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Table 4.  Number and percentage of public schools reporting student threats of physical attack and incidents of robbery that occurred at school, the number of incidents, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2003–04—Continued (Return to Table 4)


School characteristic Robbery with a weapon1,2   Robbery without a weapon1,2
Num-
ber of
schools
Per-
cent of
schools
Num-
ber of
incidents
Rate per
1,000
students
  Num-
ber of
schools
Per-
cent of
schools
Num-
ber of
incidents
Rate per
1,000
students
All public schools  476 1 1,344 #   5,070 6 16,136 0.3
                   
Level3                   
Primary  130 # 130 #   1,994 4 4,878 0.2
Middle  120 1 631 0.1   949 7 4,117 0.4
High school  185 2 541 #   1,355 13 5,315 0.5
Combined  42 1 42 #   772 12 1,827 0.7
                   
Enrollment size                   
Less than 300  # # # #   969 5 1,872 0.5
300–499  98 # 98 #   1,272 5 2,223 0.2
500–999  135 # 529 #   1,622 6 6,003 0.3
1,000 or more  244 3 717 0.1   1,206 13 6,038 0.4
                   
Urbanicity                   
City  270 1 977 0.1   1,570 8 4,974 0.4
Urban fringe  174 1 244 #   1,550 6 4,883 0.3
Town  # # # #   545 6 2,972 0.6
Rural  32 # 122 #   1,404 6 3,308 0.3
                   
Crime level where
students live4 
                 
High  86 1 664 0.2   570 10 2,920 0.8
Moderate  62 # 73 #   1,670 11 4,021 0.4
Low  285 1 529 #   2,094 4 6,541 0.3
Mixed  43 # 78 #   736 7 2,654 0.4
                   
Percent minority
enrollment5 
                 
Less than 5 percent  # # # #   836 5 1,887 0.3
5 to 20 percent  47 # 137 #   966 5 3,690 0.3
20 to 50 percent  142 1 161 #   1,149 6 3,109 0.3
50 percent or more  288 1 1,046 0.1   2,016 8 7,000 0.4
                   
Percent of students
eligible for free or
reduced-price lunch 
                 
0–20 percent  86 # 235 #   892 5 2,798 0.2
21–50 percent  170 1 205 #   1,445 5 5,201 0.3
More than 50 percent  220 1 904 0.1   2,733 8 8,137 0.5
                   
Percent of students
below 15th percentile on
standardized tests 
                 
0–5 percent  167 1 213 #   959 4 2,594 0.2
6–15 percent  101 # 449 #   1,918 6 6,357 0.3
More than 15 percent  208 1 682 #   2,192 9 7,186 0.5
                   
Percent of students likely
to attend college 
                 
0–35 percent  181 1 756 0.1   1,585 6 5,875 0.4
36–60 percent  45 # 156 #   1,188 5 4,536 0.3
More than 60 percent  250 1 432 #   2,297 7 5,725 0.3
                   
Percent of students who
consider academic
achievement important 
                 
0–25 percent  59 1 98 #   703 9 2,161 0.5
26–50 percent  64 # 253 #   1,183 7 3,467 0.4
51–75 percent  177 1 670 #   1,790 8 6,340 0.5
More than 75 percent  176 1 323 #   1,394 4 4,169 0.2
                   
Percent male enrollment                   
0–44 percent  62 1 91 #   298 5 887 0.3
45–55 percent  315 # 1,132 #   4,254 6 13,739 0.3
More than 55 percent  100 1 121 #   518 6 1,511 0.4
                   
Student-to-teacher ratio6                   
Less than 12 students  181 1 549 #   2,270 6 6,173 0.4
12–16 students  173 1 554 #   1,489 5 5,905 0.3
More than 16 students  122 1 241 #   1,311 9 4,058 0.3
                   
Number of classroom
changes7 
                 
0–3 changes  # # # #   1,006 5 1,723 0.2
4–6 changes  333 1 1,129 0.1   2,447 7 7,914 0.4
More than 6 changes  144 1 214 #   1,616 7 6,500 0.4
                   
Regular use of law
enforcement8 
                 
Regular use  368 1 1,225 #   2,941 8 11,850 0.4
No regular use  108 # 119 #   2,128 5 4,286 0.2
                   
Number of serious
discipline problems9 
                 
No problems  215 # 407 #   2,014 4 5,683 0.2
1 problem  120 1 309 #   1,054 7 4,368 0.5
2 problems  7 # 14 #   1,040 14 1,914 0.4
3 or more problems  134 2 614 0.1   962 15 4,172 0.8
                   
Transfers as a percentage
of enrollment10 
                 
0 to 6 percent  149 1 334 #   1,055 7 2,932 0.3
6 to 11 percent  71 # 304 #   1,169 7 3,095 0.3
11 to 21 percent  66 # 470 #   1,258 5 5,576 0.4
21 percent or more  190 1 236 #   1,587 7 4,533 0.3
                   
Prevalence of schoolwide
disruptions11 
                 
No disruptions  362 # 915 #   4,496 6 13,708 0.3
Any disruptions  114 2 429 0.1   573 11 2,428 0.5
                   
Percent of students
absent on a daily basis 
                 
0–2 percent  11 # 378 0.1   547 7 1,145 0.3
3–5 percent  259 1 376 #   2,271 5 6,174 0.3
6–10 percent  103 # 270 #   1,545 7 5,781 0.4
More than 10 percent  104 2 320 0.1   707 16 3,036 1.0
# Rounds to zero.
1 Weapon was defined for respondents as "any instrument or object used with the intent to threaten, injure, or kill. Includes look-alikes if they are used to threaten others."
2 Robbery was defined for respondents as "the taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or battery."
3 Primary 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. High 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.
4 Respondents were asked, "How would you describe the crime level in the area(s) in which your students live?" Response options included "high level of crime," "moderate level of crime," "low level of crime," and "students come from areas with very different levels of crime."
5 These estimates exclude data from Tennessee because schools in this state did not report estimates of student race.
6 Student-to-teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time-equivalent teachers and aides. The total number of full-time-equivalent teachers and aides is a combination of the full-time and part-time teachers and aides, including special education teachers and aides, with an adjustment to compensate for the part-time status.
7 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
8 Respondents were asked, "During the 2003–2004 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school on a regular basis?"
9 Serious discipline problems include student racial tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers, gang activities, and cult or extremist group activities. If a respondent 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.
10 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.
11 Schoolwide disruptions include actions that disrupted school activities such as death threats, bomb threats, and chemical, biological, or radiological threats. Respondents were instructed to exclude all fire alarms, including false alarms.
NOTE: "At school" was defined for respondents to include activities that happen in school buildings, on school grounds, on school buses, and at places that hold school-sponsored events or activities. Detail may not sum to totals because of rounding. Reponses were provided by the principal or the person most knowledgeable about crime and safety issues at the school.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2004.


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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education