The findings of a two-year national study on the problems of U.S. police education are examined in this report of a commission whose members were noted educators, police administrators, and public officials. The following recommendations are among those offered: (1) the majority of federal funds for police higher education should go to programs with broad curricula and well-educated faculty rather than to narrowly technical programs; (2) no college credit should be granted for attending police agency training programs; (3) community colleges should phase out their terminal two-year degree programs in police education; (4) colleges should employ primarily full-time police education teaching staffs, seeking faculty members with Ph.D.s in arts and sciences disciplines; (5) prior criminal justice employment should be neither a requirement nor a handicap in faculty selection; (6) government policies at all levels should encourage educating police officers before they begin their careers. The book examines what subjects should be taught for police careers, who should teach them, who should study them, how colleges should use police education programs, and how police personnel policies should take such programs into account. It also analyzes conflicting views on the impact of higher education for police on individual students and on the overall performance of the police, and offers suggestions for upgrading the quality and making better use of higher education programs. Summaries of consultant reports and lists of participants in the regional public forums are appended. (LBH)