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Table 5.  Number and percentage of public elementary schools reporting incidents involving theft, possession of a firearm, and possession of a knife or sharp object with the number of incidents reported, by selected school characteristics: 1999–2000


 School characteristic Theft/larceny1   Possess firearm/explosive device2   Possess knife or sharp object
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 15,111 30 42,179   877 2 3,039   17,219 35 34,737
                       
Enrollment size                       
Less than 300  2,620 20 5,294     3,267 25 4,147
300–499  5,031 31 12,539     4,938 30 9,875
500–999  7,043 37 22,191   609 3 2,722   8,238 44 18,772
1,000 or more  416 27 2,156     776 48 1,943
                       
Urbanicity                       
City  5,652 43 16,748   321 2 321   6,322 48 15,505
Urban fringe  4,490 27 11,577   416 2 2,513   4,478 27 8,814
Town  1,559 28 5,622   # # #   2,227 40 4,523
Rural  3,410 24 8,232     4,192 29 5,895
                       
Crime level where students live3                       
High  2,454 58 8,722   229 5 2,326   2,433 58 6,820
Moderate  3,506 37 11,325     4,348 46 10,322
Low  7,737 24 18,460   467 1 533   9,165 28 15,023
Mixed  1,414 35 3,673   # # #   1,200 30 2,500
                       
Percent minority enrollment3                       
0–5 percent  3,656 26 9,064   # # #   3,557 25 6,752
6–20 percent  2,413 22 7,179     3,090 29 6,137
21–50 percent  2,568 27 5,901   244 3 2,292   3,819 39 6,700
More than 50 percent  6,182 42 19,080   430 3 479   6,573 45 14,968
                       
Percent of students eligible for free/reduced-price lunch                       
0–20 percent  2,758 22 6,005     2,804 23 5,231
21–50 percent  4,632 29 12,248   224 1 290   4,934 31 9,040
More than 50 percent  7,721 36 23,926   515 2 2,612   9,481 44 20,467
                       
Percent of students below 15th percentile on standardized tests                       
0–5 percent  3,467 22 7,325   . . 0   4,392 28 8,118
6–15 percent  5,185 27 12,905   390 2 390   6,202 33 12,054
More than 15 percent  6,459 42 21,950   486 3 2,648   6,625 43 14,565
                       
Percent of students likely to attend college                       
0–35 percent  6,343 39 18,115   546 3 2,708   6,705 41 15,824
36–60 percent  5,436 30 15,586     6,457 36 12,218
More than 60 percent  3,333 22 8,478     4,058 27 6,696
                       
Percent of students who consider academic achievement important                       
0–25 percent  1,743 50 4,840     1,645 47 3,166
26–50 percent  4,959 44 17,427   322 3 2,419   4,289 38 8,508
51–75 percent  4,127 27 9,696     5,233 34 11,570
More than 75 percent  4,283 22 10,216   396 2 396   6,052 30 11,493
                       
Percent male enrollment                       
0–44 percent  2,339 38 4,230     1,866 30 3,231
45–55 percent  11,129 30 33,124   726 2 775   13,521 37 28,116
More than 55 percent  1,643 25 4,825     1,832 28 3,390
                       
Student/teacher ratio3,4                       
Less than 12  4,344 26 11,325   173 1 239   5,980 36 12,540
12–16  5,524 34 15,648   190 1 190   5,322 33 11,531
More than 16  4,959 34 14,923   513 3 2,610   5,692 38 10,320
                       
Number of classroom changes3                       
0–3 changes  5,719 28 14,042     6,253 31 13,362
4–6 changes  6,792 30 20,292   384 2 2,481   8,457 37 17,571
More than 6 changes  2,290 38 7,226   290 5 290   2,206 37 3,500
                       
Use of paid law enforcement5                      
Regular use  7,286 40 24,459   437 2 2,550   7,980 43 17,147
No regular use  7,825 25 17,721   439 1 488   9,239 29 17,590
                       
Number of serious discipline problems6                       
No problems  8,135 25 17,171   566 2 680   9,204 28 16,641
1 problem  2,641 30 7,046   180 2 180   2,987 34 5,428
2 problems  1,983 47 7,868     2,348 55 5,184
3 or more problems  2,352 56 10,095   # # #   2,680 64 7,484
                       
Transfers as percentage of enrollment3,7                       
0 to 6 percent  2,962 30 9,232     2,133 21 4,404
6 to 11 percent  3,252 30 7,093   315 3 315   2,815 26 5,068
11 to 21 percent  3,110 27 9,973     4,337 37 7,719
21 percent or more  5,497 35 15,420   393 3 2,490   7,205 46 16,198
                       
Prevalence of schoolwide disruptions3,8                       
No disruptions  13,295 30 35,884   877 2 3,039   15,061 34 30,133
Any disruptions  777 34 3,514   # # #   1,111 49 2,936
                       
Percent of students absent without excuses                       
None  1,831 18 4,329   # # #   1,805 17 3,486
1–2 percent  5,772 27 14,307   376 2 442   7,450 35 13,804
3–5 percent  5,180 40 14,024   218 2 267   5,095 39 9,222
6–10 percent  1,683 51 7,389   197 6 197   2,054 62 5,749
More than 10 percent  645 32 2,130     815 40 2,476
# Rounds to zero.
‡ Reporting standards not met.
1 Theft/larceny (taking things over $10 without personal confrontation) was defined for respondents as, "the unlawful taking of another person's property without personal confrontation, threat, violence, or bodily harm. Included are pocket picking, stealing purse or backpack (if left unattended or no force was used to take it from owner), theft from a building, theft from a motor vehicle or motor vehicle parts or accessories, theft of bicycles, theft from vending machines, and all other types of theft."
2 Firearm/explosive device was defined as, "any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage."
3 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.
4 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.
5 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.
6 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.
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 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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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education