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Table 6.  Number and percentage of public primary schools reporting at least one incident of the distribution, possession, or use of illegal drugs or alcohol at school, or of vandalism at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2005–06

  Distribution, possession, or use of illegal drugs    Distribution, possession, or use of alcohol    Vandalism1   
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  Num-
ber of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1,000 students  
All public schools  1,650   3   1,960   #   520 ! 1 ! 830 ! #   19,600   40   66,790   3  
                                                 
Enrollment size                                                 
Less than 300                  3,690   30   13,680   6  
300–499                  6,860   40   20,200   3  
500–999  1,000   6   1,210   #           8,290   47   28,720   2  
1,000 or more  190 ! 15 ! 220 ! #           760   61   4,180   3  
                                                 
Urbanicity                                                 
City  630   4   740   #           6,950   49   30,430   4  
Urban fringe  540   3   640 ! #   210 ! 1 !     7,480   43   23,500   3  
Town          #   #   #   #   1,740   40   4,390   3  
Rural  370 ! 3 ! 440 ! #           3,420   27   8,470   2  
                                                 
Crime level where
students live2 
                                               
High  560 ! 13   670 ! #           2,360   54   11,490   5  
Moderate  340 ! 3 ! 470 ! #           4,580   46   22,900   5  
Low  480 ! 2 ! 560 ! #           10,530   37   27,150   2  
Mixed                  2,130   39   5,250   2  
                                                 
Percent minority
enrollment3 
                                               
Less than 5 percent          #   #   #   #   2,560   30   7,380   3  
5 to less than 20 percent                  4,200   37   14,960   3  
20 to less than 50 percent  190 !   190 !           4,250   40   12,080   2  
50 percent or more  970   6   1,070   #           7,990   47   31,400   4  
                                                 
Percent of students
eligible for free or
reduced-price lunch 
                                               
0–20 percent                  3,510   33   12,470 ! 2 !
21–50 percent  450 ! 3 ! 450 ! #           6,510   46   18,030   3  
More than 50 percent  1,070   5   1,300   #           9,570   41   36,290   3  
                                                 
Percent of students
below 15th percentile on
standardized tests 
                                               
0–5 percent  480 ! 3 ! 560 ! #           5,610   31   14,270   2  
6–15 percent  650   3   770 ! #           8,490   45   28,550   3  
More than 15 percent  520   5   630 ! #           5,490   49   23,970   4  
                                                 
Percent of students likely
to attend college 
                                               
0–35 percent  640   4   740   #           6,790   47   24,010   4  
36–60 percent  570 ! 4 ! 570 ! #           6,030   41   23,990   4  
More than 60 percent  450 ! 2 ! 650 ! #           6,780   35   18,790   2  
                                                 
Percent of students who
consider academic
achievement important 
                                               
0–25 percent                  1,130   44   2,800   3  
26–50 percent  390 ! 5 ! 390 ! #           4,350   51   12,800   3  
51–75 percent  470 ! 4 ! 570 ! #           5,730   43   23,440   4  
More than 75 percent  670   3   880   #           8,380   34   27,760   2  
                                                 
Percent male enrollment                                                 
0–44 percent                  1,190   39   2,890   2  
45–55 percent  1,280   3   1,510   #   400 ! 1 ! 710 ! #   16,460   42   56,150   3  
More than 55 percent          #   #   #   #   1,940   31   7,750 ! 3  
                                                 
Student-to-FTE ratio4                                                 
Less than 12 students  560 ! 2 ! 660 ! #           8,250   33   29,000   3  
12–16 students  520 ! 3 ! 520 ! #           6,400   42   19,260   2  
More than 16 students  580 ! 7 ! 790 ! #           4,950   58   18,540   4  
                                                 
Number of classroom
changes5 
                                               
0–3 changes  680 ! 3 ! 790 ! #   #   #   #   #   8,280   40   28,340   3  
4–6 changes  760   3   860 ! #   400 ! 2 ! 710 ! #   8,620   39   30,260   3  
More than 6 changes                  2,700   46   8,190   3  
                                                 
Regular use of law
enforcement6 
                                               
Regular use  860   7   990   #           5,630   44   18,490   3  
No regular use  790   2   980   #   400 ! 1 ! 710 ! #   13,960   39   48,310   3  
                                                 
Number of serious
discipline problems7 
                                               
No problems  670   2   870 ! #           12,560   34   37,030   2  
1 problem    4 !   #           3,750   59   12,420   4  
2 problems  580 ! 17 ! 580 ! #           1,950   57   9,990 ! 6 !
3 or more problems          #   #   #   #   1,340   59   7,360 ! 7  
                                                 
Transfers as a percentage
of enrollment8 
                                               
Less than 6 percent          #   #   #   #   2,340   30   10,430 ! 3 !
6 to less than 11 percent  310 ! 3 ! 390 ! #           4,360   41   13,200   3  
11 to less than 21 percent  470 ! 4 ! 470 ! #           5,460   42   18,350   3  
21 percent or more  700   4   830   #           7,440   43   24,820   3  
                                                 
Prevalence of schoolwide
disruptions9 
                                               
No disruptions  1,560   3   1,870   #   520 ! 1 ! 830 ! #   18,520   40   61,740   3  
Any disruptions          #   #   #   #   1,070   56   5,060 ! 5 !
                                                 
Percent of students
absent on a daily basis 
                                               
0–2 percent  200 ! 3 ! 200 ! #           2,390   39   7,140   3  
3–5 percent  640 ! 2 ! 930 ! #   250 ! 1 !     10,820   40   37,030   3  
6–10 percent  500 ! 4 ! 500 ! #   #   #   #   #   4,560   39   15,550   3  
More than 10 percent  310 ! 9 ! 330 ! #           1,830   53   7,080   5  
# 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 Vandalism was defined for respondents as "the willful damage or destruction of school property including bombing, arson, graffiti, and other acts that cause property damage. This includes damage caused by computer hacking."
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 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
4 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.
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 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?"
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.
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. Data regarding illegal drugs and alcohol are categorized slightly differently in 2006 than they were in previous collections in the SSOCS series; therefore, direct comparisons between the years should not be made. 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