THE REVIEW IS UNDERTAKEN IN LIGHT OF THE NEED FOR AN EMPIRICAL BASIS FOR EVALUATING THE CONTRIBUTIONS OF COLLEGE EDUCATION TO THE COMPETENCY OF POLICE OFFICERS. THE LACK OF CONSENSUS REGARDING THE PROPER POLICE FUNCTION IS POINTED OUT, AS IS THE PIECEMEAL NATURE OF RESEARCH INTO POLICE PERFORMANCE AND THE IMPACT OF EDUCATION ON COMPETENCY. BOTH SYSTEMS-TYPE ATTRIBUTE ANALYSIS OF COMPETENCY ELEMENTS AND AN EMPIRICAL COST-BENEFIT ANALYSIS RELATING EDUCATIONAL STANDARDS TO FUNCTIONAL COMPETENCY ARE DEEMED CONCEPTUALLY UNFRUITFUL. STUDIES ON THE WORK ATTITUDES OF POLICE OFFICERS ARE SAID TO OFFER CONFLICTING EVIDENCE WITH REGARD TO THE IMPACT OF EDUCATION ON ATTITUDES. SOME CLAIM POSITIVE RELATIONSHIPS OF VARYING DEGREES BETWEEN WORK ATTITUDES AND HIGHER EDUCATION, OTHERS CONCLUDE THAT THERE IS LITTLE OR NO RELATIONSHIP, WHILE STILL OHTERS SUGGEST THAT THE RELATIONSHIP MAY ACTUALLY BE NEGATIVE. CONFLICTS IN BOTH EVIDENCE AND LOGIC ARE ALSO CHARACTERISTIC OF RESEARCH PERTAINING TO THE RELATIONSHIP BETWEEN HIGHER EDUCATION AND CIVILIAN EVALUATIONS OF POLICE PERFORMANCE. IT IS CONCLUDED THAT THE ADOPTION OF ABSOLUTE EDUCATIONAL STANDARDS FOR POLICE OFFICERS SHOULD AWAIT AN EVALUATION OF THE LIKELY IMPACT OF SUCH A PLAN ON THE JUSTICE SYSTEM. (LKM)