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Table 25.  Number and percentage of public schools reporting one or more teachers trained to recognize early warning signs of potentially violent students with the average number of teachers trained per school, and the average number of training hours per teacher trained, by selected school characteristics: 1999–2000


School characteristic Number of schools with one or more teachers trained Percent of schools with one or more teachers trained Average number of teachers trained per school Average number of hours of training per teacher trained
All public schools 29,086 35 26 6
         
Level        
Elementary 16,985 34 21 6
Middle 5,886 38 27 7
Secondary 4,809 41 43 7
Combined 1,405 29 25 6
         
Enrollment size        
Less than 300 5,950 30 13 6
300–499 7,613 33 22 6
500–999 11,814 39 26 6
1,000 or more 3,709 43 53 7
         
Urbanicity        
City 7,602 39 27 7
Urban fringe 9,240 35 28 6
Town 3,909 37 25 7
Rural 8,335 32 23 6
         
Crime level where students live1        
High 2,600 47 29 8
Moderate 6,353 45 25 6
Low 17,671 33 26 6
Mixed 2,351 30 31 7
         
Percent minority enrollment1        
0–5 percent 8,173 33 21 6
6–20 percent 6,146 34 36 5
21–50 percent 6,483 39 24 6
More than 50 percent 7,985 37 25 7
         
Percent of students eligible for free/reduced-price lunch        
0–20 percent 7,720 34 27 6
21–50 percent 9,109 32 27 6
More than 50 percent 12,257 41 25 7
         
Percent of students below 15th percentile on standardized tests        
0–5 percent 9,358 37 25 6
6–15 percent 10,777 33 26 6
More than 15 percent 8,951 37 27 7
         
Percent of students likely to attend college        
0–35 percent 9,542 39 25 7
36–60 percent 9,520 32 24 6
More than 60 percent 10,023 36 29 6
         
Percent of students who consider academic achievement important        
0–25 percent 2,346 35 30 7
26–50 percent 6,153 35 25 7
51–75 percent 9,881 37 24 6
More than 75 percent 10,706 35 28 6
         
Percent male enrollment        
0–44 percent 4,074 41 22 7
45–55 percent 21,432 34 28 6
More than 55 percent 3,580 37 20 7
         
Student/teacher ratio1,2        
Less than 12 9,334 34 27 6
12–16 9,834 36 28 7
More than 16 8,606 37 23 6
         
Number of classroom changes1        
0–3 changes 8,043 36 22 6
4–6 changes 12,069 34 26 7
More than 6 changes 7,746 38 28 6
         
Use of paid law enforcement3        
Regular use 17,453 41 30 6
No regular use 11,632 29 21 7
         
Number of serious discipline problems4        
No problems 13,570 30 20 6
1 problem 6,555 41 20 6
2 problems 4,131 46 30 7
3 or more problems 4,829 43 34 6
         
Transfers as percentage of enrollment1,5        
0 to 6 percent 6,853 35 28 6
6 to 11 percent 6,785 38 24 7
11 to 21 percent 6,191 33 28 7
21 percent or more 8,526 38 25 6
         
Prevalence of schoolwide disruptions1,6        
No disruptions 24,115 35 25 6
Any disruptions 3,523 43 32 7
         
Percent of students absent without excuses        
None 4,593 30 20 6
1–2 percent 11,467 35 24 7
3–5 percent 7,807 37 29 6
6–10 percent 3,597 43 32 6
More than 10 percent 1,622 43 29 8
         
Prevalence of violent incidents1,7        
No violent incidents 7,465 32 23 6
Any violent incidents 21,397 37 27 6
1 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.
2 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.
3 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.
4 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.
5 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.
6 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.
7 Violent incidents include rape, sexual battery other than rape, physical attack or fight with or without a weapon, threat of physical attack with or without a weapon, and robbery with or without a weapon.
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. A gang was defined for respondents as, "an ongoing loosely organized association of three or more persons, whether formal or informal, that has a common name, signs, symbols or colors, whose members engage, either individually or collectively, in violent or other forms of illegal behavior." 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