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Table 8.  Number and percentage of public schools reporting incidents of hate crime, gang-related crime, and gang-related hate crime at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2005–06

  Hate crime1    Gang-related crime2    Gang-related hate crime1,2,3   
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  3,870   5   11,140   #   4,790   6   30,660   1   650   1   3,060 ! #  
                                                 
Level4                                                 
Primary  1,350   3   3,100 ! #   1,140   2   3,150   #          
Middle  970   6   3,670 ! #   1,660   11   9,080   1   290   2   1,350 ! #  
High school  1,080   9   3,390   #   1,820   16   16,900   1   310   3      
Combined  460 ! 6 ! 980 ! #   170 ! 2 ! 1,530 ! #          
                                                 
Enrollment size                                                 
Less than 300  630 ! 3 !     350 ! 2 !            
300–499  950   4   2,840 ! #   590   2   1,410   #          
500–999  1,360   5   2,690   #   1,910   7   9,140   #   230 ! 1 ! 440 ! #  
1,000 or more  920   10   3,350   #   1,930   21   18,620   1   350   4   2,430 ! #  
                                                 
Urbanicity                                                 
City  980   5   3,180   #   2,490   12   20,150   1   380   2   2,570 ! #  
Urban fringe  1,560   6   3,180   #   1,620   6   7,730   #   190 ! 1 ! 380 ! #  
Town  540 ! 7 !     300   4       60 ! 1 ! 60 ! #  
Rural  780   3   2,620 ! #   380   1   1,180   #          
                                                 
Crime level where
    students live5
                                               
High  440 ! 7 ! 1,530 ! #   1,180   18   11,380   3   210   3      
Moderate  950   6   2,280 ! #   1,560   10   9,620   1   170   1      
Low  2,060   4   5,150   #   1,320   3   5,900   #   160 ! #   340 ! #  
Mixed  410   4       730   7   3,760   1   110 ! 1 ! 160 ! #  
                                                 
Percent minority
    enrollment6
                                               
Less than 5 percent  580   4       80 ! #              
5 to 20 percent  990   5   1,970   #   350   2   1,500 ! #          
20 to 50 percent  960   5   3,080 ! #   1,100   6   5,580   #   150   1   320 ! #  
50 percent or more  1,290   5   3,670   #   3,150   12   21,900   1   390   2   2,110 ! #  
                                                 
Percent of students
    eligible for free
    or reduced-price
    lunch
                                               
0–20 percent  910   5   1,800   #   400   2   1,730 ! #       230 ! #  
21–50 percent  1,540   6   4,360   #   1,460   5   8,240   #   180   1   300   #  
More than 50 percent  1,420   4   4,980   #   2,920   8   20,690   1   370   1   2,540 ! #  
                                                 
Percent of students
    below 15th per-
    centile on stan-
    dardized tests
                                               
0–5 percent  1,160   4   3,490 ! #   940   3   4,820   #   180 ! 1 !    
6–15 percent  1,390   4   3,880 ! #   1,790   5   9,030   #   220   1      
More than 15 percent  1,320   6   3,770   #   2,060   10   16,810   1   250   1   720   #  
                                                 
Percent of students
    likely to attend
    college
                                               
0–35 percent  1,240   5   2,830   #   2,100   9   13,200   1   180   1   570 ! #  
36–60 percent  800   3   3,560 ! #   1,350   5   8,760   1   250   1   2,080 ! #  
More than 60 percent  1,820   5   4,750   #   1,330   4   8,710   #   220 ! 1 ! 410 ! #  
                                                 
Percent of students
    who consider
    academic achieve-
    ment important
                                               
0–25 percent  500 ! 9 ! 1,570 ! 1 ! 650   11   6,090   2   110 ! 2 ! 210 ! #  
26–50 percent  510   3       1,100   7   7,600   1   150 ! 1 ! 480 ! #  
51–75 percent  1,160   5   3,700 ! #   1,680   7   10,370   1   150 ! 1 !    
More than 75 percent  1,700   5   3,570   #   1,350   4   6,610   #   250 ! 1 ! 690 ! #  
                                                 
Percent male enrollment                                                 
0–44 percent  180 ! 3 ! 350 !   400   7   4,120 ! 1 ! 100 ! 2 !    
45–55 percent  2,880   4   8,270   #   3,980   6   24,230   1   520   1   2,610 ! #  
More than 55 percent  810   9       400   4   2,310 ! 1 ! 40 ! #      
                                                 
Student-to-FTE ratio7                                                
Less than 12 students  1,300   5   3,910 ! #   1,840   7   11,490   1   240   1   630 ! #  
12–16 students  1,250   9   3,060   #   1,560   11   11,300   1   200   1      
More than 16 students                                                 
                                                 
Number of class-
    room changes8
890   4       1,040   5   3,140   #          
0–3 changes  1,280   4   3,450   #   1,860   5   14,190   1   320   1      
4–6 changes  1,690   7   5,290   #   1,880   8   13,330   1   290   1   1,240 ! #  
More than 6 changes                                                 
                                                 
Regular use of law
    enforcement9
                                               
Regular use  2,590   7   7,710   #   3,710   11   27,760   1   530   2   2,810 ! #  
No regular use  1,280   3   3,430 ! #   1,070   2   2,900   #   120 ! #      
                                                 
Number of serious
    discipline pro-
    blems10
                                               
No problems  1,990   4   3,880   #   2,280   4   11,290   #   300   1   550 ! #  
1 problem  770   6       550   4   4,360   1   80 ! 1 ! 320 ! #  
2 problems  370   5   990 ! #   640   9   4,410 ! 1   50 ! 1 !    
3 or more problems  740   11   3,770 ! 1 ! 1,310   19   10,610   2   220   3      
                                                 
Transfers as a per-
    centage of enroll-
    ment11
                                               
0 to 6 percent  700   4   1,210   #   450   3   3,630   #   130 ! 1 ! 330 ! #  
6 to 11 percent  850   5   2,890 ! #   730   4   2,690   #          
11 to 21 percent  980   4   2,090   #   1,210   5   7,380   1   180   1   470 ! #  
21 percent or more  1,340   5   4,950   #   2,400   9   16,960   1   240   1   2,060 !  
                                                 
Prevalence of school-
    wide disruptions12
                                               
No disruptions  600   11   1,450   #   730   13   6,150   1   130   2   330 ! #  
Any disruptions  3,260   4   9,690   #   4,060   5   24,510   1   520   1   2,740 ! #  
                                                 
Percent of students
    absent on a
    daily basis
                                               
0–2 percent  240 ! 3 ! 330 ! #   240 ! 3 ! 750 ! #          
3–5 percent  1,880   4   4,140   #   1,760   4   8,100   #   240   1   540 ! #  
6–10 percent  1,370   6   3,740   #   1,910   8   12,950   1   280   1   910   #  
More than 10 percent  380 ! 6 !     870   13   8,870   2   110 ! 2 !    
#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 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 This item is new to the 2005–06 School Survey on Crime and Safety.
4 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.
5 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."
6 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
7 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.
8 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
9 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?"
10 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.
11 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.
12 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