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Table 30.  Percentage of public primary schools reporting that their efforts to reduce or prevent crime at school were limited in a major or minor way due to specified school-level factors, by selected school characteristics: School year 2005–06
 
School characteristic Lack of or inadequate teacher training in classroom management  Lack of or inadequate alternative placements or programs for disruptive students  Likelihood of complaints from parents  Lack of teacher support for school policies  Lack of parental support for school policies  Teachers’ fear of student retaliation  Fear of litigation  Inconsistent application of school policies by faculty or staff
All public schools  28   52   23   11   33   8   24   30
                               
Enrollment size                               
Less than 300  25   46   24   13   33   7   25   27
300–499  27   52   19   10   30   7   21   32
500–999  30   55   27   11   35   10   25   30
1,000 or more  31   58   28 ! 18 ! 48     28 ! 34
                               
Urbanicity                               
City  35   55   27   14   41   10   24   36
Urban fringe  21   48   19   8   26   6   19   24
Town  30   56   30   19 ! 38   13 ! 29   41
Rural  27   52   23   10   32   8   28   28
                               
Crime level where students live1                               
High  40   67   23   19   60   14 ! 27   46
Moderate  41   59   32   19   47   15   31   38
Low  23   47   20   8   26   6   24   25
Mixed  18   52   24   8 ! 23     7 ! 31
                               
Percent minority enrollment2                               
Less than 5 percent  24   40   21   6 ! 31   6 ! 24   24
5 to less than 20 percent  24   44   19   13   20   6 ! 21   29
20 to less than 50 percent  22   50   27   7 ! 30     19   26
50 percent or more  35   62   25   15   45   13   27   37
                               
Percent of students
eligible for free or
reduced-price lunch 
                             
0–20 percent  19   28   11   5 ! 14   5 ! 22   22
21–50 percent  24   53   27   10   34   6 ! 25   25
More than 50 percent  33   62   27   15   41   11   23   37
                               
Percent of students below 15th
percentile on standardized tests 
                             
0–5 percent  18   37   17   5   22   4   20   22
6–15 percent  26   57   25   9   32   6   20   29
More than 15 percent  47   66   31   24   53   19   36   44
                               
Percent of students likely
to attend college 
                             
0–35 percent  36   63   27   17   50   11   24   42
36–60 percent  28   54   23   8   29   9   25   28
More than 60 percent  21   42   21   9   23   6   22   22
                               
Percent of students who consider
academic achievement important 
                             
0–25 percent  44   65   21 ! 20   59   16 ! 31   46
26–50 percent  28   58   30   17   43   11   23   41
51–75 percent  34   57   30   11   40   9   29   35
More than 75 percent  22   45   17   9   23   6   20   22
                               
Percent male enrollment                               
0–44 percent  25   47   30   15 ! 37     21   39
45–55 percent  28   53   23   11   33   8   24   30
More than 55 percent  26   47   19   11   29   10 ! 22   25
                               
Student-to-FTE ratio3                               
Less than 12 students  27   50   25   13   34   9   26   32
12–16 students  26   49   21   9   30   8   20   27
More than 16 students  31   62   25   10   37   7   23   30
                               
Number of classroom changes4                               
0–3 changes  25   46   19   12   28   8   23   28
4–6 changes  30   55   25   11   35   7   23   32
More than 6 changes  27   60   32   11 ! 42   12 ! 28   30
                               
Regular use of law enforcement5                               
Regular use  36   61   28   16   44   10   25   37
No regular use  24   49   22   10   29   8   23   28
                               
Number of serious
discipline problems6 
                             
No problems  21   46   18   8   26   6   20   23
1 problem  47   68   36   18   44   10   32   45
2 problems  47   67   41   18 ! 62   18 ! 27   62
3 or more problems  53   84   52   39   70   28   53   60
                               
Transfers as a percentage
of enrollment7 
                             
Less than 6 percent  21   35   15   5 ! 20     15   21
6 to less than 11 percent  27   43   24   9   30   10   29   22
11 to less than 21 percent  26   56   24   14   35   7   25   33
21 percent or more  32   62   26   14   39   11   23   37
                               
Prevalence of schoolwide
disruptions8 
                             
No disruptions  27   51   23   12   32   8   24   30
Any disruptions  43   68   25 !   48   15 ! 26 ! 34
                               
Percent of students
absent on a daily basis 
                             
0–2 percent  22   36   21   8 ! 24   5 ! 13   21
3–5 percent  27   53   21   9   29   8   25   29
6–10 percent  33   58   28   18   44   10   25   40
More than 10 percent  24   49   26   11 ! 45   10 ! 23   26
                               
Prevalence of violent incidents9                               
No violent incidents  13   28   14   4 ! 20   4 ! 18   12
Any violent incidents  35   63   28   15   40   11   26   39
! 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 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."
2 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
3 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.
4 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
5 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?"
6 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.
7 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.
8 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.
9 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.
NOTE: Respondents were asked to rate the level of limitation in their school’s efforts to reduce or prevent crime for each factor. Survey response options included “limit in major way,” “limit in minor way,” or “does not limit." The estimates in this table represent only those schools that reported limitations in a major or minor way. 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