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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 2007–08
 
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  43   64   35   25   48   21   37   47  
                                 
Level1                                 
Primary  38   63   33   21   45   16   36   40  
Middle  48   67   36   28   52   25   36   54  
High school  53   63   38   36   56   31   37   61  
Combined  46   64   40   29   49   29   40   55  
                                 
Enrollment size                                 
Less than 300  42   65   35   20   41   20   39   49  
300–499  39   64   32   20   48   16   35   41  
500–999  43   62   35   27   50   22   35   45  
1,000 or more  55   68   41   41   57   32   40   60  
                                 
Urbanicity                                 
City  53   69   40   36   60   27   38   55  
Suburb  37   58   31   21   42   18   35   45  
Town  40   68   33   21   48   20   38   37  
Rural  42   64   35   20   44   20   36   45  
                                 
Crime level where students live2                                 
High  65   80   43   47   72   36   41   67  
Moderate  57   72   44   34   65   29   43   57  
Low  35   60   31   17   39   16   34   40  
Mixed  41   61   35   32   50   20   38   49  
                                 
Percent of combined Black/African
   American, Hispanic/Latino, Asian,
   Native Hawaiian/Other Pacific
   Islander, and American Indian/
   Alaska Native students
                               
Less than 5 percent  41   66   33   18   44   23   40   46  
5 to less than 20 percent  34   58   29   18   40   15   34   41  
20 to less than 50 percent  39   63   36   22   46   19   36   43  
50 percent or more  53   68   39   35   59   27   38   54  
                                 
Percent of students eligible for
   free or reduced-price lunch
                               
0–20 percent  30   51   25   16   32   14   29   37  
21–50 percent  39   63   33   21   46   19   37   46  
More than 50 percent  52   71   41   33   58   27   40   52  
                                 
Percent of students below
   15th percentile on
   standardized tests
                               
0–5 percent  34   56   26   17   38   16   32   38  
6–15 percent  43   66   35   24   49   19   38   46  
More than 15 percent  54   72   47   37   60   31   42   59  
                                 
Percent of students likely
   to attend college
                               
0–35 percent  49   72   41   34   63   26   41   52  
36–60 percent  49   70   38   25   52   22   39   51  
More than 60 percent  36   56   30   20   38   18   33   41  
                                 
Percent of students who
   consider academic
   achievement important
                               
0–25 percent  52   75   39   36   60   27   40   57  
26–50 percent  53   77   43   35   61   28   46   60  
51–75 percent  47   66   36   28   54   24   40   50  
More than 75 percent  35   56   31   18   38   15   31   38  
                                 
Percent male enrollment                                 
0–44 percent  42   59   37   23   50   24   36   44  
45–55 percent  42   64   34   24   47   20   36   46  
More than 55 percent  47   68   40   31   55   22   44   50  
                                 
Student-to-FTE ratio3                                 
Less than 12 students  41   63   34   23   45   21   37   45  
12–16 students  42   63   35   24   50   18   35   46  
More than 16 students  49   70   39   33   56   28   40   54  
                                 
Number of classroom changes4                                 
0–3 changes  40   63   37   24   44   20   37   41  
4–6 changes  42   63   31   22   47   17   33   46  
More than 6 changes  47   65   39   30   54   28   41   52  
                                 
Regular use of law enforcement5                                 
Regular use  51   67   39   31   55   27   40   52  
No regular use  36   61   31   20   43   16   34   42  
                                 
Number of serious
   discipline problems6 
                               
No problems  35   57   29   18   40   15   30   38  
1 problem  50   76   46   34   61   25   48   59  
2 problems  65   83   44   39   69   41   52   72  
3 or more problems  79   85   52   59   78   58   55   77  
                                 
Transfers as a percentage
   of enrollment7 
                               
Less than 6 percent  35   58   31   19   38   18   32   40  
6 to less than 11 percent  39   62   31   21   44   18   33   44  
11 to less than 21 percent  48   66   36   24   51   23   40   49  
21 percent or more  46   67   39   33   56   24   39   51  
                                 
Prevalence of schoolwide
   disruptions8 
                               
No disruptions  42   63   33   24   47   20   35   45  
Any disruptions  56   74   52   39   67   36   52   63  
                                 
Percent of students
   absent on a daily basis 
                               
0–2 percent  33   49   32   17   39   17   31   39  
3–5 percent  39   61   31   21   42   18   34   42  
6–10 percent  50   71   40   30   60   25   42   53  
More than 10 percent  52   71   42   44   60   38   42   61  
                                 
Prevalence of violent incidents9                                 
No violent incidents  29   46   25   14   34   10   25   29  
Any violent incidents  47   70   38   28   53   25   40   52  
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 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.
4 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
5 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?"
6 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.
7 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.
8 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.
9 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 “limits in major way,” “limits 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, 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