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Table 30.  Percentage of public schools reporting that their efforts to reduce or prevent crime at school were limited in a major or minor way due to specified school-level factors, by selected school characteristics: School year 2005–06
 
School characteristic Lack of or inadequate teacher training in classroom management Lack of or inadequate alternative placements or programs for disruptive students Likelihood of complaints from parents Lack of teacher support for school policies Lack of parental support for school policies Teachers’ fear of student retaliation Fear of litigation Inconsistent application of school policies by faculty or staff
All public schools 35 55 26 18 39 14 26 39
                 
Level1                 
Primary  28 52 23 11 33 8 24 30
Middle  42 61 31 23 46 17 29 48
High school  46 59 29 32 50 27 30 58
Combined  46 55 28 30 46 24 35 48
                 
Enrollment size                 
Less than 300  31 46 26 17 36 12 26 34
300–499  31 55 22 15 36 12 24 37
500–999  35 58 28 17 40 14 27 39
1,000 or more  48 63 32 33 51 24 31 54
                 
Urbanicity                 
City  41 60 29 21 46 16 27 44
Urban fringe  29 52 22 14 32 11 22 33
Town  37 59 31 22 45 20 31 49
Rural  34 51 27 19 39 14 29 38
                 
Crime level where students live2                
High  51 69 28 27 60 22 31 51
Moderate  45 61 32 24 50 20 31 46
Low  30 51 24 15 33 12 27 34
Mixed  31 55 26 18 36 11 16 43
                 
Percent minority enrollment3                 
Less than 5 percent  30 47 23 14 37 14 27 34
5 to 20 percent  31 51 25 19 31 10 25 37
20 to 50 percent  32 53 27 15 37 13 24 37
50 percent or more  41 62 29 22 49 18 28 45
                 
Percent of students                 
eligible for free or                 
reduced-price lunch                 
0–20 percent  25 40 19 13 24 11 24 31
21–50 percent  34 58 28 18 41 12 28 38
More than 50 percent  40 60 29 21 45 17 26 44
                 
Percent of students below 15th                 
percentile on standardized tests                 
0–5 percent  26 44 21 13 30 9 24 32
6–15 percent  33 59 27 16 39 13 23 39
More than 15 percent  48 63 31 28 52 23 34 49
                 
Percent of students likely                 
to attend college                 
0–35 percent  43 63 30 22 51 17 27 48
36–60 percent  35 57 26 16 37 14 27 38
More than 60 percent  29 48 24 17 32 12 25 34
                 
Percent of students who consider                 
academic achievement important                
0–25 percent  53 66 29 28 59 24 32 58
26–50 percent  38 61 31 23 47 17 28 47
51–75 percent  38 57 31 18 44 15 30 44
More than 75 percent  28 49 21 14 29 11 23 30
                 
Percent male enrollment                 
0–44 percent  32 49 32 25 44 18 29 48
45–55 percent  35 56 26 18 39 14 27 39
More than 55 percent  33 50 23 17 34 15 24 33
                 
Student-to-FTE ratio4                 
Less than 12 students  33 52 27 19 39 14 28 40
12–16 students  34 55 25 16 38 13 26 37
More than 16 students  39 63 26 18 42 15 24 40
                 
Number of classroom changes5                 
0–3 changes  27 46 20 13 29 9 23 29
4–6 changes  35 56 27 19 40 13 25 40
More than 6 changes  40 60 30 22 47 20 32 46
                 
Regular use of law enforcement6                
Regular use  44 61 30 25 50 19 29 49
No regular use  28 50 23 13 32 10 24 31
                 
Number of serious                 
discipline problems7                 
No problems  26 47 21 13 31 10 23 30
1 problem  48 65 34 21 46 15 32 50
2 problems  53 68 37 28 60 22 28 65
3 or more problems  61 82 44 42 67 34 42 68
                 
Transfers as a percentage                 
of enrollment8                 
0 to 6 percent  31 45 22 17 34 13 23 34
6 to 11 percent  32 47 27 15 36 14 30 33
11 to 21 percent  33 58 27 19 41 12 28 41
21 percent or more  40 63 27 20 43 17 25 44
                 
Prevalence of schoolwide                 
disruptions9                 
No disruptions  33 54 26 17 38 13 26 38
Any disruptions  54 70 32 27 55 26 31 54
                 
Percent of students                 
absent on a daily basis                 
0–2 percent  25 38 23 11 28 10 18 27
3–5 percent  31 54 24 15 34 12 26 35
6–10 percent  43 61 30 25 48 18 29 49
More than 10 percent  40 57 30 24 55 19 30 43
                 
Prevalence of violent incidents10                
No violent incidents  13 30 15 5 21 5 18 12
Any violent incidents  41 62 29 22 44 17 29 47
1 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.
2 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."
3 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
4 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.
5 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
6 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?"
7 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.
8 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.
9 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.
10 Violent incidents include rape or attempted 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: Respondents were asked to rate the level of limitation in their school’s efforts to reduce or prevent crime for each factor. Survey response options included “limit in major way,” “limit in minor way,” or “does not limit." The estimates in this table represent only those schools that reported limitations in a major or minor way. Responses 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