Skip Navigation
small NCES header image

Table 31.  Percentage of public elementary schools reporting their efforts to reduce or prevent crime were limited by specified school-level characteristics, by selected school characteristics: 1999–2000


School characteristic Lack of or inadequate teacher training in classroom management Lack of or inadequate alternative placements for disruptive students Likeli-
hood of complaints from parents
Lack of teacher support for school policies Lack of parental support for school policies Teachers' fear of student reprisal Fear of litigation Incon-
sistent application of school policies
All public elementary schools 47 68 36 17 40 19 39 32
                 
Enrollment size                
Less than 300 48 66 32 14 39 18 39 30
300–499 44 67 33 17 40 21 40 29
500–999 49 71 41 18 41 19 37 35
1,000 or more53 67 39 17 43 10 42 33
                 
Urbanicity                
City 61 75 44 27 55 26 43 42
Urban fringe 38 62 34 11 32 13 36 25
Town 45 74 25 15 37 23 39 35
Rural 47 68 36 15 37 18 38 29
                 
Crime level where students live1                
High 83 88 53 30 73 40 58 62
Moderate 53 75 38 27 54 17 42 36
Low 42 63 32 13 33 17 36 28
Mixed 41 71 43 9 31 15 32 24
                 
Percent minority enrollment1                
0–5 percent 39 64 32 14 36 21 35 31
6–20 percent 41 67 34 13 37 16 42 30
21–50 percent 44 68 26 18 37 14 33 23
More than 50 percent 61 74 48 22 50 23 44 40
                 
Percent of students eligible for free/reduced-price lunch                
0–20 percent 33 55 28 10 27 12 38 22
21–50 percent 48 73 39 15 38 19 38 31
More than 50 percent 55 73 39 23 49 23 40 38
                 
Percent of students below 15th percentile on standardized tests                
0–5 percent 38 60 33 14 34 16 40 26
6–15 percent 43 68 32 15 37 18 35 28
More than 15 percent 62 78 44 22 51 23 41 43
                 
Percent of students likely to attend college                
0–35 percent 54 74 42 21 51 21 42 38
36–60 percent 49 71 38 21 42 24 41 32
More than 60 percent 39 59 28 8 26 11 32 24
                 
Percent of students who consider academic achievement important                
0–25 percent 53 86 58 31 53 21 47 42
26–50 percent 60 77 46 24 55 30 46 46
51–75 percent 47 71 38 18 45 21 37 32
More than 75 percent 39 59 25 9 26 10 34 21
                 
Percent male enrollment                
0–44 percent 61 76 37 30 47 26 44 47
45–55 percent 45 68 36 15 38 17 38 30
More than 55 percent 46 62 37 18 43 24 39 30
                 
Student/teacher ratio1,2                
Less than 12 43 64 30 20 41 23 37 31
12–16 54 73 38 16 46 14 42 31
More than 16 47 71 40 15 36 18 38 34
                 
Number of classroom changes1                
0–3 changes 47 70 37 18 40 18 37 33
4–6 changes 45 65 35 16 39 19 40 30
More than 6 changes 52 74 42 15 45 21 39 35
                 
Use of paid law enforcement3                
Regular use 59 72 46 26 50 25 44 40
No regular use 40 67 30 11 35 15 36 27
                 
Number of serious discipline problems4                
No problems 41 62 28 11 31 14 33 25
1 problem 48 74 45 26 49 26 45 36
2 problems 71 81 55 28 63 23 51 41
3 or more problems 73 91 59 31 72 42 59 62
                 
Transfers as percentage of enrollment1,5                
0 to 6 percent 44 60 35 9 36 16 43 29
6 to 11 percent 37 67 31 17 40 16 29 32
11 to 21 percent 48 70 36 23 41 23 45 35
21 percent or more 57 74 40 19 43 19 39 31
                 
Prevalence of schoolwide disruptions1,6                
No disruptions 47 67 35 16 39 18 38 32
Any disruptions 63 83 35 25 44 26 44 41
                 
Percent of students absent without excuses                
None 33 54 25 6 24 12 32 22
1–2 percent 49 72 37 20 41 18 37 32
3–5 percent 54 72 41 20 51 24 43 34
6–10 percent 48 73 37 15 46 20 42 47
More than 10 percent 71 79 53 23 39 29 54 32
                 
Prevalence of violent incidents1,7                
No violent incidents 40 60 34 14 28 15 35 24
Any violent incidents 52 74 38 18 47 21 41 36
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.


Would you like to help us improve our products and website by taking a short survey?

YES, I would like to take the survey

or

No Thanks

The survey consists of a few short questions and takes less than one minute to complete.
National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education