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Table 6.  Number and percentage of public elementary schools reporting incidents involving distribution, possession, and use of illegal drugs, sexual harassment, and vandalism with the number of incidents reported, by selected school characteristics: 1999–2000


School characteristic Distribution of illegal drugs   Possess/use alcohol/illegal drugs   Sexual harassment1   Vandalism2
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  735 1 1,392   2,763 6 7,261   11,925 24 40,130   20,569 41 80,810
                               
Enrollment size                               
Less than 300  # # #   498 4 627   2,621 20 5,979   4,361 34 9,460
300–499    843 5 3,533   3,439 21 12,923   6,167 38 29,773
500–999  588 3 1,244   1,285 7 2,964   5,511 29 20,307   9,424 50 36,383
1,000 or more  # # #   137 8 137   353 22 922   617 38 5,194
                               
Urbanicity                               
City  283 2 724   760 6 1,658   3,615 27 11,704   7,399 56 33,733
Urban fringe  251 2 336   799 5 3,841   3,437 21 10,126   6,294 38 21,755
Town    219 4 433   1,195 21 3,563   2,376 43 8,338
Rural    984 7 1,329   3,677 26 14,736   4,500 31 16,985
                               
Crime level where students live3                               
High  216 5 432   606 14 879   1,164 28 5,514   2,458 58 16,565
Moderate    381 4 3,694   2,549 27 12,004   4,716 50 23,529
Low    1,629 5 2,540   7,088 22 19,999   11,158 35 34,625
Mixed  207 5 266     1,124 28 2,613   2,237 55 6,091
                               
Percent minority enrollment3                               
0–5 percent  218 2 277   781 6 997   3,894 28 11,693   4,880 35 17,222
6–20 percent  313 3 766   560 5 1,896   1,931 18 7,402   3,793 35 13,652
21–50 percent    602 6 3,489   2,290 23 8,684   4,438 45 17,194
More than 50 percent    820 6 879   3,500 24 11,404   7,167 49 32,271
                               
Percent of students eligible for free/reduced-price lunch                               
0–20 percent  225 2 225   346 3 724   2,867 23 7,961   4,265 34 11,104
21–50 percent    638 4 1,042   3,583 23 12,839   6,180 39 23,234
More than 50 percent  451 2 1,049   1,778 8 5,494   5,475 25 19,330   10,123 47 46,473
                               
Percent of students below 15th percentile on standardized tests                               
0–5 percent  260 2 320   497 3 781   2,892 18 6,548   5,287 34 13,962
6–15 percent    949 5 4,171   4,788 25 16,680   7,393 39 31,332
More than 15 percent  404 3 930   1,316 9 2,310   4,244 28 16,902   7,889 52 35,517
                               
Percent of students likely to attend college                               
0–35 percent  233 1 318   1,470 9 4,357   4,497 27 16,414   8,008 49 38,563
36–60 percent  372 2 884   917 5 2,528   4,872 27 16,975   7,654 42 27,212
More than 60 percent    376 2 376   2,556 17 6,742   4,906 32 15,035
                               
Percent of students who consider academic achievement important                               
0–25 percent      1,513 43 3,704   2,238 64 8,332
26–50 percent  256 2 723   1,036 9 2,469   3,762 34 14,811   5,506 49 29,606
51–75 percent    594 4 3,530   3,739 24 11,994   6,814 45 21,681
More than 75 percent  289 1 289   985 5 1,114   2,912 15 9,620   6,010 30 21,191
                               
Percent male enrollment                               
0–44 percent    248 4 343   1,486 24 4,361   2,482 40 8,481
45–55 percent  496 1 1,008   2,230 6 6,574   9,270 25 33,795   15,557 42 62,435
More than 55 percent    284 4 344   1,169 18 1,974   2,530 38 9,895
                               
Student/teacher ratio3,4                               
Less than 12  313 2 694   514 3 3,922   4,794 29 16,653   6,526 40 22,373
12–16  337 2 527   1,572 10 2,190   3,362 21 12,184   6,087 38 29,127
More than 16    676 5 1,149   3,400 23 9,932   7,400 50 28,269
                               
Number of classroom changes3                               
0–3 changes  207 1 266   895 4 1,083   3,672 18 9,567   8,358 41 25,808
4–6 changes  298 1 455   1,196 5 4,572   5,658 25 22,437   9,109 40 40,037
More than 6 changes  230 4 671   672 12 1,605   2,356 39 6,269   2,862 48 12,150
                               
Use of paid law enforcement5                               
Regular use  280 2 807   797 4 4,170   5,044 27 20,236   8,978 49 45,996
No regular use  455 1 585   1,965 6 3,091   6,881 22 19,894   11,590 37 34,815
                               
Number of serious discipline problems6                               
No problems    1,522 5 4,813   6,000 18 14,634   10,853 33 29,977
1 problem  284 3 403   344 4 498   2,243 26 5,974   3,552 41 13,302
2 problems    303 7 303   1,550 36 8,019   2,898 68 15,984
3 or more problems  292 7 830   594 14 1,647   2,132 51 11,503   3,266 78 21,548
                               
Transfers as percentage of enrollment3,7                               
0 to 6 percent  206 2 647   515 5 1,570   2,143 21 7,643   3,161 32 11,205
6 to 11 percent      2,267 21 7,631   3,732 34 12,948
11 to 21 percent    1,205 10 1,961   2,667 23 7,496   4,856 42 17,078
21 percent or more  304 2 460   790 5 1,003   4,255 27 16,410   7,932 51 36,862
                               
Prevalence of schoolwide disruptions3,8                               
No disruptions  735 2 1,392   2,333 5 6,332   10,548 24 35,426   17,575 40 70,664
Any disruptions  # # #     858 38 4,074   1,120 49 3,542
                               
Percent of students absent without excuses                               
None    307 3 307   1,603 15 4,306   3,040 29 8,433
1–2 percent    1,409 7 4,795   5,207 25 16,997   8,376 40 30,242
3–5 percent  278 2 789   559 4 1,612   3,422 26 11,483   6,467 50 30,768
6–10 percent    333 10 393   1,133 34 4,165   1,895 58 6,586
More than 10 percent      561 28 3,180   791 39 4,782
# Rounds to zero.
‡ Reporting standards not met.
1 Sexual harassment was defined for respondents as, "unsolicited, offensive behavior that inappropriately asserts sexuality over another person. The behavior may be verbal or non-verbal."
2 Vandalism was defined for respondents as, "the willful damage or destruction of school property including bombing, arson, graffiti, and other acts that cause property damage. Includes damage caused by computer hacking."
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