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Table 4.  Number and percentage of public schools reporting threats of physical attack and robbery with the number of incidents reported, by selected school characteristics: 1999–2000


School characteristic Threat of attack
with a weapon1
  Threat of attack
without a weapon1
  Robbery2 with
a weapon1
  Robbery2 without
a weapon1
Num-
ber of schools
Per-
cent of schools
Num-
ber of incidents
  Num-
ber of schools
Per-
cent of schools
Num-
ber of incidents
  Num-
ber of schools
Per-
cent of schools
Num-
ber of incidents
  Num-
ber of schools
Per-
cent of schools
Num-
ber of incidents
All public schools 9,088 11 21,047   42,689 52 598,269   375 # 2,662   4,368 5 20,104
                               
Level                              
Elementary 4,456 9 9,125   21,229 43 303,742     1,521 3 7,449
Middle 2,571 17 6,552   10,229 67 175,615   70 # 83   1,255 8 6,474
Secondary 1,693 14 4,681   8,541 72 98,946   163 1 359   1,200 10 5,229
Combined 368 8 690   2,690 56 19,966     392 8 952
                               
Enrollment size                              
Less than 300 1,217 6 2,123   8,521 42 47,445   147 1 2,225   487 2 1,703
300–499 1,755 8 3,492   11,064 49 138,512     836 4 3,526
500–999 4,568 15 11,073   17,011 56 307,825   34 # 46   1,857 6 8,367
1,000 or more 1,549 18 4,359   6,092 71 104,488   105 1 302   1,188 14 6,509
                               
Urbanicity                              
City 2,748 14 7,710   11,138 58 194,195   244 1 391   1,890 10 7,692
Urban fringe 3,400 13 7,458   12,857 49 196,159   83 # 2,212   1,460 6 7,394
Town 1,386 13 3,232   5,872 57 81,975     291 3 958
Rural 1,554 6 2,647   12,822 50 125,940     727 3 4,060
                               
Crime level where students live3                              
High 1,067 19 4,268   3,900 71 128,717   179 3 2,360   874 16 3,797
Moderate 1,869 13 3,937   7,590 53 157,982   53 # 84   1,027 7 6,781
Low 5,102 9 9,800   26,399 49 240,726   44 # 76   1,772 3 6,023
Mixed 1,032 13 2,949   4,702 59 70,163     666 8 3,390
                               
Percent minority enrollment3                              
0–5 percent 2,008 8 3,865   13,356 55 102,111   # # #   830 3 2,349
6–20 percent 2,178 12 5,652   8,688 48 117,494   31 # 51   547 3 3,937
21–50 percent 1,785 11 3,219   8,415 51 148,538     1,031 6 5,897
More than 50 percent 3,094 14 8,278   11,428 53 219,315   280 1 470   1,889 9 7,349
                               
Percent of students eligible for free/reduced-price lunch                              
0–20 percent 2,193 10 5,178   11,525 51 122,346   31 # 51   804 3 2,845
21–50 percent 3,029 11 6,134   15,422 54 216,747   64 # 150   1,283 4 5,836
More than 50 percent 3,866 13 9,736   15,742 52 259,176   279 1 2,461   2,293 8 11,423
                               
Percent of students below 15th percentile on standardized tests                              
0–5 percent 2,400 10 4,320   11,197 45 104,682     546 2 2,218
6–15 percent 3,424 10 8,745   17,931 55 220,539   38 # 64   1,688 5 5,950
More than 15 percent 3,265 14 7,982   13,560 57 273,048   289 1 2,550   2,134 9 11,936
                               
Percent of students likely to attend college                              
0–35 percent 3,135 13 7,227   14,736 60 243,031   206 1 2,364   1,834 7 9,991
36–60 percent 3,023 10 7,937   15,294 52 221,911   106 # 184   1,403 5 5,769
More than 60 percent 2,930 11 5,884   12,659 46 133,327   63 # 113   1,131 4 4,344
                               
Percent of students who consider academic achievement important                              
0–25 percent 923 14 2,783   4,367 64 66,748     468 7 1,714
26–50 percent 2,518 14 5,861   11,539 65 166,332   204 1 247   1,517 9 10,266
51–75 percent 2,562 10 5,085   13,423 51 195,393   89 # 236   1,369 5 4,667
More than 75 percent 3,086 10 7,318   13,360 43 169,797     1,014 3 3,457
                               
Percent male enrollment                              
0–44 percent 495 5 1,474   4,827 48 71,602     552 6 3,253
45–55 percent 8,020 13 18,677   33,261 54 485,960   285 # 481   3,123 5 13,802
More than 55 percent 574 6 896   4,600 48 40,707   77 1 2,167   693 7 3,049
                               
Student/teacher ratio3,4                              
Less than 12 2,371 9 4,316   13,726 50 145,166   149 1 227   883 3 5,230
12–16 3,186 12 7,350   14,961 55 223,330   78 # 2,168   1,211 4 5,412
More than 16 3,387 15 9,084   12,316 53 208,212   71 # 171   1,791 8 7,296
                               
Number of classroom changes3                              
0–3 changes 1,474 7 3,346   7,782 35 95,585     1,132 5 2,444
4–6 changes 4,473 13 10,635   19,470 55 310,769   136 # 278   1,785 5 9,870
More than 6 changes 2,598 13 5,516   13,077 65 165,048   115 1 2,261   1,168 6 6,058
                               
Use of paid law enforcement5                              
Regular use 5,633 13 15,112   26,215 62 425,801   286 1 2,573   3,983 9 18,207
No regular use 3,455 9 5,935   16,473 42 172,468     385 1 1,897
                               
Number of serious discipline problems6                              
No problems 3,288 7 5,218   18,797 41 129,998     1,033 2 2,814
1 problem 1,826 12 4,373   9,157 58 106,954     923 6 3,172
2 problems 1,613 18 4,704   6,098 68 143,177   110 1 257   1,017 11 4,992
3 or more problems 2,361 21 6,753   8,636 78 218,140   118 1 2,258   1,396 12 9,126
                               
Transfers as percentage of enrollment3,7                              
0 to 6 percent 1,392 7 3,024   8,899 46 83,316   81 # 136   1,194 6 4,169
6 to 11 percent 2,013 11 4,167   9,148 51 85,661   121 1 141   905 5 4,347
11 to 21 percent 2,578 14 6,834   10,115 54 143,708     919 5 2,967
21 percent or more 2,899 13 6,172   13,016 58 256,596   120 1 2,302   1,155 5 7,328
                               
Prevalence of schoolwide disruptions3,8                              
No disruptions 7,294 11 15,547   34,828 51 472,768   277 # 2,375   2,693 4 10,759
Any disruptions 1,266 16 4,101   5,463 68 91,576   84 1 207   1,415 17 8,473
                               
Percent of students absent without excuses                              
None 1,209 8 2,182   6,189 41 55,928   # # #   364 2 1,200
1–2 percent 3,097 9 7,313   17,425 53 198,430     1,187 4 5,161
3–5 percent 2,754 13 6,043   12,170 58 183,013   82 # 125   1,107 5 3,564
6–10 percent 1,410 17 3,729   5,036 60 103,009   223 3 2,400   1,284 15 7,043
More than 10 percent 617 17 1,780   1,869 50 57,890     426 11 3,136
# Rounds to zero.
‡ Reporting standards not met.
1 Weapon was defined for respondents as, "any instrument or object used with the intent to threaten, injure, or kill. Includes look-alikes if they are used to threaten others."
2 Robbery was defined for respondents as, "the taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or battery."
3 Some schools are omitted from these categories because of missing data on their school characteristics. For this reason, the detailed results do not sum to the totals. See appendix J of 2000 School Survey on Crime and Safety (SSOCS) Detailed Data Documentation (NCES 2004-307) for further information.
4 Student/teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time equivalent teachers. The total number of full-time equivalent teachers is a combination of the full-time and part-time teachers, including special education teachers, with an adjustment to compensate for the part-time status.
5 Schools were included as regularly using paid law enforcement if they reported the use of paid law enforcement during any of the following times: at any time during school hours, while students were arriving or leaving, at selected school activities (e.g., athletic and social events, open houses, science fairs), or at any other time that the respondent specified.
6 Serious discipline problems is a count of discipline problems reported by principals. These discipline problems include student racial tensions, student bullying, student verbal abuse of teachers, widespread disorder in classrooms, and student acts of disrespect for teachers. If a principal reported that any of these problems occurred daily or weekly in their school, each was counted once in the total number of serious discipline problems. Undesirable gang activities and undesirable cult or extremist group activities were also counted once as a problem if the principal reported that these events occurred at all in their school.
7 Transfers as a percentage of enrollment combines the number of students who were transferred to a school and the number of students who were transferred from a school, divided by the total number of students enrolled in the school.
8 Schoolwide disruptions include actions that disrupted school activities such as bomb threats or anthrax threats. Respondents were instructed to exclude all fire alarms, including false alarms.
NOTE: Detail may not sum to totals because of rounding. "At school/at your school" was defined for respondents as including activities happening in school buildings, on school grounds, on school buses, and at places that are holding school-sponsored events or activities. Respondents were instructed to, unless the survey specified otherwise, only respond for those times that were during normal school hours or when school activities/events were in session. Elementary schools are defined as schools in which the lowest grade is not higher than grade 3 and the highest grade is not higher than grade 8. Middle schools are defined as schools in which the lowest grade is not lower than grade 4 and the highest grade is not higher than grade 9. Secondary schools are defined as schools in which the lowest grade is not lower than grade 9 and the highest grade is not higher than grade 12. Combined schools include all other combinations of grades, including K–12 schools.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2000.

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