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Table 5.  Number and percentage of public schools reporting incidents involving theft, possession of a firearm, and possession of a knife or sharp object with the number of incidents reported, by selected school characteristics: 1999–2000


School characteristic Theft/larceny1   Possess firearm/explosive device2   Possess knife or sharp object
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 37,343 46 217,611   4,513 6 8,536   34,911 43 85,683
                       
Level                      
Elementary 15,111 30 42,179   877 2 3,039   17,219 35 34,737
Middle 9,917 65 62,628   1,483 10 2,157   8,578 56 23,118
Secondary 9,398 79 100,261   1,824 15 2,972   6,929 59 23,578
Combined 2,917 61 12,543   330 7 369   2,186 45 4,250
                       
Enrollment size                      
Less than 300 6,633 33 21,900   542 3 565   5,867 29 10,437
300–499 9,106 40 34,628   360 2 432   7,776 34 16,019
500–999 15,313 51 73,521   2,294 8 5,129   15,080 50 36,614
1,000 or more 6,290 73 87,563   1,317 15 2,411   6,188 71 22,613
                       
Urbanicity                      
City 10,178 53 67,286   1,269 7 2,341   10,499 54 30,496
Urban fringe 11,579 44 82,143   1,736 7 4,374   10,524 40 26,976
Town 4,766 46 22,857   357 3 420   4,699 45 10,179
Rural 10,819 42 45,324   1,151 4 1,401   9,188 36 18,032
                       
Crime level where students live3                      
High 3,354 60 16,929   541 19 2,989   3,448 62 10,690
Moderate 6,954 49 41,198   841 13 1,230   7,653 54 20,599
Low 22,486 42 122,501   2,491 8 3,327   19,700 36 42,702
Mixed 4,434 56 35,915   623 14 953   3,965 50 11,379
                       
Percent minority enrollment3                      
0–5 percent 10,675 44 49,313   897 4 1,159   8,098 33 16,004
6–20 percent 8,011 44 54,008   1,093 6 1,391   7,348 40 18,850
21–50 percent 7,433 46 47,713   945 6 3,456   7,802 47 19,506
More than 50 percent 10,586 49 64,067   1,493 7 2,445   11,167 52 30,257
                       
Percent of students eligible for free/reduced- price lunch                      
0–20 percent 10,668 47 74,501   1,372 6 1,893   7,990 35 18,550
21–50 percent 13,604 47 84,221   1,776 6 2,458   12,155 42 31,225
More than 50 percent 13,071 44 58,889   1,366 5 4,186   14,765 49 35,908
                       
Percent of students below 15th percentile on standardized tests                      
0–5 percent 9,901 40 54,980   768 3 1,067   8,627 34 18,172
6–15 percent 15,044 46 90,947   1,726 5 2,079   13,728 42 33,574
More than 15 percent 12,399 52 71,684   2,019 8 5,390   12,555 52 33,937
                       
Percent of students likely to attend college                      
0–35 percent 11,935 48 56,355   1,563 11 4,338   12,190 49 32,282
36–60 percent 12,642 43 68,453   1,327 9 2,100   12,255 42 28,742
More than 60 percent 12,766 46 92,803   1,623 11 2,098   10,466 38 24,660
                       
Percent of students who consider academic achievement important                      
0–25 percent 3,928 58 20,800   485 13 611   3,723 55 9,493
26–50 percent 9,641 54 54,042   1,154 12 3,763   8,519 48 21,636
51–75 percent 11,813 45 69,079   1,253 10 2,055   11,371 43 27,806
More than 75 percent 11,962 39 73,690   1,622 10 2,109   11,298 37 26,748
                       
Percent male enrollment                      
0–44 percent 4,387 44 18,181   340 7 2,496   3,859 39 8,092
45–55 percent 29,333 47 182,383   3,875 11 5,611   27,625 44 70,123
More than 55 percent 3,624 37 17,047   299 6 430   3,427 35 7,468
                       
Student/teacher ratio3,4                      
Less than 12 11,420 42 57,226   938 3 1,428   11,095 41 25,475
12–16 13,217 49 74,064   1,658 6 2,276   11,724 43 29,500
More than 16 11,315 49 78,240   1,650 7 4,509   11,013 47 27,611
                       
Number of classroom changes3                      
0–3 changes 6,672 30 18,611   368 2 468   7,260 33 15,774
4–6 changes 15,741 44 100,543   2,202 6 5,483   16,266 46 42,431
More than 6 changes 12,452 62 84,303   1,719 8 2287   9,598 47 23,589
                       
Use of paid law enforcement5                      
Regular use 24,998 59 176,730   3,695 13 7,569   22,591 53 61,090
No regular use 12,345 31 40,882   819 3 967   12,320 31 24,593
                       
Number of serious discipline problems6                      
No problems 15,781 35 58,799   1,405 3 1,786   14,437 31 28,684
1 problem 7,978 50 46,599   1,025 6 1,492   6,954 44 16,704
2 problems 5,578 62 40,071   853 9 1,343   5,518 61 14,495
3 or more problems 8,007 72 72,142   1,230 11 3,914   8,003 72 25,800
                       
Transfers as percentage of enrollment3,7                      
0 to 6 percent 9,261 47 54,149   1,106 10 1,730   6,556 34 14,601
6 to 11 percent 8,133 46 45,650   935 10 1,173   6,407 36 15,256
11 to 21 percent 8,301 44 51,947   984 10 1,488   8,695 46 21,468
21 percent or more 10,566 47 59,016   1,278 11 3,856   11,837 52 30,806
                       
Prevalence of schoolwide disruptions3,8                      
No disruptions 29,854 44 158,952   3,245 5 6,554   27,805 41 63,230
Any disruptions 5,278 65 47,506   934 11 1,435   5,070 62 17,590
                       
Percent of students absent without excuses                      
None 4,754 31 22,005   282 2 377   3,643 24 7,064
1–2 percent 14,099 43 71,784   1,510 5 1,971   13,665 41 29,989
3–5 percent 11,063 52 65,889   1,367 6 2,033   10,024 47 23,240
6–10 percent 5,464 65 44,921   939 11 1,329   5,416 64 17,279
More than 10 percent 1,963 53 13,012   415 11 2,826   2,163 58 8,111
1 Theft/larceny (taking things over $10 without personal confrontation) was defined for respondents as, "the unlawful taking of another person's property without personal confrontation, threat, violence, or bodily harm. Included are pocket picking, stealing purse or backpack (if left unattended or no force was used to take it from owner), theft from a building, theft from a motor vehicle or motor vehicle parts or accessories, theft of bicycles, theft from vending machines, and all other types of theft."
2 Firearm/explosive device was defined as, "any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage."
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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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education