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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 2007–08—Continued (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 1,000 students   Num-
of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1,000 students  
All public schools  370   #   680 ! #   4,290   5   18,710   #  
                                 
Level3                                 
Primary          1,410   3      
Middle  100 ! 1 ! 260 ! #   990   6   6,000   1  
High school  150 ! 1 !     1,380   12   6,500   1  
Combined  #   #   #   #   510 ! 8 ! 960 ! #  
                                 
Enrollment size                                 
Less than 300          870 ! 5 !    
300–499  #   #   #   #   670 ! 3 ! 1,570 ! #  
500–999          1,260   4   3,760   #  
1,000 or more  140   2   250 ! #   1,490   16   9,140   1  
                                 
Urbanicity                                 
City  200 ! 1 ! 350 ! #   1,760   8   10,990   1  
Suburb  150 ! 1   210 ! #   1,060   4   4,220   #  
Town  #   #   #   #   590 ! 5 ! 1,210 ! #  
Rural          870   3   2,290   #  
                                 
Crime level where students live4                                 
High  70 ! 1 ! 180 ! #   910   15   6,350 ! 2 !
Moderate          1,060   6   4,580   #  
Low          1,650   3   4,410   #  
Mixed          670   6   3,370 ! #  
                                 
Percent of combined Black/African
    American, Hispanic/Latino, Asian,
    Native Hawaiian/Other Pacific
    Islander, and American Indian/
    Alaska Native students
                               
Less than 5 percent          510 ! 4 ! 1,280 ! #  
5 to less than 20 percent          690   3   1,430   #  
20 to less than 50 percent  50 ! #       730   4   3,310   #  
50 percent or more  270 ! 1 ! 410 ! #   2,360   9   12,680   1  
                                 
Percent of students eligible for
   free or reduced-price lunch
                               
0–20 percent          620   3   2,090   #  
21–50 percent  70 ! #       1,150   4   4,540   #  
More than 50 percent  260 ! 1 ! 480 ! #   2,520   7   12,080   1  
                                 
Percent of students below
   15th percentile on
   standardized tests
                               
0–5 percent          1,260   4   3,480 ! #  
6–15 percent  190 ! 1 !     1,370   4   3,900   #  
More than 15 percent          1,660   8   11,330   1  
                                 
Percent of students likely
   to attend college
                               
0–35 percent      350 ! #   1,490   7   6,490   1  
36–60 percent          1,210   5   5,110   #  
More than 60 percent  140   #   210 ! #   1,580   4   7,110 ! #  
                                 
Percent of students who
   consider academic
   achievement important
                               
0–25 percent          370   7   2,470 ! 1 !
26–50 percent          1,030   7   3,930   1  
51–75 percent  210 ! 1 ! 270 ! #   1,110   4   5,090   #  
More than 75 percent  100 ! #   160 ! #   1,780   5   7,220 ! #  
                                 
Percent male enrollment                                 
0–44 percent          600   8   2,190 ! 1 !
45–55 percent  330 ! 1 ! 495 ! #   3,350   5   14,560   #  
More than 55 percent          340   3   1,960 ! #  
                                 
Student-to-FTE ratio5                                 
Less than 12 students  90 ! #   180 ! #   1,820   4   5,690   #  
12–16 students  140 ! #   210 ! #   1,590   6   7,440   #  
More than 16 students          880   7   5,580 ! 1 !
                                 
Number of classroom changes6                                 
0–3 changes          1,200   5      
4–6 changes  110   #   150 ! #   1,680   5   7,280   #  
More than 6 changes  90 ! #   210 ! #   1,400   6   5,960   #  
                                 
Regular use of law enforcement7                                 
Regular use  280 ! 1 ! 560 ! #   3,330   9   16,630   1  
No regular use          960   2   2,080   #  
                                 
Number of serious
   discipline problems8 
                               
No problems  110 ! #   210 ! #   2,040   4   5,250   #  
1 problem          980   6   3,100   #  
2 problems          520   10   2,160   1  
3 or more problems  90 ! 2 !     740   15   8,200 ! 2 !
                                 
Transfers as a percentage
   of enrollment9 
                               
Less than 6 percent          1,220   7   2,760   #  
6 to less than 11 percent  50 ! #   60 ! #   660   4   3,760   #  
11 to less than 21 percent      190 ! #   970   4   3,780   #  
21 percent or more  150 ! 1 !     1,440   6   8,400 ! 1 !
                                 
Prevalence of schoolwide
   disruptions10 
                               
No disruptions  310 ! #   550 ! #   3,390   4   13,700   #  
Any disruptions  70 ! 1 !     900   15   5,000   1  
                                 
Percent of students
   absent on a daily basis 
                               
0–2 percent                 
3–5 percent  90 ! #   210 ! #   1,880   4   6,110   #  
6–10 percent  170 ! 1 ! 310 ! #   1,710   7   9,070 ! 1 !
More than 10 percent          560   11   2,860   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 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 2007–08 school year, did you have any security guards, security personnel, or sworn law enforcement officers present at your school at least once a week?"
8 Serious discipline problems include student racial/ethnic tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers other than verbal abuse, 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. 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, Institute of Education Sciences, National Center for Education Statistics (NCES), 2007–08 School Survey on Crime and Safety (SSOCS), 2008.


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