Skip Navigation
small NCES header image

Table 25.  Number and percentage of public secondary schools reporting one or more teachers trained to recognize early warning signs of potentially violent students with the average number of teachers trained per school, and the average number of training hours per teacher trained, by selected school characteristics: 1999–2000


School characteristic Number of schools with one or more teachers trained Percent of schools with one or more teachers trained Average number of teachers trained per school Average number of hours of training per teacher trained
All public secondary schools 4,809 41 43 7
         
Enrollment size        
Less than 300 412 21 23 7
300–499 618 33 27 7
500–999 1,407 44 36 7
1,000 or more2,372 49 55 8
         
Urbanicity        
City 1,096 46 47 8
Urban fringe 1,564 41 52 7
Town 913 51 36 6
Rural 1,236 32 35 8
         
Crime level where students live1        
High 219 47 34 12
Moderate 583 31 48 6
Low 3,204 40 43 7
Mixed 775 52 43 8
         
Percent minority enrollment1        
0–5 percent 1,265 34 33 6
6–20 percent 1,381 50 54 7
21–50 percent 1,098 43 46 7
More than 50 percent 1,017 38 40 9
         
Percent of students eligible for free/reduced-price lunch        
0–20 percent 2,142 44 45 7
21–50 percent 1,735 37 41 8
More than 50 percent 932 40 45 8
         
Percent of students below 15th percentile on standardized tests        
0–5 percent 1,279 37 52 6
6–15 percent 2,211 40 41 6
More than 15 percent 1,319 45 39 10
         
Percent of students likely to attend college        
0–35 percent 1,006 38 39 8
36–60 percent 1,382 37 44 7
More than 60 percent 2,421 44 45 7
         
Percent of students who consider academic achievement important        
0–25 percent 293 33 53 8
26–50 percent 956 38 31 11
51–75 percent 1,490 37 42 7
More than 75 percent 2,070 47 49 6
         
Percent male enrollment        
0–44 percent 540 49 47 9
45–55 percent 3,936 40 43 7
More than 55 percent 333 35 40 6
         
Student/teacher ratio1,2        
Less than 12 1,097 31 41 7
12–16 1,996 48 50 8
More than 16 1,591 46 37 7
         
Number of classroom changes1        
0–3 changes 317 65 46 9
4–6 changes 2,507 43 44 8
More than 6 changes 1,687 35 41 6
         
Use of paid law enforcement3        
Regular use 4,610 44 44 7
No regular use 200 16 25 8
         
Number of serious discipline problems4        
No problems 1,582 32 40 7
1 problem 1,213 46 42 6
2 problems 952 47 44 10
3 or more problems 1,062 45 48 7
         
Transfers as percentage of enrollment1,5        
0 to 6 percent 1,637 42 37 6
6 to 11 percent 1,047 39 36 8
11 to 21 percent 1,000 42 49 9
21 percent or more 923 40 55 8
         
Prevalence of schoolwide disruptions1,6        
No disruptions 3,051 37 43 8
Any disruptions 1,344 47 44 6
         
Percent of students absent without excuses        
None 393 37 31 11
1–2 percent 1,489 38 41 7
3–5 percent 1,327 37 46 7
6–10 percent 1,160 50 47 5
More than 10 percent 440 45 40 9
         
Prevalence of violent incidents1,7        
No violent incidents 267 27 39 6
Any violent incidents 4,465 41 44 7
1 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.
2 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.
3 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.
4 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.
5 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.
6 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.
7 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." 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.


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