter 405. 2021.
7. Bouffard L, Armstrong G. 5 reasons police officers should have college degrees. The Conversation. 2020.
8. Paterson C. Adding value? A review of the international literature on the role of higher education in police training and education. Police Practice and Research. 2011.
9. California State University, Fullerton. Policing expert’s studies show bill to change age, education for California cops has merit. 2020.
10. Eaton K. Why Mark Zuckerberg has doubts about the value of a college education. Inc. 2025.
11. Riess R, Tucker E, Nickeas P. Chicago Police Department lowered its hiring standards amid staffing shortages. That’s led to a spike in applicants. CNN. 2022.
12. Dua A, Law J, Rounsaville T, Viswanath N. Reimagining higher education in the United States. McKinsey & Company. 2020.
13. El-Azar D. 4 trends that will shape the future of higher education. World Economic Forum. 2022.
14. Alexander KL, Rich S, Thacker H. The hidden billion-dollar cost of repeated police misconduct. Washington Post. 2022.
15. Legal Aid Society. NYPD misconduct lawsuits cost taxpayers over $205 million in 2024. 2025.
16. Basham S. Education offers best solution for police misconduct. Police Chief Magazine. 2019.
17. Rutherford J. The design of hybrid teaching environments: 10 questions answered. Educause Review. 2023.
18. Basham S. Education: learning to lead. Police Magazine. 2019.
About the author
Charles Katsapis is a Police Commander with the Santa Barbara (California) Police Department, currently serving as the Community Accountability Commander, where he oversees professional standards, training, public information, and oversight reporting to enhance transparency and trust. He has over 18 years of progressive experience in law enforcement, including field operations, investigations, internal operations, and community engagement. In addition to his role as SWAT Commander, he serves on the Board of Directors for the Santa Barbara Police Activities League, promoting youth development and positive community-police relationships. Throughout his career, Charles has been recognized for his meritorious service, efforts to improve officer wellness, and for building collaborative partnerships that reflect the values of the Santa Barbara community. Above all, he is dedicated to service, community involvement and his family.
This article is based on research conducted as a part of the CA POST Command College. It is a futures study of a particular emerging issue of relevance to law enforcement. Its purpose is to project a variety of possible scenarios useful for planning and action in anticipation of the emerging landscape facing policing organizations.
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