Table 3. Number and percentage of public primary schools reporting sexual and physical assaults that occurred at school, the number of sexual and physical assaults, and the rate of sexual and physical assaults per 1,000 students, by selected school characteristics: School year 2005–06

School Survey on Crime and Safety (SSOCS)

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Table 3. Number and percentage of public primary schools reporting sexual and physical assaults that occurred at school, the number of sexual and physical assaults, and the rate of sexual and physical assaults per 1,000 students, by selected school characteristics: School year 2005–06—Continued (Return to Table 3)

	Physical attack or fight with a weapon^3,4							Physical attack or fight without a weapon^3,4
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	590	!	1	!	690	!	#	30,730	63	356,240		16

Enrollment size
Less than 300	#		#		#		#	5,560	45	45,120		19
300–499	‡		‡		‡		‡	11,850	68	147,820		21
500–999	340	!	2	!	450	!	#	12,330	70	147,890		13
1,000 or more	‡		‡		‡		‡	990	80	15,410		11

Urbanicity
City	400	!	3	!	510	!	#	10,110	72	137,850		19
Urban fringe	‡		‡		‡		‡	11,140	64	131,490		14
Town	#		#		#		#	2,850	65	27,600		16
Rural	#		#		#		#	6,630	52	59,310		14

Crime level where students live⁵
High	300	!	7	!	300	!	#	3,530	81	74,240		34
Moderate	‡		‡		‡		‡	7,510	75	94,560		20
Low	‡		‡		‡		‡	15,850	55	152,370		12
Mixed	#		#		#		#	3,850	71	35,080		14

Percent minority enrollment⁶
Less than 5 percent	#		#		#		#	4,470	52	39,080		14
5 to less than 20 percent	‡		‡		‡		‡	6,370	55	64,690		13
20 to less than 50 percent	#		#		#		#	6,650	63	64,460		12
50 percent or more	520	!	3	!	630	!	#	12,640	75	181,930		20

Percent of students eligible for free or reduced-price lunch
0–20 percent	‡		‡		‡		‡	5,000	47	48,160		9
21–50 percent	#		#		#		#	8,750	61	83,130		13
More than 50 percent	520	!	2	!	630	!	#	16,990	72	224,950		21

Percent of students below 15th percentile on standardized tests
0–5 percent	‡		‡		‡		‡	9,620	53	97,130		12
6–15 percent	‡		‡		‡		‡	12,250	65	122,360		14
More than 15 percent	340	!	3	!	440	!	#	8,870	78	136,760		25

Percent of students likely to attend college
0–35 percent	270	!	2	!	‡		‡	10,910	76	143,820		22
36–60 percent	‡		‡		‡		‡	9,200	62	100,390		15
More than 60 percent	‡		‡		‡		‡	10,620	55	112,040		12

Percent of students who consider academic achievement important
0–25 percent	‡		‡		‡		‡	1,780	70	20,630		20
26–50 percent	‡		‡		‡		‡	6,120	72	74,900		20
51–75 percent	‡		‡		‡		‡	9,230	70	108,460		19
More than 75 percent	240	!	1	!	240	!	#	13,600	56	152,250		13

Percent male enrollment
0–44 percent	‡		‡		‡		‡	1,910	62	18,140		14
45–55 percent	470	!	1	!	470	!	#	25,320	65	302,640		16
More than 55 percent	‡		‡		‡		‡	3,500	55	35,460		15

Student-to-FTE ratio⁷
Less than 12 students	‡		‡		‡		‡	14,160	57	167,280		18
12–16 students	‡		‡		‡		‡	10,400	68	110,480		14
More than 16 students	350	!	4	!	350	!	#	6,180	73	78,490		16

Number of classroom changes⁸
0–3 changes	‡		‡		‡		‡	11,650	57	114,810		12
4–6 changes	370	!	2	!	370	!	#	14,980	68	190,140		18
More than 6 changes	#		#		#		#	4,110	69	51,290		20

Regular use of law enforcement⁹
Regular use	340	!	3	!	340	!	#	8,980	70	112,170		16
No regular use	250	!	1	!	‡		‡	21,760	61	244,070		16

Number of serious discipline problems¹⁰
No problems	240	!	1	!	‡		‡	20,390	56	192,610		12
1 problem	‡		‡		‡		‡	5,180	82	68,980		21
2 problems	‡		‡		‡		‡	3,370	99	48,840		30
3 or more problems	‡		‡		‡		‡	1,790	79	45,820		43

Transfers as a percentage of enrollment¹¹
Less than 6 percent	#		#		#		#	2,950	38	27,780		8
6 to less than 11 percent	‡		‡		‡		‡	6,350	60	64,120		13
11 to less than 21 percent	240	!	2	!	‡		‡	8,600	66	91,670		16
21 percent or more	‡		‡		‡		‡	12,840	75	172,670		21

Prevalence of schoolwide disruptions¹²
No disruptions	480	!	1	!	580	!	#	29,180	63	329,800		15
Any disruptions	‡		‡		‡		‡	1,550	81	26,440	!	28	!

Percent of students absent on a daily basis
0–2 percent	‡		‡		‡		‡	3,270	53	39,590		15
3–5 percent	‡		‡		‡		‡	16,950	62	166,270		13
6–10 percent	‡		‡		‡		‡	8,740	75	120,360		24
More than 10 percent	‡		‡		‡		‡	1,770	51	30,030		21
# Rounds to zero.
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
¹ Rape was defined for respondents as "forced sexual intercourse (vaginal, anal, or oral penetration). Includes penetration from a foreign object."
² Sexual battery was defined for respondents as an "incident that includes threatened rape, fondling, indecent liberties, child molestation, or sodomy. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)."
³ Physical attack or fight was defined for respondents as an "actual and intentional touching or striking of another person against his or her will, or the intentional causing of bodily harm to an individual."
⁴ Weapon was defined for respondents as "any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others."
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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