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Table 31.  Percentage of public secondary schools reporting their efforts to reduce or prevent crime were limited by specified school-level characteristics, by selected school characteristics: 1999–2000


School characteristic Lack of or inadequate teacher training in classroom management Lack of or inadequate alternative placements 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 reprisal Fear of litigation Inconsistent application of school policies
All public secondary schools 53 61 35 24 48 30 37 35
                 
Enrollment size                
Less than 300 47 64 43 15 44 25 39 30
300–499 51 67 35 16 42 26 33 31
500–999 48 53 32 23 54 33 39 34
1,000 or more59 63 34 32 48 31 37 40
                 
Urbanicity                
City 63 63 28 33 49 29 29 45
Urban fringe 52 63 37 26 47 32 40 38
Town 54 60 34 20 54 29 44 31
Rural 46 58 38 18 45 29 37 30
                 
Crime level where students live1                
High 57 69 22 31 56 25 27 35
Moderate 70 65 37 35 69 31 39 41
Low 48 60 36 19 41 30 38 33
Mixed 53 59 33 31 53 29 36 39
                 
Percent minority enrollment1                
0–5 percent 47 63 33 17 42 34 37 33
6–20 percent 53 52 38 22 46 32 45 35
21–50 percent 50 64 35 28 51 27 40 31
More than 50 percent 64 64 33 32 55 25 28 44
                 
Percent of students eligible for free/reduced-price lunch                
0–20 percent 50 63 37 24 42 30 38 35
21–50 percent 52 59 32 22 49 32 39 35
More than 50 percent 60 62 37 29 56 24 31 39
                 
Percent of students below 15th percentile on standardized tests                
0–5 percent 46 53 31 22 44 24 34 28
6–15 percent 50 65 33 21 45 29 39 35
More than 15 percent 65 63 43 32 59 37 38 45
                 
Percent of students likely to attend college                
0–35 percent 52 59 35 27 49 25 37 39
36–60 percent 55 62 34 24 52 34 42 35
More than 60 percent 52 61 36 22 45 29 34 34
                 
Percent of students who consider academic achievement important                
0–25 percent 56 52 51 34 53 22 38 30
26–50 percent 51 65 35 21 52 27 44 35
51–75 percent 57 62 31 28 48 34 38 40
More than 75 percent 49 59 35 20 44 29 33 33
                 
Percent male enrollment                
0–44 percent 61 51 49 25 54 25 34 49
45–55 percent 52 62 33 24 48 31 38 33
More than 55 percent 50 58 35 22 45 26 35 40
                 
Student/teacher ratio1,2                
Less than 12 53 64 38 20 46 31 39 30
12–16 50 55 33 22 46 32 37 37
More than 16 56 66 37 33 55 26 38 41
                 
Number of classroom changes1                
0–3 changes 47 66 42 16 60 29 48 38
4–6 changes 53 57 30 28 49 28 37 34
More than 6 changes 55 64 39 21 48 30 35 36
                 
Use of paid law enforcement3                
Regular use 54 61 33 24 48 29 37 36
No regular use 45 64 50 23 47 40 38 30
                 
Number of serious discipline problems4                
No problems 40 55 28 14 36 18 28 25
1 problem 56 56 41 27 53 32 41 42
2 problems 57 63 37 26 54 35 40 35
3 or more problems 72 77 41 41 63 46 51 50
                 
Transfers as percentage of enrollment1,5                
0 to 6 percent 52 57 39 20 44 35 41 43
6 to 11 percent 40 58 27 18 48 23 35 25
11 to 21 percent 57 67 45 31 52 30 41 31
21 percent or more 61 63 29 28 50 30 32 36
                 
Prevalence of schoolwide disruptions1,6                
No disruptions 51 59 34 22 47 29 37 34
Any disruptions 55 63 33 26 50 29 37 36
                 
Percent of students absent without excuses                
None 42 56 37 14 39 44 40 28
1–2 percent 44 59 33 19 40 22 33 32
3–5 percent 57 60 37 25 52 30 39 34
6–10 percent 63 66 35 33 54 34 41 40
More than 10 percent 59 66 31 32 61 32 35 51
                 
Prevalence of violent incidents1,7                
No violent incidents 54 51 37 12 36 26 30 37
Any violent incidents 53 62 35 25 49 30 38 35
# Rounds to zero.
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.


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