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Table 31.  Percentage of public schools reporting their efforts to reduce or prevent crime were limited by specified school-level characteristics, by selected school characteristics: 1999–2000


School characteristic Lack of or inadequate teacher training in classroom management Lack of or inadequate alternative placements for disruptive students Likelihood of complaints from parents Lack of teacher support for school policies Lack of parental support for school policies Teachers' fear of student reprisal Fear of litigation Inconsistent application
of school policies
All public schools 50 67 35 19 42 22 39 32
                 
Level                
Elementary 47 68 36 17 40 19 39 32
Middle 52 69 31 22 42 23 41 30
Secondary 53 61 35 24 48 30 37 35
Combined 55 65 31 24 42 24 40 34
                 
Enrollment size                
Less than 300 48 65 32 17 40 20 39 29
300–499 48 69 34 18 41 22 40 31
500–999 50 69 38 20 43 21 38 34
1,000 or more 57 62 33 28 45 25 39 36
                 
Urbanicity                
City 59 72 39 28 52 26 40 40
Urban fringe 44 63 34 15 37 18 38 28
Town 49 71 28 17 41 25 42 35
Rural 49 67 35 18 40 21 38 30
                 
Crime level where students live1                
High 79 85 47 32 70 37 53 56
Moderate 56 73 37 28 55 21 43 37
Low 45 63 32 16 35 20 36 29
Mixed 48 69 38 18 43 20 37 30
                 
Percent minority enrollment1                
0–5 percent 45 66 32 16 38 25 38 31
6–20 percent 44 65 33 16 38 19 41 31
21–50 percent 46 65 29 20 42 18 35 25
More than 50 percent 61 72 43 26 51 24 42 40
                 
Percent of students eligible for free/reduced-price lunch                
0–20 percent 39 59 30 14 31 18 38 26
21–50 percent 51 70 35 18 42 22 39 31
More than 50 percent 56 71 37 25 50 24 39 38
                 
Percent of students below 15th percentile on standardized tests                
0–5 percent 41 58 32 15 36 18 38 27
6–15 percent 48 69 32 19 40 21 38 30
More than 15 percent 61 75 41 25 51 26 42 41
                 
Percent of students likely to attend college                
0–35 percent 55 71 39 23 51 23 43 37
36–60 percent 50 69 35 21 43 25 40 31
More than 60 percent 44 61 31 14 32 17 35 28
                 
Percent of students who consider academic achievement important                
0–25 percent 56 77 46 29 54 25 47 36
26–50 percent 58 74 42 24 54 28 44 43
51–75 percent 50 69 36 21 45 25 38 33
More than 75 percent 42 60 27 13 29 14 35 24
                 
Percent male enrollment                
0–44 percent 60 69 40 29 47 27 42 42
45–55 percent 48 67 34 18 41 21 38 31
More than 55 percent 51 64 34 20 44 23 40 32
                 
Student/teacher ratio1,2                
Less than 12 47 65 32 21 42 25 38 32
12–16 54 68 35 18 45 19 41 32
More than 16 49 69 38 20 41 20 38 34
                 
Number of classroom changes1                
0–3 changes 47 70 37 18 41 18 37 32
4–6 changes 47 63 33 20 43 21 40 31
More than 6 changes 55 70 36 19 43 25 39 34
                 
Use of paid law enforcement3                
Regular use 57 68 39 25 47 26 41 36
No regular use 41 67 30 13 36 17 36 27
                 
Number of serious discipline problems4                
No problems 41 60 28 12 31 15 32 25
1 problem 49 71 41 25 48 27 43 36
2 problems 66 75 45 27 57 25 46 40
3 or more problems 72 83 47 35 65 39 56 50
                 
Transfers as percentage of enrollment1,5                
0 to 6 percent 47 61 36 15 38 23 42 32
6 to 11 percent 41 66 31 18 42 18 33 31
11 to 21 percent 50 69 36 23 43 25 44 34
21 percent or more 57 72 37 21 44 20 38 31
                 
Prevalence of schoolwide disruptions1,6                
No disruptions 48 66 34 18 41 20 38 31
Any disruptions 59 71 35 26 46 29 42 38
                 
Percent of students absent without excuses                
None 36 55 26 7 25 15 32 22
1–2 percent 49 69 35 20 41 20 38 32
3–5 percent 55 69 40 23 51 25 42 34
6–10 percent 56 72 33 26 48 26 43 42
More than 10 percent 67 76 43 30 50 31 48 40
                 
Prevalence of violent incidents1,7                
No violent incidents 41 60 33 15 30 16 33 24
Any violent incidents 53 70 35 21 46 24 41 35
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