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Table 32.  Percentage of public schools reporting their efforts to reduce or prevent crime were limited by specified non-school-level factors, by selected school characteristics: 1999–2000


School characteristic Teacher contracts Inadequate funds Fear of district or state reprisal Federal policies on disciplining disabled students Other federal policies on discipline and safety State or district policies on discipline and safety Percent of schools that did not feel they were limited in any way
All public schools 28 62 19 60 39 36 12
               
Level              
Elementary 30 60 19 56 37 34 14
Middle 28 63 18 66 41 38 9
Secondary 26 66 20 64 41 38 8
Combined 16 60 19 61 44 40 11
               
Enrollment size              
Less than 300 26 58 16 54 37 34 17
300–499 28 63 19 62 39 34 11
500–999 29 63 21 59 39 38 10
1,000 or more 30 65 19 65 38 37 9
               
Urbanicity              
City 36 66 27 63 47 45 8
Urban fringe 28 59 15 58 34 31 14
Town 27 61 16 61 40 36 10
Rural 22 62 18 59 36 34 13
               
Crime level where students live1              
High 37 73 39 74 52 54 4
Moderate 31 66 25 64 44 41 7
Low 26 58 16 56 35 32 14
Mixed 31 69 17 64 39 38 11
               
Percent minority enrollment1              
0–5 percent 27 62 18 59 39 34 15
6–20 percent 27 61 17 62 35 33 12
21–50 percent 26 59 14 61 37 36 12
More than 50 percent 32 64 26 57 41 40 9
               
Percent of students eligible for free/reduced-price lunch              
0–20 percent 26 53 15 57 32 31 16
21–50 percent 28 68 17 62 40 35 9
More than 50 percent 30 63 23 60 42 40 12
               
Percent of students below 15th percentile on standardized tests              
0–5 percent 25 54 17 55 32 28 19
6–15 percent 27 63 17 62 39 36 10
More than 15 percent 32 69 25 61 44 44 7
               
Percent of students likely to attend college              
0–35 percent 28 67 22 62 44 40 8
36–60 percent 30 62 20 61 40 36 12
More than 60 percent 25 58 16 56 33 32 16
               
Percent of students who consider academic achievement important              
0–25 percent 36 72 25 76 55 50 4
26–50 percent 30 72 23 63 41 39 7
51–75 percent 29 62 21 63 40 36 10
More than 75 percent 24 54 14 51 32 30 18
               
Percent male enrollment              
0–44 percent 32 70 26 58 44 40 12
45–55 percent 28 62 19 62 40 36 12
More than 55 percent 24 53 15 48 27 28 14
               
Student/teacher ratio1,2              
Less than 12 23 56 18 58 38 36 17
12–16 30 65 18 63 39 34 8
More than 16 32 65 22 60 39 38 10
               
Number of classroom changes1              
0–3 changes 30 63 20 51 39 37 15
4–6 changes 27 61 18 62 37 32 12
More than 6 changes 29 61 21 63 40 39 8
               
Use of paid law enforcement3              
Regular use 31 65 23 63 43 40 8
No regular use 25 58 15 55 34 31 16
               
Number of serious discipline problems4              
No problems 24 54 14 51 33 30 17
1 problem 29 69 21 66 43 38 8
2 problems 27 67 23 68 39 36 7
3 or more problems 42 77 33 77 55 55 2
               
Transfers as percentage of enrollment1,5              
0 to 6 percent 27 56 20 51 35 33 14
6 to 11 percent 30 62 17 57 40 36 13
11 to 21 percent 31 65 24 66 40 38 11
21 percent or more 25 65 16 64 39 35 10
               
Prevalence of schoolwide disruptions1,6              
No disruptions 26 60 18 59 37 36 13
Any disruptions 34 73 24 63 46 41 4
               
Percent of students absent without excuses              
None 19 50 11 51 28 26 20
1–2 percent 27 62 18 60 39 37 11
3–5 percent 33 65 24 63 42 37 9
6–10 percent 32 68 26 64 44 44 10
More than 10 percent 39 77 22 56 48 40 7
               
Prevalence of violent incidents1,7              
No violent incidents 26 52 16 45 30 28 21
Any violent incidents 29 66 20 65 42 39 8
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