Skip Navigation
small NCES header image

Table 22.  Percentage of public elementary schools reporting use of selected violence prevention program components, by selected school characteristics: 1999–2000


School characteristic Prevention curriculum, instruction, or training for students1 Behavioral or behavior  modification intervention for students Counseling, social work,  psychological, or therapeutic activity for students or adults Individual
attention/
mentoring/
tutoring/
coaching of
 students by
students
or adults
Recrea-
tional, enrichment, or leisure activities for students
Students’  involvement in resolving student conduct problems2 Programs to promote sense of  community/ social integration among students Hotline/
tipline for students to report  problems
All public elementary schools 68 68 67 64 52 43 59 16
                 
Enrollment size                
Less than 300 64 64 60 59 43 33 58 18
300–499 68 67 67 62 56 44 57 14
500–999 70 71 70 69 54 48 59 16
1,000 or more 73 73 73 76 63 46 69 18
                 
Urbanicity
City 78 77 78 75 63 54 70 22
Urban fringe 66 72 68 67 56 44 56 12
Town 74 67 66 61 46 39 58 20
Rural 57 56 56 53 41 33 51 13
                 
Crime level where students live3                
High 84 80 85 83 73 59 70 14
Moderate 81 84 79 78 61 52 71 24
Low 63 63 61 59 46 39 53 14
Mixed 57 60 61 57 57 40 56 13
                 
Percent minority enrollment3                
0–5 percent 66 63 64 57 46 37 56 17
6–20 percent 61 63 61 59 46 43 56 18
21–50 percent 69 68 63 66 52 39 57 11
More than 50 percent 73 76 75 74 61 51 63 16
                 
Percent of students eligible for free/reduced-price lunch                
0–20 percent 61 63 61 63 46 40 54 9
21–50 percent 64 62 63 56 49 40 56 18
More than 50 percent 74 75 73 71 58 47 63 18
                 
Percent of students below 15th percentile on standardized tests                
0–5 percent 68 68 67 64 47 47 57 17
6–15 percent 63 64 62 61 49 35 55 15
More than 15 percent 73 74 72 69 61 49 65 16
                 
Percent of students likely to attend college                
0–35 percent 72 71 72 67 57 46 62 21
36–60 percent 69 69 65 65 51 45 61 17
More than 60 percent 61 64 63 61 48 38 52 9
                 
Percent of students who consider academic achievement important                
0–25 percent 69 72 73 68 59 41 50 20
26–50 percent 60 59 59 54 51 37 55 12
51–75 percent 73 73 71 70 51 47 63 20
More than 75 percent 67 68 67 65 52 44 58 14
                 
Percent male enrollment                
0–44 percent 69 72 69 67 51 56 69 23
45–55 percent 66 66 65 62 50 40 56 15
More than 55 percent 77 78 72 74 63 49 64 14
                 
Student/teacher ratio3,4                
Less than 12 62 62 62 59 46 41 52 13
12–16 68 69 67 64 54 45 60 18
More than 16 71 72 70 69 55 42 62 16
                 
Number of classroom changes3                
0–3 changes 70 71 68 64 50 46 58 16
4–6 changes 67 68 68 66 56 43 60 16
More than 6 changes 65 65 64 65 50 36 62 15
                 
Use of paid law enforcement5                
Regular use 71 75 74 72 62 55 63 17
No regular use 65 64 63 60 47 36 56 15
                 
Number of serious discipline problems6                
No problems 65 65 64 61 50 40 59 14
1 problem 72 74 73 71 53 48 54 20
2 problems 70 71 68 71 57 46 64 13
3 or more problems 73 74 75 67 59 55 62 22
                 
Transfers as percentage of enrollment3,7                
0 to 6 percent 60 58 56 54 46 37 53 18
6 to 11 percent 68 65 63 63 48 46 56 11
11 to 21 percent 65 71 69 67 56 46 61 14
21 percent or more 72 72 72 68 52 43 59 19
                 
Prevalence of schoolwide disruptions3,8                
No disruptions 68 69 67 65 52 44 58 15
Any disruptions 66 63 63 58 58 53 72 23
                 
Percent of students absent without excuses                
None 63 62 62 57 42 36 52 7
1–2 percent 65 67 63 62 51 44 56 18
3–5 percent 72 74 73 71 55 45 65 18
6–10 percent 77 68 76 76 72 48 68 19
More than 10 percent 70 74 74 66 57 47 57 12
                 
Prevalence of violent incidents3,9                
No violent incidents 62 62 61 58 46 41 55 13
Any violent incidents 71 72 71 69 56 45 61 18
1 For example, social skills training.
2 For example, conflict resolution or peer mediation, student court.
3 Some schools are omitted from these categories because of missing data on their school characteristics. For this reason, the detailed results do not sum to the totals. See appendix J of 2000 School Survey on Crime and Safety (SSOCS) Detailed Data Documentation (NCES 2004-307) for further information.
4 Student/teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time equivalent teachers. The total number of full-time equivalent teachers is a combination of the full-time and part-time teachers, including special education teachers, with an adjustment to compensate for the part-time status.
5 Schools were included as regularly using paid law enforcement if they reported the use of paid law enforcement during any of the following times: at any time during school hours, while students were arriving or leaving, at selected school activities (e.g., athletic and social events, open houses, science fairs), or at any other time that the respondent specified.
6 Serious discipline problems is a count of discipline problems reported by principals. These discipline problems include student racial tensions, student bullying, student verbal abuse of teachers, widespread disorder in classrooms, and student acts of disrespect for teachers. If a principal 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. Undesirable gang activities and undesirable cult or extremist group activities were also counted once as a problem if the principal reported that these events occurred at all in their school.
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 bomb threats or anthrax threats. Respondents were instructed to exclude all fire alarms, including false alarms.
9 Violent incidents include 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: Detail may not sum to totals because of rounding. "At school/at your school" was defined for respondents as including activities happening in school buildings, on school grounds, on school buses, and at places that are holding school-sponsored events or activities. Respondents were instructed to, unless the survey specified otherwise, only respond for those times that were during normal school hours or when school activities/events were in session. A 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." Elementary 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, School Survey on Crime and Safety (SSOCS), 2000.


Would you like to help us improve our products and website by taking a short survey?

YES, I would like to take the survey

or

No Thanks

The survey consists of a few short questions and takes less than one minute to complete.
National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education