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

School Survey on Crime and Safety (SSOCS)

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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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