Table 22. Percentage of public schools reporting the use of selected violence prevention program components, by selected school characteristics: School year 2003

School Survey on Crime and Safety (SSOCS)

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Table 22. Percentage of public schools reporting the use of selected violence prevention program components, by selected school characteristics: School year 2003–04

School characteristic		Percentage of schools using selected violence prevention program components
School characteristic	Prevention curriculum, instruction, or training for students¹	Behavioral or behavior modification intervention for students	Counseling, social work, psychological, or therapeutic activity for students or adults	Individual attention, mentoring, tutoring, or coach- ing of students by students or adults	Recreational, enrichment, or leisure activities for students	Students' involvement in resolving student conduct problems²	Programs to promote a sense of community or social integration among students	Hotline or tipline for students to report problems
All public schools	87	91	93	92	83	57	82	31

Level³
Primary	91	93	93	93	83	56	83	24
Middle	88	92	95	93	89	58	81	41
High school	74	84	93	90	80	58	75	50
Combined	83	89	85	89	82	57	82	35

Enrollment size
Less than 300	86	89	88	90	80	54	80	27
300–499	89	93	93	92	82	53	81	23
500–999	89	92	94	94	87	58	83	34
1,000 or more	82	89	95	93	84	71	84	54

Urbanicity
City	89	95	94	95	87	63	84	34
Urban fringe	88	92	92	93	83	60	85	32
Town	85	88	95	91	81	53	80	31
Rural	86	90	91	89	82	50	76	29

Crime level where students live⁴
High	91	95	99	97	90	58	84	37
Moderate	86	95	94	93	84	61	78	31
Low	87	90	92	91	83	55	81	31
Mixed	88	93	93	93	83	60	87	30

Percent minority enrollment⁵
Less than 5 percent	86	89	91	87	82	51	75	32
5 to 20 percent	89	91	92	90	82	56	86	33
20 to 50 percent	88	93	94	95	84	62	82	30
50 percent or more	86	91	93	95	86	60	83	31

Percent of students eligible for free or reduced-price lunch
0–20 percent	87	92	92	93	85	60	86	33
21–50 percent	87	91	92	92	83	55	78	32
More than 50 percent	87	92	94	92	83	57	82	30

Percent of students below 15^th percentile on standardized tests
0–5 percent	89	92	93	94	87	58	85	31
6–15 percent	87	91	93	91	81	56	81	31
More than 15 percent	87	92	93	92	83	57	79	33

Percent of students likely to attend college
0–35 percent	88	93	92	92	82	58	80	30
36–60 percent	87	91	93	92	82	54	78	31
More than 60 percent	87	90	93	92	85	59	85	33

Percent of students who consider academic achievement important
0–25 percent	86	93	91	93	84	65	75	31
26–50 percent	86	92	92	91	79	51	80	29
51–75 percent	86	90	94	92	83	53	80	33
More than 75 percent	90	92	92	93	86	61	86	32

Percent male enrollment
0–44 percent	82	90	84	91	84	58	77	37
45–55 percent	88	91	94	93	84	58	81	32
More than 55 percent	89	93	91	90	80	53	88	22

Student-to-teacher ratio⁶
Less than 12 students	88	91	92	90	82	55	82	29
12–16 students	88	92	94	94	84	58	81	34
More than 16 students	87	90	91	93	85	61	83	32

Number of classroom changes⁷
0–3 changes	91	93	93	93	80	61	84	24
4–6 changes	87	91	93	92	84	54	81	31
More than 6 changes	84	90	92	92	85	59	80	40

Regular use of law enforcement⁸
Regular use	88	91	95	93	85	61	83	39
No regular use	87	92	91	91	82	54	80	25

Number of serious discipline problems⁹
No problems	88	90	92	92	83	56	81	29
1 problem	87	93	94	93	82	57	83	31
2 problems	89	96	96	92	87	58	81	40
3 or more problems	82	91	95	94	83	61	80	40

Transfers as a percentage of enrollment¹⁰
0 to 6 percent	87	92	91	90	86	58	84	31
6 to 11 percent	88	90	94	91	83	55	81	31
11 to 21 percent	88	91	92	91	85	58	82	32
21 percent or more	87	92	94	95	81	56	80	31

Prevalence of schoolwide disruptions¹¹
No disruptions	88	91	93	92	83	57	82	31
Any disruptions	81	92	95	93	86	60	77	38

Percent of students absent on a daily basis
0–2 percent	87	87	89	94	85	62	87	27
3–5 percent	89	92	94	92	83	55	81	29
6–10 percent	85	92	93	91	83	58	80	36
More than 10 percent	88	92	89	95	87	67	84	37

Prevalence of violent incidents¹²
No violent incidents	90	91	89	89	76	57	83	24
Any violent incidents	87	92	93	93	85	57	81	33
¹ For example, social skills training.
² For example, conflict resolution, peer mediation, or student court.
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 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.
¹² 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: 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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