The American Association of Community and Junior Colleges endorsed these refutations of allegations made in the book, which criticizes community college police education programs. The first paper points out the age and unverifiable nature of much of the data upon which the original criticisms were based; contains quotes from police education program administrators in response to specific claims made in the book; and criticizes the stylistic tactics which, without evidence, view the programs negatively. In addition, the impracticality of the recommended baccalaureate degree requirements in police education and certain value judgments of the study are pointed out. The second presentation contradicts the study's premise that the role of police education programs should be to educate police for institutional change and states that the more important goal is the generation and dissemination of knowledge. Also questioned is the belief that liberal arts-oriented, full-time, residence education is the best model for police education programs. Recommendations include the encouragement and funding of a multiplicity of higher education models and the continuation of substantial research into all models and other factors regarding police education. A five-item reference list is included. (Author abstract modified)