Table 8. Number and percentage of public schools reporting incidents of hate crime and gang-related crime at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2003

School Survey on Crime and Safety (SSOCS)

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Table 8. Number and percentage of public schools reporting incidents of hate crime and gang-related crime 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	Hate crime¹				Gang-related crime²
School characteristic	Number of schools	Percent of schools	Number of incidents	Rate per 1,000 students	Number of schools	Percent of schools	Number of incidents	Rate per 1,000 students
All public schools	1,998	2	6,383	0.1	3,669	5	23,039	0.5

Level³
Primary	461	1	2,124	0.1	792	2	2,895	0.1
Middle	564	4	1,220	0.1	1,200	8	10,116	1.0
High school	790	7	2,746	0.2	1,481	14	9,636	0.8
Combined	183	3	292	0.1	196	3	393	0.1

Enrollment size
Less than 300	108	1	131	#	51	#	178	#
300–499	260	1	400	#	664	3	2,392	0.2
500–999	829	3	1,965	0.1	1,197	4	6,208	0.3
1,000 or more	802	9	3,887	0.3	1,758	20	14,261	1.1

Urbanicity
City	689	3	3,552	0.3	1,938	10	16,340	1.2
Urban fringe	704	3	1,450	0.1	1,153	4	4,928	0.3
Town	201	2	448	0.1	192	2	772	0.2
Rural	404	2	933	0.1	386	2	999	0.1

Crime level where students live⁴
High	222	4	1,712	0.5	725	12	9,605	2.7
Moderate	653	4	1,314	0.1	1,413	9	7,379	0.7
Low	856	2	1,833	0.1	861	2	2,621	0.1
Mixed	267	3	1,523	0.2	670	6	3,435	0.5

Percent minority enrollment⁵
Less than 5 percent	360	2	592	0.1	86	1	195	#
5 to 20 percent	559	3	1,243	0.1	246	1	700	0.1
20 to 50 percent	369	2	920	0.1	759	4	3,067	0.3
50 percent or more	683	3	3,601	0.2	2,546	10	18,995	1.2

Percent of students eligible for free or reduced-price lunch
0–20 percent	556	3	929	0.1	435	2	1,846	0.1
21–50 percent	661	2	1,506	0.1	835	3	3,884	0.2
More than 50 percent	781	2	3,947	0.2	2,399	7	17,309	1.0

Percent of students below 15^th percentile on standardized tests
0–5 percent	335	1	701	0.1	590	3	2,201	0.2
6–15 percent	929	3	2,848	0.1	1,209	4	6,240	0.3
More than 15 percent	735	3	2,834	0.2	1,870	8	14,599	1.0

Percent of students likely to attend college
0–35 percent	609	2	1,413	0.1	1,765	7	12,529	0.9
36–60 percent	498	2	1,085	0.1	848	4	5,802	0.4
More than 60 percent	891	3	3,884	0.2	1,057	3	4,708	0.2

Percent of students who consider academic achievement important
0–25 percent	289	4	528	0.1	613	7	4,107	1.0
26–50 percent	388	2	2,172	0.2	957	5	7,123	0.8
51–75 percent	684	3	1,410	0.1	987	4	6,391	0.5
More than 75 percent	637	2	2,273	0.1	1,112	4	5,419	0.3

Percent male enrollment
0–44 percent	183	3	486	0.2	399	7	2,040	0.8
45–55 percent	1,716	3	5,637	0.1	2,969	4	18,695	0.5
More than 55 percent	99	1	260	0.1	302	3	2,304	0.6

Student-to-teacher ratio⁶
Less than 12 students	438	1	874	0.1	1,139	3	5,678	0.4
12–16 students	978	3	4,266	0.2	1,563	5	10,942	0.6
More than 16 students	582	4	1,243	0.1	967	7	6,419	0.5

Number of classroom changes⁷
0–3 changes	133	1	1,357	0.1	420	2	1,019	0.1
4–6 changes	1,105	3	2,295	0.1	1,712	5	13,950	0.6
More than 6 changes	760	3	2,731	0.2	1,538	7	8,070	0.6

Regular use of law enforcement⁸
Regular use	1,428	4	4,180	0.2	3,163	9	21,817	0.8
No regular use	570	1	2,203	0.1	507	1	1,223	0.1

Number of serious discipline problems⁹
No problems	658	1	1,524	0.1	1,627	3	4,772	0.2
1 problem	320	2	1,779	0.2	612	4	4,431	0.5
2 problems	389	5	637	0.1	488	6	3,161	0.6
3 or more problems	631	10	2,443	0.5	943	14	10,675	2.1

Transfers as a percentage of enrollment¹⁰
0 to 6 percent	328	2	1,826	0.2	386	2	2,196	0.2
6 to 11 percent	458	3	895	0.1	650	4	5,752	0.6
11 to 21 percent	575	2	1,121	0.1	976	4	3,613	0.2
21 percent or more	636	3	2,540	0.2	1,657	7	11,479	0.8

Prevalence of schoolwide disruptions¹¹
No disruptions	1,745	2	5,915	0.1	2,756	4	17,141	0.4
Any disruptions	253	5	467	0.1	914	18	5,899	1.3

Percent of students absent on a daily basis
0–2 percent	121	2	247	0.1	78	1	788	0.2
3–5 percent	806	2	1,464	0.1	1,673	4	8,177	0.3
6–10 percent	774	3	3,885	0.2	1,458	6	10,424	0.7
More than 10 percent	297	7	787	0.3	460	11	3,650	1.2
# Rounds to zero.
¹ A hate crime was defined for respondents as "a criminal offense or threat against a person, property, or society that is motivated, in whole or in part, by the offender's bias against a race, color, national origin, ethnicity, gender, religion, disability, or sexual orientation."
² 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.
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: 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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