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Table 31.  Percentage of public primary schools reporting that their efforts to reduce or prevent crime at school were limited due to specified non-school-level factors, by selected school characteristics: School year 2003–04


School characteristic Inadequate funds Fear of district or state reprisal Federal, state, or district policies on disciplining special education students1 Other federal policies on discipline and safety Other state or district policies on discipline and safety
All public schools 54 13 54 22 22
           
Enrollment size           
Less than 300  54 14 51 18 19
300–499  55 14 50 21 20
500–999  51 11 59 25 25
1,000 or more  65 23 61 39 39
           
Urbanicity           
City  57 18 61 28 27
Urban fringe  52 12 49 20 20
Town  61 12 62 27 26
Rural  50 9 48 18 18
           
Crime level where students live2          
High  58 30 75 39 44
Moderate  64 16 57 27 24
Low  47 8 47 17 17
Mixed  66 20 65 29 27
           
Percent minority enrollment3           
Less than 5 percent  60 7 55 20 21
5 to 20 percent  48 10 44 17 15
20 to 50 percent  49 12 47 18 17
50 percent or more  57 18 65 30 31
           
Percent of students eligible
for free or reduced-price lunch
         
         
0–20 percent  36 4 37 12 12
21–50 percent  61 12 54 21 19
More than 50 percent  58 18 62 29 29
           
Percent of students below 15th
percentile on standardized tests
         
         
0–5 percent  44 7 45 17 17
6–15 percent  53 14 52 21 20
More than 15 percent  68 20 67 31 31
           
Percent of students likely to attend college          
         
0–35 percent  61 17 60 27 28
36–60 percent  55 13 61 25 22
More than 60 percent  47 10 44 16 16
           
Percent of students who consider
academic achievement important
         
         
0–25 percent  64 26 60 30 33
26–50 percent  62 18 59 25 25
51–75 percent  57 10 61 25 22
More than 75 percent  46 10 46 17 18
           
Percent male enrollment           
0–44 percent  68 20 58 43 39
45–55 percent  53 12 54 20 20
More than 55 percent  52 16 52 26 23
           
Student-to-teacher ratio4           
Less than 12 students  51 13 51 22 20
12–16 students  54 14 56 22 24
More than 16 students  62 11 54 23 22
           
Number of classroom changes5           
0–3 changes  48 15 46 22 22
4–6 changes  56 13 59 21 19
More than 6 changes  68 9 60 28 30
           
Regular use of law enforcement6           
Regular use  47 15 54 22 23
No regular use  57 12 54 22 21
           
Number of serious discipline problems7           
47 10 48 18 18
No problems  66 18 68 30 30
1 problem  73 15 58 24 25
2 problems  76 34 77 46 43
3 or more problems           
           
Transfers as a percentage of enrollment8           
         
0 to 6 percent  44 13 50 20 21
6 to 11 percent  49 11 45 15 17
11 to 21 percent  55 9 54 26 22
21 percent or more  61 19 62 25 25
           
Prevalence of schoolwide disruptions9           
         
No disruptions  53 12 54 22 22
Any disruptions  67 31 49 25 30
           
Percent of students absent on a daily basis          
         
0–2 percent  35 10 44 21 21
3–5 percent  54 11 53 20 20
6–10 percent  61 19 62 27 28
More than 10 percent  51 18 48 25 17
           
Prevalence of violent incidents10           
No violent incidents  37 5 37 13 13
Any violent incidents  60 16 59 26 25
1 A special education student was defined for respondents as "a child with a disability, defined as mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities, and who needs special education and related services and receives these under the Individuals with Disabilities Education Act (IDEA)."
2 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."
3 These estimates exclude data from Tennessee because schools in this state did not report estimates of student race.
4 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 teacher sand 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.
5 Respondents were asked, "how many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
6 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?"
7 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.
8 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.
9 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.
10 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