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Table 6.  Number and percentage of public schools reporting distribution of illegal drugs, possession or use of alcohol or illegal drugs, and incidents of vandalism at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2003–04


School characteristic Distribution of illegal drugs   Possession or use of alcohol or illegal drugs   Vandalism1
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
  Num-
ber of
schools
Per-
cent of
schools
Num-
ber of
incidents
Rate per
1,000
students
All public schools  10,392 13 32,641 0.7   23,597 29 131,267 2.8   41,359 51 178,514 3.8
                             
Level2                             
Primary  712 1 1,040 #   3,058 6 5,801 0.3   20,556 42 60,609 2.7
Middle  3,860 27 8,128 0.8   8,076 56 30,154 3.1   9,428 65 55,199 5.6
High school  4,807 44 20,747 1.8   9,168 85 83,472 7.2   8,067 74 50,556 4.3
Combined  1,013 16 2,726 1.0   3,294 52 11,840 4.5   3,308 52 12,149 4.6
                             
Enrollment size                             
Less than 300  673 4 1,495 0.4   3,054 16 6,630 1.7   7,148 38 16,692 4.3
300–499  1,485 6 2,429 0.2   4,495 19 13,332 1.4   11,273 48 30,758 3.1
500–999  4,008 14 8,847 0.5   8,998 31 36,798 1.9   15,754 54 71,523 3.7
1,000 or more  4,227 47 19,870 1.5   7,049 79 74,507 5.5   7,185 80 59,541 4.4
                             
Urbanicity                             
City  2,799 14 12,230 0.9   5,771 29 39,465 2.9   11,352 57 62,050 4.6
Urban fringe  3,729 14 11,317 0.6   7,452 28 49,804 2.7   14,831 56 65,466 3.6
Town  1,364 14 3,187 0.6   3,460 36 15,212 3.1   4,798 50 16,987 3.4
Rural  2,500 10 5,906 0.6   6,914 29 26,785 2.8   10,378 43 34,011 3.5
                             
Crime level where
students live3 
                           
High  885 15 3,641 1.0   1,796 31 12,092 3.4   3,495 60 27,193 7.6
Moderate  2,601 17 9,284 0.9   5,316 34 32,778 3.3   9,219 60 47,411 4.7
Low  5,419 11 13,735 0.5   12,924 27 63,679 2.5   22,943 47 80,323 3.1
Mixed  1,486 14 5,982 0.8   3,561 33 22,718 3.2   5,702 53 23,588 3.3
                             
Percent minority
enrollment4 
                           
Less than 5 percent  1,888 11 3,633 0.5   4,868 29 19,395 2.7   7,710 45 25,332 3.6
5 to 20 percent  2,904 15 7,518 0.7   5,704 29 33,478 3.0   10,510 53 35,878 3.2
20 to 50 percent  2,306 13 7,390 0.7   5,322 30 30,413 2.7   9,037 51 37,854 3.4
50 percent or more  3,002 12 12,776 0.8   7,018 29 45,325 2.8   13,348 55 76,638 4.8
                             
Percent of students
eligible for free or
reduced-price lunch 
                           
0–20 percent  2,664 14 7,790 0.6   5,961 32 39,322 3.0   10,447 55 39,448 3.0
21–50 percent  4,286 15 12,032 0.7   9,535 33 51,227 3.2   14,626 51 58,892 3.6
More than 50 percent  3,442 10 12,820 0.7   8,101 25 40,717 2.3   16,286 49 80,173 4.6
                             
Percent of students
below 15th percentile
on standardized tests 
                           
0–5 percent  2,339 10 7,227 0.6   5,643 24 29,194 2.3   11,279 48 38,755 3.0
6–15 percent  4,409 13 12,343 0.6   9,670 29 55,335 2.8   17,567 52 72,550 3.6
More than 15 percent  3,643 16 13,071 0.9   8,284 35 46,738 3.3   12,513 54 67,208 4.8
                             
Percent of students likely
to attend college 
                           
0–35 percent  3,189 12 11,151 0.8   6,970 27 36,468 2.7   12,923 50 66,339 4.9
36–60 percent  3,189 14 9,188 0.7   7,311 33 36,845 2.8   11,785 52 44,884 3.4
More than 60 percent  4,014 12 12,303 0.6   9,316 29 57,955 2.9   16,652 52 67,290 3.3
                             
Percent of students who
consider academic
achievement important 
                           
0–25 percent  1,194 15 3,098 0.8   2,685 33 12,479 3.1   4,562 55 24,698 6.2
26–50 percent  2,519 14 9,616 1.0   5,328 31 30,953 3.3   8,301 48 40,306 4.3
51–75 percent  3,294 14 10,130 0.7   7,148 31 39,817 2.9   13,273 57 56,473 4.0
More than 75 percent  3,385 11 9,797 0.5   8,436 27 48,018 2.5   15,223 48 57,038 2.9
                             
Percent male enrollment                             
0–44 percent  666 12 2,898 1.1   1,521 28 8,204 3.0   2,246 41 10,327 3.8
45–55 percent  9,084 14 27,612 0.7   20,196 31 114,167 2.9   34,758 53 151,765 3.8
More than 55 percent  642 7 2,132 0.5   1,880 21 8,896 2.2   4,355 49 16,421 4.0
                             
Student-to-teacher ratio5                             
Less than 12 students  3,365 9 8,758 0.6   9,251 26 34,861 2.3   17,193 48 62,188 4.1
12–16 students  4,385 15 15,282 0.8   9,393 31 54,259 2.8   15,328 51 67,147 3.4
More than 16 students  2,642 18 8,601 0.7   4,953 33 42,147 3.5   8,838 60 49,178 4.1
                             
Number of classroom
changes6 
                           
0–3 changes  388 2 834 0.1   1,313 6 5,070 0.5   9,005 43 30,323 3.0
4–6 changes  5,206 14 17,763 0.8   11,194 30 71,360 3.2   18,744 50 82,024 3.7
More than 6 changes  4,797 22 14,044 1.0   11,090 50 54,837 3.8   13,609 62 66,166 4.6
                             
Regular use of law
enforcement7 
                           
Regular use  8,056 22 27,973 1.0   16,332 45 106,515 3.9   21,295 59 109,083 4.0
No regular use  2,336 5 4,669 0.2   7,265 16 24,752 1.3   20,064 45 69,431 3.6
                             
Number of serious
discipline problems8 
                           
No problems  4,937 10 14,653 0.5   12,525 24 61,106 2.2   23,663 46 75,819 2.7
1 problem  2,114 15 6,163 0.7   4,761 33 23,713 2.7   8,539 59 36,854 4.2
2 problems  1,483 19 4,628 0.9   2,952 39 19,428 3.9   4,722 62 25,448 5.1
3 or more problems  1,857 29 7,197 1.4   3,359 52 27,020 5.3   4,435 68 40,392 7.9
                             
Transfers as a percentage
of enrollment9 
                           
0 to 6 percent  1,809 11 5,618 0.6   4,618 29 23,582 2.6   8,041 51 30,923 3.5
6 to 11 percent  2,511 14 7,284 0.8   4,757 27 22,902 2.4   8,577 49 33,594 3.5
11 to 21 percent  3,036 13 9,634 0.7   6,826 28 39,738 2.7   12,260 51 55,317 3.8
21 percent or more  3,036 13 10,105 0.7   7,396 32 45,045 3.3   12,480 54 58,678 4.3
                             
Prevalence of schoolwide
disruptions10 
                           
No disruptions  8,924 12 25,452 0.6   20,620 27 107,503 2.5   37,629 50 151,773 3.6
Any disruptions  1,468 29 7,189 1.6   2,976 58 23,764 5.3   3,730 73 26,741 6.0
                             
Percent of students
absent on a daily basis 
                           
0–2 percent  514 7 1,129 0.3   1,205 15 5,605 1.6   3,466 44 11,268 3.3
3–5 percent  4,268 10 11,284 0.5   10,545 24 49,419 2.0   21,992 49 77,020 3.1
6–10 percent  4,597 19 16,137 1.0   9,817 42 63,137 4.0   13,488 57 77,960 5.0
More than 10 percent  1,013 23 4,091 1.4   2,030 47 13,106 4.4   2,414 55 12,266 4.1
# Rounds to zero.
1 Vandalism was defined for respondents as "the willful damage or destruction of school property including bombing, arson, graffiti, and other acts that cause property damage. Includes damage caused by computer hacking."
2 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.
3 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."
4 These estimates exclude data from Tennessee because schools in this state did not report estimates of student race.
5 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.
6 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
7 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?"
8 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.
9 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.
10 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