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Table 25.  Number and percentage of public elementary schools reporting one or more teachers trained to recognize early warning signs of potentially violent students with the average number of training hours per teacher trained, by selected school characteristics: 1999–2000


School characteristic Number of schools
with one or more
teachers trained
Percent of schools
with one or more
teachers trained
Average number
of teachers trained
per school
Average number of hours of training per teacher trained
All public elementary schools 16,985 34 21 6
       
Enrollment size        
Less than 300 4,140 32 11 5
300–499 5,372 33 23 6
500–999 7,011 37 24 6
1,000 or more463 28 44 5
       
Urbanicity        
City 5,122 39 22 7
Urban fringe 5,400 32 21 6
Town 1,960 35 21 7
Rural 4,503 31 20 5
       
Crime level where students live1        
High 2,096 50 30 7
Moderate 4,276 46 20 6
Low 9,705 30 20 6
Mixed 909 22 18 8
       
Percent minority enrollment1        
0–5 percent 4,606 33 16 6
6–20 percent 3,203 30 33 4
21–50 percent 3,632 37 17 6
More than 50 percent 5,423 37 21 7
       
Percent of students eligible for
free/reduced-price lunch
       
0–20 percent 3,620 29 16 6
21–50 percent 4,368 28 22 5
More than 50 percent 8,997 41 23 6
       
Percent of students below 15th percentile
on standardized tests
       
0–5 percent 5,918 38 19 5
6–15 percent 5,458 29 20 6
More than 15 percent 5,609 37 24 7
       
Percent of students likely to attend college        
0–35 percent 6,416 39 23 6
36–60 percent 5,699 31 18 6
More than 60 percent 4,870 32 22 6
       
Percent of students who consider academic achievement important        
0–25 percent 1,094 31 27 7
26–50 percent 3,907 35 25 5
51–75 percent 5,660 37 16 6
More than 75 percent 6,325 32 23 6
       
Percent male enrollment
0–44 percent 2,591 42 16 7
45–55 percent 11,885 32 23 5
More than 55 percent 2,510 38 16 7
       
Student/teacher ratio1,2        
Less than 12 5,539 34 25 6
12–16 5,488 34 19 6
More than 16 5,096 34 17 6
       
Number of classroom changes1        
0–3 changes 7,420 37 21 6
4–6 changes 7,076 31 20 7
More than 6 changes 2,352 39 23 5
       
Use of paid law enforcement3        
Regular use 7,476 41 23 5
No regular use 9,510 30 20 7
       
Number of serious discipline problems4        
No problems 9,378 29 21 6
1 problem 3,715 43 16 6
2 problems 1,993 47 26 6
3 or more problems 1,899 45 27 6
       
Transfers as percentage of enrollment1,5        
0 to 6 percent 3,140 31 24 5
6 to 11 percent 4,217 39 20 7
11 to 21 percent 3,208 28 21 7
21 percent or more 5,992 39 22 5
       
Prevalence of schoolwide disruptions1,6        
No disruptions 15,390 35 21 6
Any disruptions 924 41 17 8
       
Percent of students absent without excuses        
None 2,886 28 18 5
1–2 percent 7,353 35 19 7
3–5 percent 4,560 35 26 5
6–10 percent 1,291 39 20 8
More than 10 percent 896 44 26 7
       
Prevalence of violent incidents1,7        
No violent incidents 6,396 33 23 6
Any violent incidents 10,572 35 20 6
1 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.
2 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.
3 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.
4 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.
5 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.
6 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.
7 Violent incidents include 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: 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. A gang was defined for respondents as, "an ongoing loosely organized association of three or more persons, whether formal or informal, that has a common name, signs, symbols or colors, whose members engage, either individually or collectively, in violent or other forms of illegal behavior." 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