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Table 2.  Number and percentage of public primary schools reporting incidents of crime that occurred at school to police, the number of incidents reported to police, and the rate of incidents reported to police per 1,000 students, by incident type and selected school characteristics: School year 2005–06—Continued (Return to Table 2)

  Theft reported to police3    Other incidents reported to police4 
School characteristic  Num-
ber of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1,000 students   Num-
of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1,000 students  
All public schools  6,050   12   11,630   1   16,580   34   46,810   2  
                                 
Enrollment size                                 
Less than 300          3,150   25   8,140   3  
300–499  2,110   12   3,080   #   5,320   31   13,380   2  
500–999  3,110   18   6,630   1   7,360   42   21,950   2  
1,000 or more  340 ! 27 ! 880 ! 1 ! 750   60   3,340   2  
                                 
Urbanicity                                 
City  2,480   18   5,190   1   5,760   41   20,390   3  
Urban fringe  2,230   13   4,170   #   6,000   35   16,850   2  
Town  620 ! 14 ! 930 ! 1 ! 1,830   42   3,890   2  
Rural  710 ! 6 ! 1,340 ! #   2,990   23   5,680   1  
                                 
Crime level where
students live5 
                               
High  1,010   23   2,170   1   2,190   50   9,780   4  
Moderate  1,510   15   3,450   1   4,650   46   14,500   3  
Low  2,760   10   4,500   #   8,020   28   16,920   1  
Mixed  770   14   1,500 ! 1 ! 1,730   32   5,610   2  
                                 
Percent minority
enrollment6 
                               
Less than 5 percent  570 ! 7 ! 850 ! #   1,790   21   3,190   1  
5 to less than
20 percent 
900   8   1,630 ! #   2,920   25   7,600   1  
20 to less than
50 percent 
1,270   12   2,120   #   3,390   32   6,390   1  
50 percent or more  3,160   19   6,460   1   7,990   47   28,490   3  
                                 
Percent of students
eligible for free or
reduced-price lunch 
                               
0–20 percent  830   8   1,140 ! #   2,440   23   5,760   1  
21–50 percent  1,990   14   3,540   1   4,130   29   9,160   1  
More than 50 percent  3,240   14   6,950   1   10,000   42   31,890   3  
                                 
Percent of students
below 15th percentile on
standardized tests 
                               
0–5 percent  1,310   7   2,140   #   3,920   21   9,260   1  
6–15 percent  2,730   14   5,010   1   7,330   39   18,510   2  
More than 15 percent  2,010   18   4,480   1   5,330   47   19,050   4  
                                 
Percent of students likely
to attend college 
                               
0–35 percent  2,530   18   4,820   1   6,510   45   22,300   3  
36–60 percent  1,700   11   3,510   1   5,370   36   14,490   2  
More than 60 percent  1,810   9   3,300   #   4,700   24   10,020   1  
                                 
Percent of students who
consider academic
achievement important 
                               
0–25 percent  240 ! 9 !   #   1,270   50   2,910 ! 3  
26–50 percent  1,370   16   3,410 ! 1 ! 3,890   46   11,640   3  
51–75 percent  1,920   15   3,010   1   5,070   38   14,760   3  
More than 75 percent  2,520   10   4,790   #   6,350   26   17,500   1  
                                 
Percent male enrollment                                 
0–44 percent          1,060   34   2,260   2  
45–55 percent  5,270   13   9,730   1   13,930   36   37,590   2  
More than 55 percent  610 ! 10 ! 1,590 ! 1 ! 1,580   25   6,960 ! 3 !
                                 
Student-to-FTE ratio7                                 
Less than 12 students  2,280   9   4,350   #   7,560   31   20,010   2  
12–16 students  1,980   13   3,350   #   5,510   36   14,620   2  
More than 16 students  1,790   21   3,930   1   3,510   41   12,180   2  
                                 
Number of classroom
changes8 
                               
0–3 changes  2,210   11   3,660   #   7,340   36   21,640   2  
4–6 changes  2,930   13   5,990   1   7,200   33   19,050   2  
More than 6 changes  910   15   1,990 ! 1 ! 2,040   34   6,120   2  
                                 
Regular use of law
enforcement9 
                               
Regular use  2,000   16   4,600   1   5,530   43   18,970   3  
No regular use  4,050   11   7,030   #   11,050   31   27,850   2  
                                 
Number of serious
discipline problems10 
                               
No problems  3,870   11   6,740   #   10,480   29   27,400   2  
1 problem  850 ! 13 ! 2,380 ! 1 ! 3,230   51   9,650   3  
2 problems  750 ! 22   1,610 ! 1 ! 1,890   55   5,630   3  
3 or more problems  580   26   900 ! 1 ! 980   43      
                                 
Transfers as a percentage
of enrollment11 
                               
Less than 6 percent  370 ! 5 !     1,910   25   5,020   1  
6 to less than
11 percent 
1,090   10   1,870   #   3,580   34   9,180   2  
11 to less than
21 percent 
1,510   12   3,150 ! 1 ! 4,370   33   12,400   2  
21 percent or more  3,080   18   5,680   1   6,720   39   20,210   2  
                                 
Prevalence of schoolwide
disruptions12 
                               
No disruptions  5,700   12   10,780   1   15,710   34   44,000   2  
Any disruptions  350 ! 18 ! 850 ! 1 ! 870   45   2,810 ! 3  
                                 
Percent of students
absent on a daily basis 
                               
0–2 percent  560   9 ! 1,420 ! 1 ! 2,060   33   6,380   2  
3–5 percent  3,880   14   7,440   1   8,650   32   22,390   2  
6–10 percent  1,070   9   1,580   #   4,400   38   12,670   2  
More than 10 percent  540 ! 16 !     1,470   42   5,380 ! 4  
# 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