Skip Navigation
small NCES header image

Table 30.  Percentage of public primary schools reporting that their efforts to reduce or prevent crime at school were limited in a major or minor way due to specified school-level factors, by selected school characteristics: School year 2003–04


School characteristic Lack of or inadequate teacher training in classroom management Lack of or inadequate alternative placements for disruptive students Likelihood of complaints from parents Lack of teacher support for school policies Lack of parental support for school policies Teachers’ fear of student retaliation Fear of litigation Inconsistent application of school policies
All public schools  31 58 27 14 38 11 23 36
                 
Enrollment size                 
Less than 300  26 50 28 11 35 13 23 35
300–499  33 60 25 14 36 12 26 38
500–999  34 61 26 16 42 9 20 35
1,000 or more  37 68 35 33 49 17 24 44
                 
Urbanicity                 
City  44 70 32 21 49 16 23 49
Urban fringe  26 53 23 9 34 8 21 30
Town  33 64 31 23 43 17 42 46
Rural  25 50 24 12 32 8 19 27
                 
Crime level where students live1                 
High  66 80 42 29 74 26 33 62
Moderate  39 69 32 19 51 15 29 49
Low  22 50 23 10 29 8 20 26
Mixed  43 66 27 17 43 14 24 46
                 
Percent minority enrollment2                 
Less than 5 percent  26 50 29 11 30 7 25 29
5 to 20 percent  23 51 23 11 33 8 18 30
20 to 50 percent  27 53 22 11 36 7 20 32
50 percent or more  44 71 31 21 50 18 27 47
                 
Percent of students eligible for free or reduced-price lunch                 
0–20 percent  15 40 18 3 21 3 12 19
21–50 percent  29 58 30 14 38 11 23 33
More than 50 percent  41 68 29 21 48 16 28 47
                 
Percent of students below 15th percentile on standardized tests                 
0–5 percent  18 45 20 8 33 7 15 24
6–15 percent  29 56 26 15 31 10 22 35
More than 15 percent  52 77 35 21 56 18 35 51
                 
Percent of students likely                 
to attend college                 
0–35 percent  39 68 32 19 48 18 30 47
36–60 percent  35 63 22 15 38 11 24 35
More than 60 percent  23 47 25 11 31 6 17 28
                 
Percent of students who consider academic achievement important                 
0–25 percent  40 74 39 19 60 24 32 48
26–50 percent  44 72 27 18 43 15 29 49
51–75 percent  35 60 23 15 39 8 24 38
More than 75 percent  21 47 26 11 32 9 18 26
                 
Percent male enrollment                 
0–44 percent  42 58 33 16 43 12 30 42
45–55 percent  30 59 27 15 37 11 23 35
More than 55 percent  34 56 23 11 44 12 20 39
                 
Student-to-teacher ratio3                 
Less than 12 students  31 54 24 13 36 10 24 36
12–16 students  29 59 28 14 39 13 23 34
More than 16 students  39 66 30 16 43 11 23 42
                 
Number of classroom changes4                 
0–3 changes  29 56 26 16 34 11 20 33
4–6 changes  32 56 28 13 42 11 24 39
More than 6 changes  35 74 23 14 37 14 32 36
                 
Regular use of law enforcement5                 
Regular use  37 61 30 14 41 14 25 35
No regular use  29 57 25 15 37 10 22 37
                 
Number of serious discipline problems6                 
No problems  23 50 22 10 32 8 20 26
1 problem  46 76 35 21 47 15 29 51
2 problems  52 77 32 33 56 20 30 77
3 or more problems  64 85 51 27 75 33 44 67
                 
Transfers as a percentage of enrollment7                 
0 to 6 percent  19 49 26 14 34 13 17 28
6 to 11 percent  27 55 23 15 35 12 24 34
11 to 21 percent  34 59 24 12 39 7 24 32
21 percent or more  39 65 31 17 43 14 25 46
                 
Prevalence of schoolwide disruptions8                 
No disruptions  31 58 27 14 38 11 23 36
Any disruptions  43 56 24 26 63 9 28 51
                 
Percent of students absent on a daily basis                 
0–2 percent  15 47 24 13 32 17 17 20
3–5 percent  31 57 24 12 35 9 22 33
6–10 percent  39 66 32 20 50 15 29 51
More than 10 percent  43 60 33 20 33 13 28 36
                 
Prevalence of violent incidents9                 
No violent incidents  15 34 19 8 21 5 14 18
Any violent incidents  37 66 29 17 44 14 26 43
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.


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