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Table 6.  Number and percentage of public secondary schools reporting incidents involving distribution, possession, and use of illegal drugs, sexual harassment, and vandalism with the number of incidents reported, by selected school characteristics: 1999–2000


School characteristic Distribution of illegal drugs   Possess/use
alcohol/illegal drugs
  Sexual harassment1   Vandalism2
Number of schools Percent of schools Number of inci-
dents
  Number of schools Percent of schools Number of inci-
dents
  Number of schools Percent of schools Number of inci-
dents
  Number of schools Percent of schools Number of inci-
dents
All public secondary schools 4,793 40 16,448   9,053 77 74,180   6,982 59 29,259   8,827 75 56,041
                               
Enrollment size                              
Less than 300 172 9 355   807 41 1,953   695 35 2,754   1,096 56 3,514
300–499 444 24 896   1,155 61 4,329   817 43 2,407   1,243 66 3,681
500–999 1,243 39 2,789   2,547 81 11,445   1,881 60 6,176   2,255 72 9,815
1,000 or more2,934 61 12,407   4,544 94 56,453   3,588 74 17,922   4,233 88 39,031
                               
Urbanicity                              
City 1,343 57 6,447   1,991 84 24,946   1,484 63 7,571   1,847 79 20,317
Urban fringe 1,883 49 6,047   3,421 90 30,969   2,596 68 10,782   3,159 84 19,653
Town 703 39 1,829   1,342 75 8,174   1,048 59 4,891   1,221 68 5,844
Rural 865 22 2,125   2,299 59 10,091   1,855 48 6,015   2,600 67 10,226
                               
Crime level where students live3                              
High 295 63 1,338   313 67 3,537   218 47 885   323 69 4,877
Moderate 831 44 3,409   1,457 77 14,553   1,199 64 4,278   1,506 80 9,358
Low 2,886 36 8,291   5,859 74 40,383   4,537 57 19,734   5,850 74 27,712
Mixed 740 50 3,321   1,365 92 15,126   988 67 4,146   1,108 76 13,471
                               
Percent minority enrollment3                              
0–5 percent 1,190 32 2,849   2,395 66 12,250   2,064 56 9,292   2,483 68 11,808
6–20 percent 1,228 45 3,381   2,350 86 18,948   1,753 64 8,333   2,227 81 12,693
21–50 percent 1,003 39 3,195   2,019 79 19,626   1,559 61 6,197   2,005 80 12,888
More than 50 percent 1,351 51 6,971   2,121 80 23,094   1,424 54 5,034   1,962 75 18,087
                               
Percent of students eligible for free/reduced-price lunch                              
0–20 percent 2,104 44 6,047   4,004 83 32,851   3,019 63 13,216   3,830 80 23,661
21–50 percent 1,787 38 5,695   3,439 73 27,253   2,777 59 11,950   3,423 73 19,207
More than 50 percent 902 39 4,706   1,610 69 14,076   1,186 51 4,093   1,574 68 13,173
                               
Percent of students below 15th percentile on standardized tests                              
0–5 percent 1,221 35 3,473   2,491 72 17,265   1,850 53 7,704   2,673 77 13,943
6–15 percent 2,047 37 6,563   4,119 76 33,759   3,123 57 13,193   3,855 71 24,924
More than 15 percent 1,525 52 6,412   2,444 84 23,156   2,009 69 8,362   2,300 79 17,174
                               
Percent of students likely to attend college                              
0–35 percent 1,019 39 3,480   1,962 74 13,983   1,362 52 5,458   1,994 76 11,326
36–60 percent 1,536 41 6,221   2,778 75 24,720   2,421 65 10,082   2,677 72 18,424
More than 60 percent 2,237 41 6,747   4,313 79 35,477   3,199 58 13,720   4,156 76 26,291
                               
Percent of students who consider academic achievement important                              
0–25 percent 268 30 1,153   630 71 3,988   558 63 2,305   680 77 3,894
26–50 percent 1,144 46 3,833   1,941 77 15,866   1,389 55 5,369   1,845 74 9,980
51–75 percent 1,568 39 5,874   3,179 79 26,719   2,451 61 12,026   2,936 74 23,861
More than 75 percent 1,812 41 5,588   3,303 75 27,607   2,584 58 9,559   3,365 76 18,305
                               
Percent male enrollment                              
0–44 percent 480 43 1,392   761 69 3,247   469 42 1,854   746 67 4,557
45–55 percent 4,027 41 14,136   7,737 79 66,115   6,067 62 25,458   7,471 77 47,000
More than 55 percent 286 30 920   555 58 4,818   445 47 1,947   610 64 4,483
                               
Student/teacher ratio3,4                              
Less than 12 890 25 2,012   2,191 61 10,393   1,676 47 6,344   2,368 66 11,812
12–16 1,693 41 5,602   3,529 86 27,405   2,577 63 10,143   3,162 77 19,641
More than 16 1,968 57 8,007   2,922 85 33,450   2,344 68 11,385   2,810 82 22,592
                               
Number of classroom changes3                              
0–3 changes 162 33 635   412 85 3,887   324 67 1,735   315 65 1,502
4–6 changes 2,758 48 10,482   4,699 81 40,249   3,588 62 14,860   4,471 78 33,884
More than 6 changes 1,636 34 4,499   3,484 74 26,068   2,684 56 10,899   3,489 74 17,630
                               
Use of paid law enforcement5                              
Regular use 4,667 44 16,245   8,552 81 72,912   6,483 62 27,828   8,092 77 53,983
No regular use 126 10 203   501 39 1,269   498 39 1,432   735 57 2,058
                               
Number of serious discipline problems6                              
No problems 1,497 31 4,019   3,110 64 14,757   2,253 46 8,270   3,128 64 13,390
1 problem 1,034 39 3,813   2,098 80 19,496   1,642 63 5,976   2,137 82 15,318
2 problems 1,039 52 3,080   1,767 88 15,380   1,399 69 6,864   1,623 81 11,924
3 or more problems 1,223 52 5,536   2,078 90 24,548   1,687 73 8,149   1,939 85 15,409
                               
Transfers as percentage of enrollment3,7                              
0 to 6 percent 1,464 37 4,999   2,766 70 19,575   2,108 54 8,738   2,704 69 13,630
6 to 11 percent 927 35 3,149   1,920 72 13,098   1,482 56 5,217   1,928 73 11,200
11 to 21 percent 1,091 46 3,119   1,845 78 14,461   1,431 61 6,312   1,879 80 11,725
21 percent or more 1,049 45 4,404   2,080 90 22,190   1,606 70 7,595   1,894 82 16,858
                               
Prevalence of schoolwide disruptions3,8                              
No disruptions 2,941 36 10,172   5,941 72 44,516   4,709 57 20,096   6,098 75 32,458
Any disruptions 1,498 53 4,575   2,391 84 24,254   1,782 63 7,132   2,115 75 17,469
                               
Percent of students absent without excuses                              
None 194 18 361   717 68 3,756   463 44 1,821   685 65 2,535
1–2 percent 1,248 31 4,067   2,892 73 18,442   2,212 56 8,618   3,015 77 14,664
3–5 percent 1,591 45 5,378   2,696 76 21,320   2,229 63 10,268   2,566 73 18,758
6–10 percent 1,181 51 4,085   1,926 83 20,582   1,480 64 6,319   1,790 79 14,301
More than 10 percent 579 59 2,558   822 84 10,081   599 61 2,233   771 79 5,783
1 Sexual harassment was defined for respondents as, "unsolicited, offensive behavior that inappropriately asserts sexuality over another person. The behavior may be verbal or non-verbal."
2 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. Includes damage caused by computer hacking."
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.
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. Secondary schools are defined as schools in which the lowest grade is not lower than grade 9 and the highest grade is not higher than grade 12.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2000.

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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education