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Table 28.  Percentage of public primary schools that had specified practices to monitor school climate, by selected school characteristics: School year 2003–04


School characteristic Require students to wear uniforms Enforce a strict dress code Require faculty and staff to wear badges or picture IDs Provide telephones in most classrooms Provide two-way radios to any staff Prohibit all tobacco use on school grounds
All public schools 16 47 52 61 73 88
             
Enrollment size             
Less than 300  8 45 38 60 65 83
300–499  14 38 55 55 68 89
500–999  23 55 58 66 83 90
1,000 or more  34 72 55 70 87 89
             
Urbanicity             
City  31 53 57 60 70 88
Urban fringe  14 42 61 68 79 91
Town  11 45 38 50 73 90
Rural  6 47 39 56 69 84
             
Crime level where students live1             
High  34 52 62 67 76 82
Moderate  35 54 57 56 79 90
Low  7 43 48 62 71 87
Mixed  18 51 52 59 75 94
             
Percent minority enrollment2             
Less than 5 percent  # 37 42 63 70 87
5 to 20 percent  4 39 55 66 76 91
20 to 50 percent  10 46 55 56 74 86
50 percent or more  40 57 50 60 73 88
             
Percent of students eligible for free or reduced-price lunch             
0–20 percent  # 33 59 71 78 89
21–50 percent  6 44 49 61 73 93
More than 50 percent  31 56 49 56 71 84
             
Percent of students below 15th percentile on standardized tests             
0–5 percent  7 44 54 63 73 90
6–15 percent  15 44 49 60 73 87
More than 15 percent  29 54 54 59 75 88
             
Percent of students likely to attend college             
0–35 percent  24 49 48 57 71 87
36–60 percent  15 48 56 60 75 87
More than 60 percent  10 44 51 65 74 90
             
Percent of students who consider academic achievement important             
0–25 percent  30 46 39 68 69 77
26–50 percent  21 45 52 55 74 85
51–75 percent  18 53 51 56 75 90
More than 75 percent  10 44 54 65 74 90
             
Percent male enrollment             
0–44 percent  15 52 50 67 67 90
45–55 percent  16 46 52 61 74 88
More than 55 percent  21 51 47 59 72 87
             
Student-to-teacher ratio3             
Less than 12 students  13 44 49 57 71 85
12–16 students  20 49 54 62 72 91
More than 16 students  17 47 53 67 82 89
             
Number of classroom changes4             
0–3 changes  19 49 54 64 70 91
4–6 changes  15 44 50 59 76 85
More than 6 changes  13 47 50 58 77 88
             
Regular use of law enforcement5             
Regular use  19 54 52 63 79 90
No regular use  15 43 52 60 71 87
             
Number of serious discipline problems6             
No problems  13 47 53 60 74 87
1 problem  19 44 49 64 74 91
2 problems  26 55 52 53 76 90
3 or more problems  35 49 36 74 57 92
             
Transfers as a percentage of enrollment7             
0 to 6 percent  12 33 39 65 69 84
6 to 11 percent  18 46 51 57 77 88
11 to 21 percent  13 46 58 61 76 88
21 percent or more  21 55 53 61 71 90
             
Prevalence of schoolwide disruptions8             
No disruptions  16 46 52 61 73 88
Any disruptions  28 63 47 42 78 82
             
Percent of students absent on a daily basis             
0–2 percent  11 39 48 69 69 90
3–5 percent  12 47 52 60 75 88
6–10 percent  27 48 52 59 73 88
More than 10 percent  29 57 57 59 70 80
             
Prevalence of violent incidents9             
No violent incidents  7 38 54 64 65 87
Any violent incidents  19 50 51 60 76 88
# Rounds to zero.
1 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."
2 These estimates exclude data from Tennessee because schools in this state did not report estimates of student race.
3 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.
4 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
5 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?"
6 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.
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 death threats, bomb threats, and chemical, biological, or radiological threats. Respondents were instructed to exclude all fire alarms,including false alarms.
9 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: 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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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education