Developing the Fitness of Law Enforcement Recruits during Academy Training

Law enforcement is an intermittently physically demanding job, interspersed with long periods of sedentary activity. To prepare for the physical demands of the job, law enforcement agencies enlist recruits into academies with a focus on physical training. Often, academies focus on aerobic-based exercise despite anaerobic fitness being strongly correlated to occupational tasks. The objective of this article is to analyze the changes in the fitness of police recruits during academy training. Initial and final fitness test results, encompassing muscular power, strength, endurance as well as aerobic and anaerobic fitness, were measured to analyze changes in fitness. Dependent t-tests showed significant increases (p < 0.05) across all fitness tests, with a trend towards larger increases in aerobic and muscle-endurance-based tests. Recruits from this academy tended to have higher fitness results compared to other academies and were either average or below average compared to age-matched standards in the general population. Physical training should persist for recruits beyond the academy to continue to develop fitness throughout their career. Academies should add a focus on muscular strength and power training as these measures relate to occupational tasks, which may better prepare recruits for demands they will be expected to face in the field.

Developing the Fitness of Law Enforcement Recruits during Academy Training

Law enforcement is an intermittently physically demanding job, interspersed with long periods of sedentary activity. To prepare for the physical demands of the job, law enforcement agencies enlist recruits into academies with a focus on physical training. Often academies focus on aerobic based exercise despite anaerobic fitness being strongly correlated to occupational tasks. The objective of this article is to analyse the changes in fitness of police recruits during academy training. Initial and final fitness test results, encompassing muscular power, strength, endurance as well as aerobic and anaerobic fitness, were measured to analyse changes in fitness. Dependent t-tests showed significant increases (p &amp;lt; 0.05) across all fitness tests, with a trend towards larger increases in aerobic and muscle endurance-based tests. Recruits from this academy tended to have higher fitness results compared to other academies and were either average or below average compared to age matched standards in the general populations. Physical training should persist for recruits beyond the academy to continue develop fitness throughout their career. Academies should add a focus on muscular strength and power training as these measures relate to occupational tasks, which may better prepare recruits for demands they will be expected to face in the field.

A Comparative Analysis of Student Engagement in Career Academies and a Comprehensive High School

The purpose of this study was to compare the student engagement of career academy students to those at a traditional comprehensive high school. We operationalized student engagement using a multi-dimensional construct comprised of behavioral, cognitive, and emotional measures. Based on data from 669 career academy students and 614 comprehensive school students, we found that academy students had significantly higher levels of cognitive and emotional engagement than those at comprehensive schools. However, we found no statistically significant differences in the levels of behavioral engagement of academy students compared to comprehensive school students. Based on our findings, participation in the academy model has the potential to increase high school students' levels of cognitive and emotional engagement, particularly those from underrepresented and ethnically and racially diverse backgrounds.

Data use within an education-centered cross-sector collaboration

Purpose The purpose of this paper is to examine data use practices within a cross-sector initiative involving high school career academies. It discerns how partners used data to assess the public value of academies and address equity concerns. Design/methodology/approach A case study methodology was applied to examine cross-sector activities supporting the district’s career academy reform. Data were collected through interviews, observations and document analysis. Datnow and Park’s (2018) conceptual framework involving key equity dimensions guided the analysis. Findings Partners used data for both accountability and continuous improvement. Educators were required to document student growth for state accountability purposes, while providing evidence of the public value of the academies to the community. Data use for continuous improvement included identifying annual goals to improve academy performance. There was a lack of a district-wide focus on equity, with educators taking a passive approach to academy and career pathway selections by student subgroups. Practical implications The findings provide insights into data use practices school and district leaders can implement to ensure equitable student participation in career academies and appropriate data use within cross-sector collaborations. Social implications Students who are traditionally underrepresented in career fields, including students of color and females, need intentional efforts to encourage their participation in high-skill, high-wage career fields. Originality/value This study identifies critical issues involved with data use for equity when promoting education-centered cross-sector collaboration, while also highlighting existing tensions between data use for accountability and continuous improvement.

Six conditions for successful career academies

Career academies — small learning communities within high schools that introduce students to specific industry sectors — have become a popular way to expand career education. Yet certain institutional, economic, and social factors can inhibit their viability and scalability. Michael Lanford and Tattiya Maruco conducted a yearlong qualitative study of career academies in Southern California to identify six conditions that are necessary for establishing and maintaining a career academy that has a positive influence on students and the community.

Who is Going to Build the Wall? A Building Trades Crisis in the U.S.A.

The context of this study was to examine factors contributing to significant workforce shortages in building trades in the United States. As it is, recruitment of qualified skilled trades workers is becoming increasingly difficult due to lack of a pipeline of prospective workers, and training programs. The study assumed a theoretical inquiry approach in order to address the following three main questions: 1) What is the scope of the workforce shortage in skilled and building trades in the US? 2) What factors are recognized as contributors to the building trades workforce shortage in the US? And, 3) What strategies can be implemented to reverse building trades workforce shortages in the US? Findings affirmed that the scope of workforce shortages in skilled and building (con- struction) trades in the US is very broad and the impact is rather deep. Factors con- tributing to the shortage include: declines in high school technical education programs, which have been replaced by career academies; misconception that higher education al- ways equal higher income, but the untold story is higher debt associated with pursuing higher education; and stricter immigration laws, which are forcing potential workers out of the US. The study concluded that in order to reverse currently declining workforce trends the following six strategies should be implemented: 1) Make it a national priority, thereby appropriating adequate resources to the effort. 2) Increase the number or women and African Americans in building trades. 3) Expand apprenticeship programs. An expan- sion of both government and corporate incentives are needed to stimulate an increase in apprenticeships. 4) Reintroduce building and skilled trades programs in secondary and postsecondary schools. Growth in the number of Career Academies, and participation in them has been encouraging, yet there are not enough of them to meet the need. 5) Re-examine guest-worker programs, which are currently cumbersome for employers to participate in, and do not allow for anywhere close to the number of workers needed to meet workforce needs. 6) Change marketing of building trades from menial to meaning- ful. Many young people simply do not know that they can make a comfortable living from a career in skilled trades. They have been taught that at least a bachelor’s degree is needed in order to have a successful career. This narrative has to be revised in order to create a pipeline of prospective skilled trades employees for the future.