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Table 1.  Number and percentage of public primary schools reporting incidents of crime that occurred at school, the number of incidents, and the rate of incidents per 1,000 students, by incident type and selected school characteristics: School year 2005–06—Continued (Return to Table 1)

  Theft3   Other incidents4 
School characteristic Num-
ber of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1,000 students   Num-
ber of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1,000 students  
All public schools  13,500   28   35,960   2   26,590   55   105,760   5  
                                 
Enrollment size                                 
Less than 300  1,950   16   4,000 ! 2   4,830   39   19,530   8  
300–499  4,650   27   10,450   2   9,680   56   30,980   4  
500–999  6,210   35   18,640   2   11,140   63   48,590   4  
1,000 or more  680   55   2,870   2   950   77   6,670   5  
                                 
Urbanicity                                 
City  4,440   31   13,900   2   8,970   63   45,700   6  
Urban fringe  4,890   28   12,570   1   9,990   58   36,470   4  
Town  1,060   24   3,160 ! 2 ! 2,370   54   7,730   5  
Rural  3,110   24   6,330   2   5,270   41   15,860   4  
                                 
Crime level where
students live5 
                               
High  1,640   38   6,610   3   3,010   69   19,260   9  
Moderate  3,240   32   8,870   2   6,330   63   34,470   7  
Low  7,260   25   16,290   1   14,230   49   41,520   3  
Mixed  1,350   25   4,200 ! 2 ! 3,020   56   10,510   4  
                                 
Percent minority
enrollment6 
                               
Less than 5 percent  1,950   23   3,690   1   3,820   44   11,770   4  
5 to less than
20 percent 
2,430   21   5,550   1   5,370   47   21,080   4  
20 to less than
50 percent 
2,760   26   6,520   1   5,980   56   19,030   4  
50 percent or more  6,160   36   19,350   2   10,690   63   51,000   6  
                                 
Percent of students
eligible for free or
reduced-price lunch 
                               
0–20 percent  2,360   22   4,850   1   4,580   43   16,480   3  
21–50 percent  4,570   32   10,550   2   8,200   58   27,520   4  
More than 50 percent  6,560   28   20,570   2   13,810   58   61,760   6  
                                 
Percent of students
below 15th percentile on
standardized tests 
                               
0–5 percent  4,490   24   8,810   1   7,840   43   23,290   3  
6–15 percent  5,040   27   14,360   2   11,050   58   43,550   5  
More than 15 percent  3,970   35   12,790   2   7,700   68   38,930   7  
                                 
Percent of students likely
to attend college 
                               
0–35 percent  4,600   32   12,570   2   9,370   65   44,650   7  
36–60 percent  3,950   27   10,780   2   8,190   55   34,500   5  
More than 60 percent  4,940   26   12,610   1   9,040   47   26,610   3  
                                 
Percent of students who
consider academic
achievement important 
                               
0–25 percent  680 ! 27 ! 2,070 ! 2 ! 1,600   63   5,940   6  
26–50 percent  2,430   29   7,330   2   5,420   64   23,840   6  
51–75 percent  4,290   33   9,880   2   8,260   63   33,730   6  
More than 75 percent  6,090   25   16,670   1   11,310   47   42,250   4  
                                 
Percent male enrollment                                 
0–44 percent  570 ! 19 ! 1,760 ! 1 ! 1,620   52   5,170   4  
45–55 percent  11,370   29   28,730   2   22,280   57   86,000   5  
More than 55 percent  1,550   24   5,470 ! 2 ! 2,700   42   14,590   6  
                                 
Student-to-FTE ratio7                                 
Less than 12 students  5,650   23   13,400   1   11,790   48   45,380   5  
12–16 students  4,630   30   11,090   1   8,890   58   30,820   4  
More than 16 students  3,210   38   11,460   2   5,920   70   29,560   6  
                                 
Number of classroom
changes8 
                               
0–3 changes  4,970   24   11,230   1   10,820   53   43,470   5  
4–6 changes  6,480   29   18,620   2   12,130   55   48,380   5  
More than 6 changes  2,040   35   6,110   2   3,640   62   13,910   5  
                                 
Regular use of law
enforcement9 
                               
Regular use  4,010   31   14,080   2   7,700   60   35,520   5  
No regular use  9,480   26   21,880   1   18,890   53   70,250   5  
                                 
Number of serious
discipline problems10 
                               
No problems  8,960   24   19,800   1   17,020   47   57,460   4  
1 problem  2,250   36   6,570   2   4,990   79   21,400   7  
2 problems  1,370   40   5,170 ! 3   2,770   81   15,450   9  
3 or more problems  920   40   4,430 ! 4 ! 1,820   80   11,460 ! 11  
                                 
Transfers as a percentage
of enrollment11 
                               
Less than 6 percent  1,260   16   2,930 ! 1   3,340   43   13,090   4 !
6 to less than
11 percent 
2,960   28   6,500   1   5,620   53   22,190   5  
11 to less than
21 percent 
3,510   27   9,410   2   6,890   53   27,030   5  
21 percent or more  5,760   34   17,120   2   10,740   63   43,450   5  
                                 
Prevalence of schoolwide
disruptions12 
                               
No disruptions  12,460   27   33,110   2   25,360   54   97,970   5  
Any disruptions  1,030   54   2,850   3   1,230   65   7,790 ! 8  
                                 
Percent of students
absent on a daily basis 
                               
0–2 percent  1,700   28   4,890   2   3,120   51   12,780   5  
3–5 percent  7,750   28   19,380   1   14,760   54   56,320   4  
6–10 percent  3,090   27   8,370   2   6,560   56   27,510   5  
More than 10 percent  970   28   3,330 ! 2 ! 2,150   62   9,150   6  
# Rounds to zero
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimates value.
‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
1 Violent incidents include rape or attempted 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.
2 Serious violent incidents include rape or attempted rape, sexual battery other than rape, physical attack or fight with a weapon, threat of physical attack with a weapon, and robbery with or without a weapon.
3 Theft or larceny (taking things worth over $10 without personal confrontation) was defined for respondents as "the unlawful taking of another person's property without personal confrontation, threat, violence, or bodily harm. This includes pocket picking, stealing a purse or backpack (if left unattended or no force was used to take it from owner), theft from a building, theft from a motor vehicle or of motor vehicle parts or accessories, theft of a bicycle, theft from a vending machine, and all other types of thefts."
4 Other incidents include possession of a firearm or explosive device; possession of a knife or sharp object; distribution, possession, or use of illegal drugs or alcohol; and vandalism.
5 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."
6 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
7 Student-to-FTE 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.
8 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
9 Respondents were asked, "During the 2005–2006 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school at least once a week?"
10 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.
11 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.
12 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: "At school" was defined for respondents to include activities happening in school buildings, on school grounds, on school buses, and at places that hold school-sponsored events or activities. 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 the school. Primary 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 (NCES), 2005–06 School Survey on Crime and Safety (SSOCS), 2006.

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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education