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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 2005–06 (Return to Table 4)

  Robbery with a weapon1,2    Robbery without a weapon1,2 
School characteristic  Num-
ber of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1000 students   Num-
of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1000 students  
All public schools  360   #   640 ! #   5,340   6   22,070   #  
                                 
Level3                                 
Primary          1,730   4   4,660 ! #  
Middle  70 ! #       1,410   9   7,220   1  
High school  130   1   220 ! #   1,620   14   8,630   1  
Combined          580 ! 8 ! 1,560 ! #  
                                 
Enrollment size                                 
Less than 300          1,120   5   3,230   1  
300–499          770   3   3,220   #  
500–999          1,890   6   6,360   #  
1,000 or more  190   2   410 ! #   1,550   17   9,260   1  
                                 
Urbanicity                                 
City  310 ! 1 ! 580 ! #   1,900   9   9,880   1  
Urban fringe  50 ! #   60 ! #   1,510   5   5,750   #  
Town          490   6   2,170 ! 1 !
Rural          1,440   5   4,270   #  
                                 
Crime level where
    students live4
                               
High      230 ! #   1,020   16   5,130   1  
Moderate  130 ! 1 !     1,290   8   6,040   1  
Low          2,190   4   7,640   #  
Mixed          840   8   3,270   #  
                                 
Percent minority
    enrollment5
                               
Less than 5 percent          790   5   2,380   #  
5 to 20 percent          970   5   4,160   #  
20 to 50 percent          1,110   6   4,970   #  
50 percent or more  210 ! 1   490 ! #   2,300   9   10,270   1  
                                 
Percent of students
    eligible for free
    or reduced-price
    lunch
                               
0–20 percent          770   4   2,880   #  
21–50 percent  80 ! #       1,880   7   6,890   #  
More than 50 percent  260 ! 1 ! 420 ! #   2,690   7   12,310   1  
                                 
Percent of students
    below 15th per-
    centile on stan-
    dardized tests
                               
0–5 percent          1,320   4   4,770   #  
6–15 percent          1,810   6   7,770   #  
More than 15 percent  110 ! 1 !     2,210   11   9,530   1  
                                 
Percent of students
    likely to attend
    college
                               
0–35 percent  40 ! #       2,100   9   7,950   1  
36–60 percent  240 ! 1 ! 320 ! #   1,530   6   6,750   #  
More than 60 percent  80 ! #       1,710   5   7,380   #  
                                 
Percent of students
    who consider
    academic achieve-
    ment important
                               
0–25 percent          820   14   3,640 ! 1  
26–50 percent          1,280   8   4,860   1  
51–75 percent  70 ! #   120 ! #   1,580   6   6,720   #  
More than 75 percent  210 ! 1 ! 390 ! #   1,660   4   6,850   #  
                                 
Percent male enrollment                                 
0–44 percent          360   6   1,610 ! 1  
45–55 percent  190 ! #       4,210   6   17,110   #  
More than 55 percent          770   8   3,350 ! 1 !
                                 
Student-to-FTE ratio6                                 
Less than 12 students      200 ! #   2,400   6   9,490   1  
12–16 students  50 ! #   70 ! #   1,580   6   8,330   #  
More than 16 students  130 ! 1 !     1,360   10   4,250   #  
                                 
Number of class-
    room changes7
                               
0–3 changes          750 ! 3 ! 2,640 ! #  
4–6 changes  80 ! #   150 ! #   2,490   7   9,510   #  
More than 6 changes  120 ! #       2,100   8   9,920   1  
                                 
Regular use of law
    enforcement8
                               
Regular use  280   1   560 ! #   3,420   10   15,060   1  
No regular use          1,920   4   7,010   #  
                                 
Number of serious
    discipline pro-
    blems9
                               
No problems  240 ! #   300 ! #   2,140   4   7,040   #  
1 problem          970   7   4,090   1  
2 problems  70 ! 1 ! 150 ! #   1,000   14   4,280   1  
3 or more problems          1,220   18   6,670   1  
                                 
Transfers as a per-
    centage of enroll-
    ment10
                               
0 to 6 percent          1,050   7   5,140   1  
6 to 11 percent  40 ! #       1,120   6   3,660   #  
11 to 21 percent          1,400   6   6,990   1  
21 percent or more          1,760   6   6,280   #  
                                 
Prevalence of school-
    wide disruptions11
                               
No disruptions  300 ! #   510 ! #   4,330   6   17,570   #  
Any disruptions  60 ! 1 !     1,000   18   4,510   1  
                                 
Percent of students
    absent on a
    daily basis
                               
0–2 percent          360 ! 4 ! 900 ! #  
3–5 percent          2,090   5   8,210   #  
6–10 percent  150 ! 1 !     1,930   8   8,870   1  
More than 10 percent  170 !   260 ! #   950   15   4,100   1  
# Rounds to zero.
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
1 Weapon was defined for respondents as "any instrument or object used with the intent to threaten, injure, or kill. This 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 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
6 Student-to-FTE 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 2005–2006 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school at least once a week?"
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 happening 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 (NCES), 2005–06 School Survey on Crime and Safety (SSOCS), 2006.


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