Table 8. Number and percentage of public primary schools reporting incidents of hate crime, gang-related crime, and gang-related hate crime at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2005

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Table 8. Number and percentage of public primary schools reporting incidents of hate crime, gang-related crime, and gang-related hate crime at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2005–06

	Hate crime¹							Gang-related crime²								Gang-related hate crime^1,2,3
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	1,350		3		3,100	!	#	1,140		2		3,150		#		‡	‡	‡	‡

Enrollment size
Less than 300	‡		‡		‡		‡	‡		‡		‡		‡		#	#	#	#
300–499	640	!	4	!	‡		‡	260	!	2	!	460	!	‡		#	#	#	#
500–999	530	!	3	!	920	!	#	750		4		1,920		#		‡	‡	‡	‡
1,000 or more	‡		‡		‡		‡	‡		‡		‡		‡		#	#	#	#

Urbanicity
City	250	!	2	!	‡		‡	560		4		2,060	!	#		#	#	#	#
Urban fringe	710	!	4	!	1,020	!	#	580	!	3	!	1,090	!	#		‡	‡	‡	‡
Town	‡		‡		‡		‡	#		#		#		#		#	#	#	#
Rural	‡		‡		‡		‡	#		#		#		#		#	#	#	#

Crime level where students live⁴
High	‡		‡		‡		‡	410	!	10	!	1,560	!	1	!	#	#	#	#
Moderate	320	!	3	!	530	!	#	260	!	3	!	890	!	#		#	#	#	#
Low	720		2		980	!	#	400	!	1	!	630	!	#		‡	‡	‡	‡
Mixed	‡		‡		‡		‡	‡		‡		‡		‡		#	#	#	#

Percent minority enrollment⁵
Less than 5 percent	230	!	3	!	‡		‡	#		#		#		#		‡	‡	‡	‡
5 to less than 20 percent	270	!	2	!	270	!	#	‡		‡		‡		‡		#	#	#	#
20 to less than 50 percent	250	!	2	!	‡		‡	290	!	3	!	410	!	#		#	#	#	#
50 percent or more	600	!	4	!	1,080	!	#	790		5		2,690	!	#		#	#	#	#

Percent of students eligible for free or reduced-price lunch
0–20 percent	370	!	3	!	‡		‡	‡		‡		‡		‡		‡	‡	‡	‡
21–50 percent	350	!	2	!	450	!	#	240	!	2	!	‡		‡		#	#	#	#
More than 50 percent	640	!	3	!	‡		‡	850		4		2,800	!	#		#	#	#	#

Percent of students below 15th percentile on standardized tests
0–5 percent	450	!	2	!	580	!	#	‡		‡		‡		‡		‡	‡	‡	‡
6–15 percent	450	!	2	!	‡		‡	280	!	1	!	500	!	#		#	#	#	#
More than 15 percent	450	!	4	!	760	!	#	540	!	5	!	2,050	!	#		#	#	#	#

Percent of students likely to attend college
0–35 percent	410	!	3	!	590	!	#	710		5		2,440	!	#		#	#	#	#
36–60 percent	‡		‡		‡		‡	‡		‡		‡		‡		#	#	#	#
More than 60 percent	700	!	4	!	‡		‡	‡		‡		‡		‡		‡	‡	‡	‡

Percent of students who consider academic achievement important
0–25 percent	‡		‡		‡		‡	‡		‡		‡		‡		#	#	#	#
26–50 percent	‡		‡		‡		‡	‡		‡		‡		‡		#	#	#	#
51–75 percent	390	!	3	!	‡		‡	500	!	4	!	1,200	!	#		#	#	#	#
More than 75 percent	840		3		1,310		#	430	!	2	!	910	!	#		‡	‡	‡	‡

Percent male enrollment
0–44 percent	#		#		#		#	‡		‡		‡		‡		#	#	#	#
45–55 percent	930		2		1,570		#	1,020		3		2,700	!	#		‡	‡	‡	‡
More than 55 percent	420	!	7	!	‡		‡	‡		‡		‡		‡		#	#	#	#

Student-to-FTE ratio⁶
Less than 12 students	420	!	2	!	‡		‡	‡		‡		‡		‡		‡	‡	‡	‡
12–16 students	390	!	3	!	600	!	#	530	!	3	!	1,040	!	#		#	#	#	#
More than 16 students	540	!	6	!	850	!	#	430	!	5	!	1,080	!	#		#	#	#	#

Number of classroom changes⁷
0–3 changes	780		4		‡		‡	790		4		2,040		#		#	#	#	#
4–6 changes	310	!	1	!	380	!	#	‡		‡		‡		‡		‡	‡	‡	‡
More than 6 changes	260	!	4	!	‡		‡	‡		‡		‡		‡		#	#	#	#

Regular use of law enforcement⁸
Regular use	800		6		‡		‡	380	!	3	!	1,680	!	#		#	#	#	#
No regular use	550	!	2	!	820	!	#	750		2		1,470	!	#		‡	‡	‡	‡

Number of serious discipline problems⁹
No problems	890		2		1,350		#	910		2		2,160		#		‡	‡	‡	‡
1 problem	‡		‡		‡		‡	#		#		#		#		#	#	#	#
2 problems	‡		‡		‡		‡	‡		‡		‡		‡		#	#	#	#
3 or more problems	‡		‡		‡		‡	‡		‡		‡		‡		#	#	#	#

Transfers as a percentage of enrollment¹⁰
Less than 6 percent	‡		‡		‡		‡	‡		‡		‡		‡		#	#	#	#
6 to less than 11 percent	450	!	4	!	‡		‡	‡		‡		‡		‡		‡	‡	‡	‡
11 to less than 21 percent	350	!	3	!	460	!	#	‡		‡		‡		‡		#	#	#	#
21 percent or more	440	!	3	!	810	!	#	750		4		1,970	!	#		#	#	#	#

Prevalence of schoolwide disruptions¹¹
No disruptions	1,170		3		2,800	!	#	1,140		2		3,150		#		‡	‡	‡	‡
Any disruptions	‡		‡		‡		‡	#		#		#		#		#	#	#	#

Percent of students absent on a daily basis
0–2 percent	‡		‡		‡		‡	‡		‡		‡		‡		#	#	#	#
3–5 percent	800		3		1,180		#	500	!	2	!	1,820	!	#		‡	‡	‡	‡
6–10 percent	290	!	2	!	‡		‡	400	!	3	!	920	!	#		#	#	#	#
More than 10 percent	‡		‡		‡		‡	‡		‡		‡		‡		#	#	#	#
# 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 A hate crime was defined for respondents as "a criminal offense or threat against a person, property, or society that is motivated, in whole or in part, by the offender's bias against a race, color, national origin, ethnicity, gender, religion, disability, or sexual orientation."
² Gang was defined for respondents as "an ongoing loosely organized association of three or more persons, whether formal or informal, that has a common name, signs, symbols, or colors, whose members engage, either individually or collectively, in violent or other forms of illegal behavior."
³ This item is new to the 2005–06 School Survey on Crime and Safety.
⁴ 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."
⁵ Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
⁶ 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.
⁷ Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁸ 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?"
⁹ 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.
¹⁰ 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.
¹¹ 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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