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Table 32.  Percentage of public elementary schools reporting their efforts to reduce or prevent crime were limited by specified non-school-level factors, by selected school characteristics: 1999–2000


School characteristic Teacher contracts Inadequate funds Fear of district or state reprisal Federal
policies on disciplining disabled students
Other
federal policies on discipline and safety
State or district policies on discipline
and safety
Percent of schools that did not feel they were limited in
any way
All public elementary schools 30 60 19 56 37 34 14
               
Enrollment size              
Less than 300 31 59 14 55 38 33 18
300–499 29 61 18 60 35 32 13
500–999 29 61 23 55 38 37 12
1,000 or more35 62 13 55 24 31 10
               
Urbanicity              
City 39 66 30 62 50 48 7
Urban fringe 25 55 12 54 30 26 18
Town 32 58 14 55 33 33 14
Rural 25 63 19 55 34 31 15
               
Crime level where students live1              
High 39 74 42 76 56 58
Moderate 33 65 24 63 42 38 8
Low 27 56 16 52 32 30 16
Mixed 33 67 9 55 38 35 17
               
Percent minority enrollment1              
0–5 percent 29 60 16 56 39 32 18
6–20 percent 29 60 17 57 29 29 14
21–50 percent 24 54 12 57 33 34 15
More than 50 percent 35 65 28 57 42 40 9
               
Percent of students eligible for free/reduced-price lunch              
0–20 percent 26 46 15 50 28 27 22
21–50 percent 29 69 17 59 38 34 9
More than 50 percent 32 62 23 58 40 39 13
               
Percent of students below 15th percentile on standardized tests              
0–5 percent 27 51 17 53 30 26 22
6–15 percent 29 62 14 59 37 33 13
More than 15 percent 34 68 27 57 43 44 7
               
Percent of students likely to attend college              
0–35 percent 30 67 22 62 44 41 8
36–60 percent 34 61 20 59 37 34 13
More than 60 percent 24 52 14 48 28 28 20
               
Percent of students who consider academic achievement important              
0–25 percent 46 78 28 84 65 60 2
26–50 percent 32 74 25 61 43 39 7
51–75 percent 30 59 21 62 37 34 12
More than 75 percent 25 50 13 44 28 27 21
               
Percent male enrollment              
0–44 percent 37 76 30 59 48 42 13
45–55 percent 30 60 18 57 37 34 14
More than 55 percent 23 48 13 48 24 27 15
               
Student/teacher ratio1,2              
Less than 12 24 52 17 55 36 35 22
12–16 33 65 17 59 36 32 6
More than 16 34 64 24 57 39 37 12
               
Number of classroom changes1              
0–3 changes 31 63 21 50 39 38 16
4–6 changes 28 59 17 61 36 30 14
More than 6 changes 33 58 21 60 32 37 7
               
Use of paid law enforcement3              
Regular use 36 65 28 61 43 41 9
No regular use 26 58 13 54 33 30 17
               
Number of serious discipline problems4              
No problems 27 55 14 50 33 30 17
1 problem 31 70 24 65 41 36 9
2 problems 31 66 28 64 39 40 10
3 or more problems 45 75 39 77 53 58
               
Transfers as percentage of enrollment1,5              
0 to 6 percent 30 53 19 44 32 28 17
6 to 11 percent 32 61 16 50 37 34 14
11 to 21 percent 33 62 28 63 39 37 13
21 percent or more 25 64 15 63 37 34 11
               
Prevalence of schoolwide disruptions1,6              
No disruptions 28 59 18 56 35 34 15
Any disruptions 48 84 32 62 54 44 #
               
Percent of students absent without excuses              
None 18 48 9 46 25 21 22
1–2 percent 30 62 17 58 39 37 13
3–5 percent 36 63 26 61 40 37 10
6–10 percent 33 68 31 62 40 41 13
More than 10 percent 38 80 22 49 52 44
               
Prevalence of violent incidents1,7              
No violent incidents 27 53 16 44 31 28 22
Any violent incidents 31 65 21 64 40 38 9
# Rounds to zero.
‡ Reporting standards not met.
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