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Table 31.  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 non-school-level factors, by selected school characteristics: School year 2005–06
 
School characteristic Inadequate funds  Fear of district or state reprisal  Federal, state, or district policies on disciplining special education students1  Other federal policies on discipline and safety  Other state or district policies on discipline and safety  
All public schools  45   11   38   20   20  
                     
Enrollment size                     
Less than 300  43   13   35   20   18  
300–499  44   9   37   19   19  
500–999  46   11   41   21   21  
1,000 or more  53     54   22 ! 22 !
                     
Urbanicity                     
City  48   14   44   25   26  
Urban fringe  38   7   33   13   15  
Town  55   17 ! 39   26   27  
Rural  46   10   40   21   17  
                     
Crime level where students live2                     
High  50   15 ! 43   20   27  
Moderate  57   20   48   30   29  
Low  41   8   35   17   16  
Mixed  38     36   16   17  
                     
Percent minority enrollment3                     
Less than 5 percent  43   10 ! 39   20   19  
5 to less than 20 percent  40   6 ! 33   13   12  
20 to less than 50 percent  38   10   38   22   20  
50 percent or more  52   16   41   22   24  
                     
Percent of students
eligible for free or
reduced-price lunch 
                   
0–20 percent  34   5 ! 28   13   13  
21–50 percent  42   9   43   22   20  
More than 50 percent  51   14   41   22   22  
                     
Percent of students below 15th
percentile on standardized tests 
                   
0–5 percent  36   8   36   16   15  
6–15 percent  45   9   37   19   19  
More than 15 percent  58   19   45   28   29  
                     
Percent of students likely
to attend college 
                   
0–35 percent  57   13   47   25   26  
36–60 percent  41   10   38   19   18  
More than 60 percent  39   10   32   17   17  
                     
Percent of students who consider
academic achievement important 
                   
0–25 percent  55   17 ! 45   24 ! 23 !
26–50 percent  51   14   40   22   23  
51–75 percent  54   13   48   24   23  
More than 75 percent  36   8   32   17   17  
                     
Percent male enrollment                     
0–44 percent  51   12 ! 36   19 ! 19 !
45–55 percent  44   10   39   20   20  
More than 55 percent  46   13   35   19   16  
                     
Student-to-FTE ratio4                     
Less than 12 students  45   13   38   21   20  
12–16 students  42   8   40   20   20  
More than 16 students  50   10 ! 38   17   19  
                     
Number of classroom changes5                     
0–3 changes  43   12   34   19   19  
4–6 changes  44   10   42   20   21  
More than 6 changes  54   9 ! 42   22   18  
                     
Regular use of law enforcement6                     
Regular use  49   12   45   21   22  
No regular use  43   10   36   20   19  
                     
Number of serious
discipline problems7 
                   
No problems  39   8   34   16   15  
1 problem  56   15   43   29   29  
2 problems  59   19 ! 57   26   34  
3 or more problems  78   28   60   42   41  
  38   9 ! 32   14   13  
Transfers as a percentage
of enrollment8 
                   
Less than 6 percent  38   9 ! 32   14   13  
6 to less than 11 percent  43   6 ! 33   17   16  
11 to less than 21 percent  45   11   43   23   22  
21 percent or more  48   15   42   22   24  
                     
Prevalence of schoolwide
disruptions9 
                   
No disruptions  44   11   38   20   20  
Any disruptions  69     40   18 ! 22 !
                     
Percent of students
absent on a daily basis 
                   
0–2 percent  42     23   10 ! 11 !
3–5 percent  43   11   39   21   20  
6–10 percent  48   14   46   25   25  
More than 10 percent  51   14 ! 37   13 ! 15 !
                     
Prevalence of violent incidents10                     
No violent incidents  25   6   23   11   9  
Any violent incidents  54   13   46   24   25  
! 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 special education student was defined for respondents as "a child with a disability, defined as mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities, and who needs special education and related services and receives these under the Individuals with Disabilities Education Act (IDEA)."
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.
10 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