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Table 6.  Number and percentage of public schools reporting at least one incident of the distribution, possession, or use of illegal drugs or alcohol at school, or of vandalism at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2005–06

  Distribution, possession, or use of illegal drugs    Distribution, possession, or use of alcohol    Vandalism1   
School characteristic  Num-
ber of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1000 students   Num-
ber of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1000 students   Num-
ber of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1000 students  
All public schools  21,530   26   116,970   2   13,470   16   46,800   1   42,000   50   192,830   4  
                                                 
Level2                                                 
Primary  1,650   3   1,960   #   520 ! 1 ! 830 ! #   19,600   40   66,790   3  
Middle  7,590   49   26,750   3   3,300   21   6,650   1   10,460   67   57,510   6  
High school  9,320   80   75,560   6   7,080   61   31,410   3   8,660   74   54,680   4  
Combined  2,970   40   12,690   4   2,580   35   7,920   3   3,280   44   13,840   4  
                                                 
Enrollment size                                                 
Less than 300  3,060   15   8,690   2   2,140   10   5,250   1   7,830   38   27,710   6  
300–499  2,920   12   7,690   1   1,970   8   4,950   1   10,500   44   34,070   4  
500–999  8,360   29   29,140   1   4,230   14   10,760   1   16,240   55   70,140   4  
1,000 or more  7,190   77   71,460   5   5,140   55   25,840   2   7,430   80   60,910   4  
                                                 
Urbanicity                                                 
City  5,260   25   38,180   3   2,780   13   12,000   1   12,260   58   71,600   5  
Urban fringe  7,070   26   42,540   2   4,490   16   17,540   1   14,990   54   67,570   3  
Town  2,540   31   10,380   3   1,270   16   3,870   1   4,180   51   14,760   4  
Rural  6,670   25   25,870   3   4,940   19   13,390   1   10,560   40   38,900   4  
                                                 
Crime level where
    students live3
                                               
High  1,910   29   10,660   3   780   12   2,050   1   3,890   60   24,910   6  
Moderate  4,400   28   27,630   3   2,440   15   7,880   1   8,940   56   54,060   6  
Low  11,640   23   57,340   2   8,170   16   28,990   1   23,540   47   87,170   3  
Mixed  3,580   34   21,350   3   2,080   20   7,880   1   5,630   53   26,690   4  
                                                 
Percent minority
    enrollment4
                                               
Less than 5 percent  3,790   23   12,710   2   2,680   16   7,800   1   6,820   41   23,370   4  
5 to 20 percent  5,080   25   29,130   2   3,700   18   15,570   1   10,040   49   45,130   4  
20 to 50 percent  5,230   28   31,520   3   3,380   18   12,090   1   9,840   53   42,810   4  
50 percent or more  6,670   26   39,430   2   3,240   13   10,550   1   13,980   55   76,920   5  
                                                 
Percent of students
    eligible for free
    or reduced-price
    lunch
                                               
0–20 percent  4,860   25   27,730   2   3,700   19   16,730   1   9,120   47   41,370   3  
21–50 percent  8,170   30   48,140   3   5,950   22   20,630   1   15,370   56   65,100   4  
More than 50 percent  8,500   23   41,110   2   3,830   11   9,430   1   17,510   48   86,350   5  
                                                 
Percent of students
    below 15th per-
    centile on stan-
    dardized tests
                                               
0–5 percent  5,580   19   26,050   2   4,400   15   14,610   1   12,180   41   45,720   3  
6–15 percent  9,050   28   51,060   3   5,520   17   20,410   1   17,860   54   79,270   4  
More than 15 percent  6,900   33   39,850   3   3,560   17   11,770   1   11,950   57   67,840   5  
                                                 
Percent of students
    likely to attend
    college
                                               
0–35 percent  5,800   26   28,450   2   3,120   14   8,220   1   12,380   54   58,200   5  
36–60 percent  7,120   29   37,340   3   3,820   15   11,790   1   12,790   51   62,070   4  
More than 60 percent  8,610   24   51,180   2   6,530   18   26,790   1   16,830   47   72,560   3  
                                                 
Percent of students
    who consider
    academic achieve-
    ment important
                                               
0–25 percent  2,300   40   12,340   4   1,260   22   3,500   1   3,190   55   14,060   5  
26–50 percent  4,920   31   22,070   3   2,620   16   6,710   1   9,480   60   40,740   5  
51–75 percent  6,730   28   42,400   3   4,350   18   17,190   1   12,800   53   69,330   5  
More than 75 percent  7,590   20   40,160   2   5,250   14   19,400   1   16,530   44   68,690   3  
                                                 
Percent male enrollment                                                 
0–44 percent  1,270   23   7,830   3   840   15   3,310   1   2,610   46   10,450   4  
45–55 percent  18,450   27   99,190   2   11,960   18   41,410   1   35,450   52   164,610   4  
More than 55 percent  1,820   20   9,950   3   670   7   2,070   1   3,940   42   17,770   5  
                                                 
Student-to-FTE ratio5                                                
Less than 12 students  8,890   21   33,680   2   5,520   13   16,290   1   18,300   43   72,990   4  
12–16 students  8,030   30   48,530   3   4,840   18   16,580   1   14,450   54   67,330   4  
More than 16 students  4,610   33   34,760   3   3,110   22   13,930   1   9,250   66   52,510   4  
                                                 
Number of class-
    room changes6
                                               
0–3 changes  1,490   7   5,600   1   710   3   2,820   #   9,390   42   34,510   3  
4–6 changes  9,530   27   57,120   3   6,380   18   22,930   1   18,170   51   89,250   4  
More than 6 changes  10,520   42   54,250   4   6,390   26   21,050   1   14,440   58   69,070   5  
                                                 
Regular use of law
    enforcement7
                                               
Regular use  16,190   47   102,970   4   9,830   28   36,840   1   21,320   61   116,120   4  
No regular use  5,350   11   14,000   1   3,650   8   9,960   #   20,680   43   76,700   4  
                                                 
Number of serious
    discipline pro-
    blems8
                                               
No problems  10,840   19   53,800   2   7,170   13   24,260   1   23,850   42   88,170   3  
1 problem  4,040   31   19,960   2   2,500   19   7,890   1   8,320   63   38,750   5  
2 problems  3,070   44   19,780   4   1,640   24   5,780   1   4,830   69   29,840   6  
3 or more problems  3,590   53   23,430   4   2,170   32   8,870   2   4,990   73   36,070   7  
                                                 
Transfers as a per-
    centage of enroll-
    ment9
                                               
0 to 6 percent  3,490   22   16,880   2   3,200   20   10,980   1   7,250   46   32,990   4  
6 to 11 percent  4,190   23   19,700   2   2,580   14   10,120   1   8,510   48   33,610   3  
11 to 21 percent  6,160   28   33,650   3   3,420   15   12,310   1   11,720   52   59,480   5  
21 percent or more  7,690   28   46,740   3   4,280   16   13,380   1   14,510   54   66,740   4  
                                                 
Prevalence of school-
    wide disruptions10
                                               
No disruptions  2,750   50   21,560   5   1,850   34   7,460   2   3,840   70   24,200   5  
Any disruptions  18,780   24   95,410   2   11,620   15   39,340   1   38,160   49   168,620   4  
                                                 
Percent of students
    absent on a
    daily basis
                                               
0–2 percent  1,100   13   4,040   1   880   10   3,030   1   3,500   41   11,980   3  
3–5 percent  9,170   21   43,360   2   5,450   13   18,960   1   21,220   49   91,770   4  
6–10 percent  8,840   36   52,720   3   5,620   23   19,640   1   13,260   54   68,280   4  
More than 10 percent  2,420   37   16,840   4   1,520   23   5,180   1   4,000   62   20,800   5  
# 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.
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. This 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. Combined schools include all other combinations of grades, including K–12 schools.
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 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
5 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.
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 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?"
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 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. Data regarding illegal drugs and alcohol are categorized slightly differently in 2006 than they were in previous collections in the SSOCS series; therefore, direct comparisons between the years should not be made. 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