Table 8. Number and percentage of public primary schools reporting incidents of hate crime and gang-related crime at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2003

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Table 8. Number and percentage of public primary schools reporting incidents of hate crime and gang-related crime at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2003–04

	Hate crime¹				Gang-related crime²
School characteristic	Number of schools	Percent of schools	Number of incidents	Rate per 1,000 students	Number of schools	Percent of schools	Number of incidents	Rate per 1,000 students
All public schools	461	1	2,124	0	792	2	2,895	0

Enrollment size
Less than 300	#	#	#	#	#	#	#	#
300–499	161	1	241	#	315	2	1,522	0
500–999	213	1	657	0	302	2	585	0
1,000 or more	88	6	1,227	1	175	13	788	1

Urbanicity
City	249	2	1,468	0	529	4	2,573	0
Urban fringe	116	1	174	#	206	1	264	#
Town	#	#	#	#	#	#	#	#
Rural	96	1	482	0	57	#	57	#

Crime level where students live³

High	163	4	1,539	1	180	5	1,463	1
Moderate	182	2	240	0	406	4	1,227	0
Low	115	#	345	#	131	#	131	#
Mixed	#	#	#	#	75	1	75	#

Percent minority enrollment⁴

Less than 5 percent	58	1	58	#	#	#	#	#
5 to 20 percent	57	#	287	0	57	#	57	#
20 to 50 percent	39	#	196	#	137	1	329	0
50 percent or more	307	2	1,584	0	599	4	2,509	0

Percent of students eligible for free or reduced-price lunch


0–20 percent	58	1	58	#	#	#	#	#
21–50 percent	#	#	#	#	56	#	168	#
More than 50 percent	403	2	2,066	0	736	3	2,727	0

Percent of students below 15th percentile on standardized tests


0–5 percent	58	#	58	#	73	#	73	#
6–15 percent	83	#	239	#	275	1	543	0
More than 15 percent	320	2	1,827	0	444	3	2,279	0

Percent of students likely to attend college

0–35 percent	320	2	688	0	593	4	2,521	0
36–60 percent	#	#	#	#	44	#	219	#
More than 60 percent	141	1	1,436	0	155	1	155	#

Percent of students who consider academic achievement important


0–25 percent	139	3	277	0	251	6	1,660	1
26–50 percent	101	1	1,470	0	218	2	788	0
51–75 percent	80	1	80	#	80	1	161	#
More than 75 percent	141	1	297	#	243	1	287	#

Percent male enrollment
0–44 percent	138	4	367	0	176	6	351	0
45–55 percent	265	1	1,699	0	536	1	2,383	0
More than 55 percent	58	1	58	#	80	1	161	0

Student-to-teacher ratio⁵
Less than 12 students	57	#	287	#	330	2	805	0
12–16 students	279	1	1,713	0	375	2	1,959	0
More than 16 students	124	1	124	#	88	1	131	#

Number of classroom⁶ changes

0–3 changes	88	#	1,227	0	367	2	886	0
4–6 changes	373	2	898	0	313	1	1,673	0
More than 6 changes	#	#	#	#	112	2	336	0

Regular use of law enforcement⁷

Regular use	221	1	516	0	581	4	2,684	0
No regular use	240	1	1,608	0	211	1	211	#

Number of serious discipline problems⁸

No problems	159	#	389	#	566	2	1,046	0
1 problem	102	1	1,299	0	146	2	642	0
2 problems	#	#	#	#	#	#	#	#
3 or more problems	200	9	437	0	80	4	1,207	1

Transfers as a percentage of enrollment⁹

0 to 6 percent	#	#	#	#	#	#	#	#
6 to 11 percent	159	2	389	0	225	2	1,396	0
11 to 21 percent	#	#	#	#	231	2	630	0
21 percent or more	302	2	1,736	0	336	2	869	0

Prevalence of schoolwide disruptions¹⁰

No disruptions	461	1	2,124	0	663	1	2,653	0
Any disruptions	#	#	#	#	130	8	242	0

Percent of students absent on a daily basis

0–2 percent	#	#	#	#	#	#	#	#
3–5 percent	182	1	182	#	540	2	2,392	0
6–10 percent	141	1	1,494	0	195	2	445	0
More than 10 percent	138	7	448	0	57	3	57	0
# Rounds to zero.
¹ A hate crime was defined for respondents as "a criminal offense or threat against a person, property, or society that is motivated, in whole or in part, by the offender's bias against a race, color, national origin, ethnicity, gender, religion, disability, or sexual orientation."
² 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."
³ Respondents were asked, "How would you describe the crime level in the area(s) in which your students live?" Response options included "high level of crime," "moderate level of crime," "low level of crime," and "students come from areas with very different levels of crime."
⁴ These estimates exclude data from Tennessee because schools in this state did not report estimates of student race.
⁵ Student-to-teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time-equivalent teachers and aides. The total number of full-time- equivalent teachers and aides is a combination of the full-time and part-time teachers and aides, including special education teachers and aides, with an adjustment to compensate for the part-time status.
⁶ Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁷ Respondents were asked, "During the 2003–2004 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school on a regular basis?"
⁸ Serious discipline problems include student racial tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers, gang activities, and cult or extremist group activities. If a respondent 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.
⁹ 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.
¹⁰ Schoolwide disruptions include actions that disrupted school activities such as death threats, bomb threats, and chemical, biological, or radiological threats. Respondents were instructed to exclude all fire alarms, including false alarms.
NOTE: Detail may not sum to totals because of rounding. Responses were provided by the principal or the person most knowledgeable about crime and safety issues at school.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2004.

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