Skip Navigation
small NCES header image

Table 27.  Percentage of public schools that monitored access to their campus in specified ways and the mean number of policies per school reported, by selected school characteristics: 1999–2000


School characteristic Percentage Mean number of these policies3
Require visitors to sign or check in Control access to school buildings during school hours1 Control access to school grounds during school hours2 Require students to pass through metal detectors each day Require visitors to pass through metal detectors Perform one or more random metal detector checks on students Close the campus for most students during lunch
All public schools 97 75 34 1 1 7 65 2.8
                 
Level                
Elementary 97 77 36 4 58 2.7
Middle 97 76 30 2 2 14 81 3.0
Secondary 96 71 35 3 3 15 72 3.0
Combined 91 54 19 # 6 66 2.4
                 
Enrollment size                
Less than 300 91 63 21 3 60 2.4
300–499 98 79 32 1 1 5 60 2.7
500–999 99 79 38 1 1 9 68 2.9
1,000 or more 98 76 52 3 4 19 76 3.3
                 
Urbanicity                
City 99 83 48 3 3 16 67 3.2
Urban fringe 98 79 38 # 4 64 2.8
Town 95 72 31 1 1 6 67 2.7
Rural 94 65 20 # 4 63 2.5
                 
Crime level where students live4                
High 100 85 53 3 3 17 60 3.2
Moderate 98 74 42 1 2 10 66 2.9
Low 96 73 27 # # 4 65 2.7
Mixed 99 77 46 3 2 15 66 3.1
                 
Percent minority enrollment4                
0–5 percent 93 73 20 # # 2 66 2.5
6–20 percent 99 78 30 4 62 2.7
21–50 percent 97 71 34 # # 8 67 2.8
More than 50 percent 98 77 53 3 3 16 63 3.1
                 
Percent of students eligible for free/reduced-price lunch                
0–20 percent 97 79 32 # 3 62 2.7
21–50 percent 96 71 25 1 1 7 69 2.7
More than 50 percent 97 75 44 2 2 11 62 2.9
                 
Percent of students below 15th percentile on standardized tests                
0–5 percent 94 72 27 # # 4 63 2.6
6–15 percent 97 76 32 # 1 6 65 2.8
More than 15 percent 98 76 43 2 2 12 66 3.0
                 
Percent of students likely to attend college                
0–35 percent 98 74 39 1 1 11 63 2.9
36–60 percent 96 73 32 1 1 7 65 2.7
More than 60 percent 95 77 31 1 1 5 66 2.7
                 
Percent of students who consider academic achievement important                
0–25 percent 97 67 33 1 1 13 59 2.7
26–50 percent 98 71 31 2 1 9 71 2.8
51–75 percent 96 76 36 1 1 8 66 2.9
More than 75 percent 96 77 33 # # 4 61 2.7
                 
Percent male enrollment                
0–44 percent 94 75 32 1 2 11 62 2.8
45–55 percent 97 75 33 1 1 7 66 2.8
More than 55 percent 97 75 37 1 1 5 60 2.8
                 
Student/teacher ratio4,5                
Less than 12 94 70 28 # 1 5 63 2.6
12–16 98 81 33 1 1 8 67 2.9
More than 16 98 73 41 1 1 8 67 2.9
                 
Number of classroom changes4                
0–3 changes 96 76 42 # 5 53 2.7
4–6 changes 97 76 35 1 1 9 68 2.9
More than 6 changes 96 70 26 1 1 7 69 2.7
                 
Use of paid law enforcement6                
Regular use 98 79 40 2 2 12 70 3.0
No regular use 95 70 27 2 58 2.5
                 
Number of serious discipline problems7                
No problems 96 73 31 # 1 4 61 2.7
1 problem 97 80 35 2 1 9 68 2.9
2 problems 96 75 37 1 2 9 73 2.9
3 or more problems 98 74 38 2 2 15 67 3.0
                 
Transfers as percentage of enrollment4,8                
0 to 6 percent 95 73 33 1 1 7 59 2.7
6 to 11 percent 97 76 32 1 1 5 63 2.8
11 to 21 percent 98 74 33 1 # 8 68 2.8
21 percent or more 97 74 34 1 1 8 67 2.8
                 
Prevalence of schoolwide disruptions4,9                
No disruptions 96 75 33 1 1 6 63 2.7
Any disruptions 99 81 40 2 3 16 76 3.2
                 
Percent of students absent without excuses                
None 94 73 24 2 62 2.5
1–2 percent 96 73 34 1 5 63 2.7
3–5 percent 98 76 34 1 1 8 66 2.8
6–10 percent 98 76 43 2 2 15 69 3.0
More than 10 percent 100 82 47 7 6 18 65 3.3
                 
Prevalence of violent incidents4,10                
No violent incidents 94 75 36 3 53 2.6
Any violent incidents 98 75 33 1 1 9 69 2.9
# Rounds to zero.
‡ Reporting standards not met.
1 For example, locked or monitored doors.
2 For example, locked or monitored gates.
3 Data represents the mean number of "yes" responses to the policies listed.
4 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.
5 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.
6 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.
7 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.
8 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.
9 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.
10 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.


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