Skip Navigation
small NCES header image

Table 6.  Number and percentage of public schools reporting incidents involving distribution, possession, and use of illegal drugs, sexual harassment, and vandalism with the number of incidents reported, by selected school characteristics: 1999–2000


School characteristic Distribution of
illegal drugs
  Possess/use
alcohol/illegal drugs
  Sexual harassment1   Vandalism2
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 10,116 12 27,703   21,793 27 114,293   29,666 36 127,433   42,100 51 210,051
                               
Level                              
Elementary 735 1 1,392   2,763 6 7,261   11,925 24 40,130   20,569 41 80,810
Middle 3,740 24 8,086   7,929 52 25,910   8,319 54 49,353   10,002 65 61,410
Secondary 4,793 40 16,448   9,053 77 74,180   6,982 59 29,259   8,827 75 56,041
Combined 847 18 1,777   2,048 43 6,942   2,441 51 8,691   2,703 56 11,791
                               
Enrollment size                              
Less than 300 524 3 917   2,630 13 5,722   5,144 26 14,919   7,798 39 20,823
300–499 1,404 6 2,350   3,939 17 13,353   6,491 28 26,048   10,154 45 43,928
500–999 4,425 15 9,349   8,890 29 31,260   12,591 42 58,036   17,541 58 86,580
1,000 or more 3,763 43 15,088   6,334 73 63,957   5,441 63 28,430   6,607 76 58,721
                               
Urbanicity                              
City 2,685 14 9,845   5,100 26 35,250   7,368 38 31,198   11,816 61 72,188
Urban fringe 3,602 14 10,171   7,443 28 45,257   9,449 36 43,584   13,613 52 71,215
Town 1,409 14 3,128   2,834 27 12,692   3,744 36 15,047   5,458 52 22,657
Rural 2,420 9 4,560   6,416 25 21,093   9,105 35 37,605   11,213 43 43,991
                               
Crime level where students live3                              
High 685 12 2,366   1,477 27 6,894   1,894 34 9,299   3,410 62 26,457
Moderate 1,816 13 6,179   3,493 25 24,186   5,419 38 27,983   8,320 58 52,712
Low 6,008 11 14,143   13,764 25 61,826   18,548 34 73,308   25,106 47 96,655
Mixed 1,567 20 4,927   2,931 37 20,504   3,713 47 16,576   5,141 65 33,421
                               
Percent minority enrollment3                              
0–5 percent 2,822 11 5,603   5,970 24 22,360   9,166 37 36,253   11,465 47 46,694
6–20 percent 2,797 15 6,697   5,458 30 29,317   6,444 35 31,123   8,953 49 42,299
21–50 percent 2,221 13 5,875   4,976 30 30,254   6,264 38 30,496   9,223 56 50,338
More than 50 percent 2,182 10 9,342   5,106 24 31,651   7,125 33 27,061   11,866 55 68,759
                               
Percent of students eligible for free/reduced- price lunch                              
0–20 percent 3,758 16 9,064   7,156 31 41,776   8,939 39 37,365   11,734 51 51,128
21–50 percent 3,870 13 10,075   8,377 29 43,098   11,000 38 51,743   14,977 52 78,411
More than 50 percent 2,488 8 8,564   6,260 21 29,419   9,741 32 38,325   15,390 51 80,513
                               
Percent of students below 15th percentile on standardized tests                              
0–5 percent 2,791 11 6,350   5,339 21 25,954   7,433 30 27,319   11,421 46 42,632
6–15 percent 4,018 12 10,587   9,508 29 51,989   12,808 39 55,150   16,657 51 84,229
More than 15 percent 3,307 14 10,766   6,946 29 36,350   9,425 39 44,964   14,023 59 83,191
                               
Percent of students likely to attend college                              
0–35 percent 2,609 11 6,960   6,277 25 29,144   8,843 36 39,451   13,860 56 72,652
36–60 percent 3,590 12 10,313   7,154 24 38,252   11,148 38 45,820   14,633 50 67,409
More than 60 percent 3,916 14 10,430   8,362 30 46,897   9,675 35 42,163   13,608 49 69,991
                               
Percent of students who consider academic achievement important                              
0–25 percent 892 13 2,636   1,728 25 8,395   3,216 47 12,873   4,366 64 21,690
26–50 percent 2,337 13 6,777   5,119 29 26,224   7,683 43 35,722   10,238 58 62,431
51–75 percent 3,303 12 9,672   7,217 27 41,340   9,836 37 42,300   14,212 54 69,829
More than 75 percent 3,585 12 8,619   7,728 25 38,333   8,931 29 36,539   13,285 43 56,100
                               
Percent male enrollment                              
0–44 percent 1,071 11 2,643   2,009 20 5,832   2,999 30 12,180   4,604 46 20,800
45–55 percent 8,238 13 23,097   18,004 29 99,605   23,990 39 106,661   33,161 53 169,277
More than 55 percent 808 8 1,963   1,779 18 8,856   2,677 27 8,593   4,336 44 19,975
                               
Student/teacher ratio3,4                              
Less than 12 2,428 9 5,092   5,884 21 24,370   10,169 37 39,990   13,239 48 56,401
12–16 3,642 13 9,189   8,588 32 40,618   9,612 35 42,650   13,821 51 78,446
More than 16 3,613 16 11,730   6,316 27 43,924   8,604 37 39,512   13,450 58 68,923
                               
Number of classroom changes3                              
0–3 changes 590 3 1,329   1,681 8 6,133   4,398 20 12,993   9,160 42 31,010
4–6 changes 4,684 13 15,364   9,352 26 55,632   12,775 36 56,175   17,904 50 103,331
More than 6 changes 4,083 20 9,332   9,159 45 44,963   10,662 53 50,088   12,795 63 63,299
                               
Use of paid law enforcement5                              
Regular use 8,543 20 25,349   17,147 40 103,852   19,297 46 94,394   26,127 62 156,218
No regular use 1,573 4 2,354   4,646 12 10,441   10,370 26 33,093   15,973 40 53,833
                               
Number of serious discipline problems6                              
No problems 3,023 7 6,307   7,401 16 27,438   11,332 25 33,294   17,919 39 56,224
1 problem 2,286 14 6,100   4,932 31 27,164   6,707 42 25,559   8,773 55 42,356
2 problems 1,865 21 4,797   3,754 42 22,562   4,713 52 25,181   6,526 73 38,196
3 or more problems 2,942 26 10,499   5,706 51 37,129   6,914 62 43,399   8,883 80 73,276
                               
Transfers as percentage of enrollment3,7                              
0 to 6 percent 2,676 14 7,658   5,516 28 27,800   6,840 35 27,680   9,317 48 38,274
6 to 11 percent 2,016 11 5,447   4,176 23 20,052   5,784 32 22,792   8,576 48 37,874
11 to 21 percent 2,496 13 6,177   5,807 31 25,851   7,369 39 31,667   9,618 51 50,926
21 percent or more 2,421 11 7,000   5,367 24 31,984   8,454 37 40,614   12,982 57 75,853
                               
Prevalence of schoolwide disruptions3,8                              
No disruptions 6,941 10 18,355   15,690 23 74,592   23,563 35 98,882   33,704 49 159,714
Any disruptions 2,562 32 6,968   4,428 54 31,305   4,505 55 22,713   5,337 66 34,891
                               
Percent of students absent without excuses                              
None 951 6 1,843   2,429 16 7,469   3,891 25 15,744   5,828 38 25,593
1–2 percent 2,988 9 7,127   8,197 25 35,849   11,611 35 47,261   16,219 49 69,428
3–5 percent 3,200 15 9,746   5,664 27 31,651   8,086 38 35,490   12,160 57 67,323
6–10 percent 2,144 25 5,908   3,927 46 26,994   4,389 52 19,793   5,763 69 32,554
More than 10 percent 833 23 3,080   1,576 42 12,330   1,690 45 9,146   2,130 57 15,154
1 Sexual harassment was defined for respondents as, "unsolicited, offensive behavior that inappropriately asserts sexuality over another person. The behavior may be verbal or non-verbal."
2 Vandalism was defined for respondents as, "the willful damage or destruction of school property including bombing, arson, graffiti, and other acts that cause property damage. Includes damage caused by computer hacking."
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.


Would you like to help us improve our products and website by taking a short survey?

YES, I would like to take the survey

or

No Thanks

The survey consists of a few short questions and takes less than one minute to complete.
National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education