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Table 3. Number and percentage of public elementary schools reporting physical assaults with the number of incidents reported, by selected school characteristics: 1999–2000
School characteristic | Rape or attempted rape1 | Sexual battery other than rape2 | Physical attack or fight3 with a weapon4 | Physical attack or fight3 without a weapon4 | |||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Num- ber of schools | Per- cent of schools | Num- ber of incidents | Num- ber of schools | Per- cent of schools | Num- ber of incidents | Num- ber of schools | Per- cent of schools | Num- ber of incidents | Num- ber of schools | Per- cent of schools | Num- ber of incidents | ||||
All public elementary schools | # | # | # | 520 | 1 | 650 | 1,846 | 4 | 5,666 | 26,299 | 53 | 390,620 | |||
Enrollment size | |||||||||||||||
Less than 300 | # | # | # | # | # | # | ‡ | ‡ | ‡ | 5,936 | 46 | 36,540 | |||
300–499 | # | # | # | ‡ | ‡ | ‡ | 687 | 4 | 1,170 | 8,826 | 54 | 111,205 | |||
500–999 | # | # | # | 297 | 2 | 428 | 1,000 | 5 | 4,060 | 10,729 | 57 | 223,700 | |||
1,000 or more | # | # | # | # | # | # | ‡ | ‡ | ‡ | 809 | 50 | 19,176 | |||
Urbanicity | |||||||||||||||
City | # | # | # | 358 | 3 | 417 | 718 | 5 | 1,550 | 8,185 | 62 | 150,892 | |||
Urban fringe | # | # | # | 162 | 1 | 233 | 669 | 4 | 1,592 | 7,297 | 44 | 77,570 | |||
Town | # | # | # | # | # | # | 251 | 5 | 2,315 | 3,035 | 54 | 74,943 | |||
Rural | # | # | # | # | # | # | 209 | 1 | 209 | 7,782 | 54 | 87,215 | |||
Crime level where students live5 | |||||||||||||||
High | # | # | # | 221 | 5 | 280 | 325 | 8 | 325 | 2,825 | 67 | 123,852 | |||
Moderate | # | # | # | # | # | # | 533 | 6 | 1,334 | 5,175 | 55 | 109,823 | |||
Low | # | # | # | 299 | 1 | 370 | 813 | 3 | 3,161 | 15,997 | 50 | 133,755 | |||
Mixed | # | # | # | # | # | # | 175 | 4 | 845 | 2,228 | 55 | 21,357 | |||
Percent minority enrollment5 | |||||||||||||||
0–5 percent | # | # | # | # | # | # | 223 | 2 | 579 | 7,271 | 52 | 75,326 | |||
6–20 percent | # | # | # | ‡ | ‡ | ‡ | 298 | 3 | 983 | 5,447 | 51 | 64,213 | |||
21–50 percent | # | # | # | ‡ | ‡ | ‡ | 562 | 6 | 2,374 | 4,692 | 48 | 67,572 | |||
More than 50 percent | # | # | # | 358 | 2 | 417 | 763 | 5 | 1,730 | 8,353 | 57 | 178,814 | |||
Percent of students eligible for free/reduced-price lunch | |||||||||||||||
0–20 percent | # | # | # | ‡ | ‡ | ‡ | 290 | 2 | 290 | 5,230 | 42 | 51,697 | |||
21–50 percent | # | # | # | ‡ | ‡ | ‡ | 571 | 4 | 1,716 | 8,205 | 52 | 91,931 | |||
More than 50 percent | # | # | # | 428 | 2 | 488 | 985 | 5 | 3,660 | 12,864 | 59 | 246,992 | |||
Percent of students below 15th percentile on standardized tests | |||||||||||||||
0–5 percent | # | # | # | # | # | # | 285 | 2 | 389 | 6,976 | 45 | 70,412 | |||
6–15 percent | # | # | # | # | # | # | 627 | 3 | 3,457 | 10,449 | 55 | 108,074 | |||
More than 15 percent | # | # | # | 520 | 3 | 650 | 934 | 6 | 1,819 | 8,873 | 58 | 212,134 | |||
Percent of students likely to attend college | |||||||||||||||
0–35 percent | # | # | # | 291 | 2 | 351 | 636 | 4 | 964 | 10,125 | 62 | 195,066 | |||
36–60 percent | # | # | # | 228 | 1 | 299 | 852 | 5 | 4,239 | 10,189 | 56 | 140,919 | |||
More than 60 percent | # | # | # | # | # | # | 359 | 2 | 463 | 5,985 | 39 | 54,635 | |||
Percent of students who consider academic achievement important | |||||||||||||||
0–25 percent | # | # | # | # | # | # | ‡ | ‡ | ‡ | 2,538 | 72 | 41,488 | |||
26–50 percent | # | # | # | 449 | 4 | 508 | 469 | 4 | 714 | 7,436 | 67 | 89,706 | |||
51–75 percent | # | # | # | # | # | # | 571 | 4 | 1,611 | 7,731 | 51 | 149,956 | |||
More than 75 percent | # | # | # | ‡ | ‡ | ‡ | 660 | 3 | 3,194 | 8,594 | 43 | 109,470 | |||
Percent male enrollment | |||||||||||||||
0–44 percent | # | # | # | ‡ | ‡ | ‡ | ‡ | ‡ | ‡ | 3,720 | 60 | 64,904 | |||
45–55 percent | # | # | # | 312 | 1 | 371 | 1,426 | 4 | 5,173 | 19,682 | 53 | 290,518 | |||
More than 55 percent | # | # | # | # | # | # | 366 | 6 | 439 | 2,897 | 44 | 35,199 | |||
Student/teacher ratio5,6 | |||||||||||||||
Less than 12 | # | # | # | 293 | 2 | 364 | 503 | 3 | 1,343 | 7,994 | 49 | 115,650 | |||
12–16 | # | # | # | ‡ | ‡ | ‡ | 624 | 4 | 2,971 | 8,107 | 50 | 114,819 | |||
More than 16 | # | # | # | ‡ | ‡ | ‡ | 719 | 5 | 1,352 | 9,306 | 62 | 151,046 | |||
Number of classroom changes5 | |||||||||||||||
0–3 changes | # | # | # | ‡ | ‡ | ‡ | 668 | 3 | 3,816 | 9,975 | 49 | 139,048 | |||
4–6 changes | # | # | # | 207 | 1 | 337 | 823 | 4 | 1,379 | 12,282 | 54 | 196,581 | |||
More than 6 changes | # | # | # | 176 | 3 | 176 | 356 | 6 | 470 | 3,658 | 61 | 51,760 | |||
Use of paid law enforcement7 | |||||||||||||||
Regular use | # | # | # | 293 | 2 | 352 | 580 | 3 | 1,050 | 10,425 | 57 | 229,813 | |||
No regular use | # | # | # | 227 | 1 | 298 | 1,267 | 4 | 4,616 | 15,874 | 50 | 160,807 | |||
Number of serious discipline problems8 | |||||||||||||||
No problems | # | # | # | 284 | 1 | 284 | 803 | 2 | 1,518 | 15,386 | 47 | 134,022 | |||
1 problem | # | # | # | ‡ | ‡ | ‡ | 269 | 3 | 1,109 | 5,093 | 58 | 90,331 | |||
2 problems | # | # | # | ‡ | ‡ | ‡ | 305 | 7 | 2,086 | 2,740 | 64 | 71,592 | |||
3 or more problems | # | # | # | ‡ | ‡ | ‡ | 469 | 11 | 953 | 3,080 | 74 | 94,675 | |||
Transfers as percentage of enrollment5,9 | |||||||||||||||
0 to 6 percent | # | # | # | ‡ | ‡ | ‡ | 445 | 4 | 2,912 | 4,141 | 41 | 35,065 | |||
6 to 11 percent | # | # | # | ‡ | ‡ | ‡ | 373 | 3 | 456 | 5,052 | 47 | 41,319 | |||
11 to 21 percent | # | # | # | 284 | 2 | 355 | 285 | 2 | 285 | 6,671 | 58 | 58,304 | |||
21 percent or more | # | # | # | ‡ | ‡ | ‡ | 608 | 4 | 1,877 | 9,355 | 60 | 233,358 | |||
Prevalence of schoolwide disruptions5,10 | |||||||||||||||
No disruptions | # | # | # | 449 | 1 | 579 | ‡ | ‡ | ‡ | 23,099 | 52 | 348,090 | |||
Any disruptions | # | # | # | # | # | # | 1,704 | 4 | 5,040 | 1,674 | 74 | 19,571 | |||
Percent of students absent without excuses | |||||||||||||||
None | # | # | # | # | # | # | 353 | 3 | 782 | 4,011 | 39 | 46,137 | |||
1–2 percent | # | # | # | ‡ | ‡ | ‡ | 793 | 4 | 4,069 | 11,731 | 55 | 140,123 | |||
3–5 percent | # | # | # | ‡ | ‡ | ‡ | 499 | 4 | 614 | 7,674 | 59 | 134,631 | |||
6–10 percent | # | # | # | 182 | 6 | 182 | 200 | 6 | 200 | 1,982 | 60 | 55,560 | |||
More than 10 percent | # | # | # | # | # | # | # | # | # | 902 | 45 | 14,169 | |||
# Rounds to zero. | |||||||||||||||
‡ Reporting standards not met. | |||||||||||||||
1 Rape was defined for respondents as, "forced sexual intercourse (vaginal, anal, or oral penetration). This includes penetration from a foreign object." | |||||||||||||||
2 Sexual battery was defined for respondents as an, "incident that includes threatened rape, fondling, indecent liberties, child molestation, or sodomy. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)." | |||||||||||||||
3 Physical attack or fight was defined for respondents as an, "actual and intentional touching or striking of another person against his or her will, or the intentional causing of bodily harm to an individual." | |||||||||||||||
4 Weapon was defined for respondents as, "any instrument or object used with the intent to threaten, injure, or kill. Includes look-alikes if they are used to threaten others." | |||||||||||||||
5 Some schools are omitted from these categories because of missing data on their school characteristics. For this reason, the detailed results do not sum to the totals. See appendix J of 2000 School Survey on Crime and Safety (SSOCS) Detailed Data Documentation (NCES 2004-307) for further information. | |||||||||||||||
6 Student/teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time equivalent teachers. The total number of full-time equivalent teachers is a combination of the full-time and part-time teachers, including special education teachers, with an adjustment to compensate for the part-time status. | |||||||||||||||
7 Schools were included as regularly using paid law enforcement if they reported the use of paid law enforcement during any of the following times: at any time during school hours, while students were arriving or leaving, at selected school activities (e.g., athletic and social events, open houses, science fairs), or at any other time that the respondent specified. | |||||||||||||||
8 Serious discipline problems is a count of discipline problems reported by principals. These discipline problems include student racial tensions, student bullying, student verbal abuse of teachers, widespread disorder in classrooms, and student acts of disrespect for teachers. If a principal 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. Undesirable gang activities and undesirable cult or extremist group activities were also counted once as a problem if the principal reported that these events occurred at all in their school. | |||||||||||||||
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 bomb threats or anthrax threats. Respondents were instructed to exclude all fire alarms, including false alarms. | |||||||||||||||
NOTE: Detail may not sum to totals because of rounding. "At school/at your school" was defined for respondents as including activities happening in school buildings, on school grounds, on school buses, and at places that are holding school-sponsored events or activities. Respondents were instructed to, unless the survey specified otherwise, only respond for those times that were during normal school hours or when school activities/events were in session. Elementary 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. | |||||||||||||||
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2000. |
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