The need for smarter officers: Educational requirement recommendations to peace officer standards and training boards

Abstract

Despite the growing complexity of modern policing and the reform demands to improve police officer performance and training, few states require officers to hold a college degree, and field training and recertification standards vary widely. This paper aims to persuade law enforcement licensing boards to increase education and training requirements in policing. To accomplish this, this paper uses existing literature to explore the history of education in policing, the current trends and perceptions of education in law enforcement, and how education impacts policing outcomes in areas such as use-of-force, misconduct, performance, and self-efficacy. Then, using Minnesota, Wisconsin, and Iowa as case studies, this research highlights the potential for structured higher education, formalized field training, and robust continuing education to improve officer competence. The Cognitive Development, Constructivist, and Adult Learning Theories serve as the foundation for recommendations. Recommendations begin by offering Minnesota’s Professional Peace Officer Education (PPOE) model as a viable framework for a higher education requirement in policing. Next, a formal field training requirement is emphasized as a critical bridge between academic learning and practical experience, addressing gaps that can occur when officers enter the field without formal assessment. Finally, increased recertification training requirements, particularly in non-technical areas such as bias reduction, de-escalation, and trauma-informed care, are discussed as a method to enhance professional development by linking real-world experiences to ongoing curriculum. Overall, this study provides evidence-based recommendations for POST boards to create a comprehensive, structured educational framework that strengthens officer performance while fostering a culture of lifelong learning in policing.