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


School characteristic Teacher contracts Inadequate funds Fear of district or state reprisal Federal policies on disciplining disabled students Other federal policies on discipline and safety State or district policies on discipline and safety Percent of schools that did not feel they were limited in any way
All public secondary schools 26 66 20 64 41 38 8
               
Enrollment size              
Less than 300 25 63 24 56 41 40 11
300–499 22 64 16 66 40 37 5
500–999 23 65 16 63 38 36 8
1,000 or more30 69 23 67 42 37 8
               
Urbanicity              
City 31 71 24 60 36 35 9
Urban fringe 29 65 24 67 43 39 7
Town 24 65 14 68 42 40 5
Rural 21 64 17 61 40 36 11
               
Crime level where students live1              
High 26 78 23 62 40 35
Moderate 32 73 30 61 44 39 5
Low 25 64 17 65 42 38 10
Mixed 25 66 23 65 30 31 7
               
Percent minority enrollment1              
0–5 percent 24 66 18 63 38 37 11
6–20 percent 27 65 21 68 46 41 7
21–50 percent 25 64 18 68 42 38 8
More than 50 percent 28 69 24 55 37 34 6
               
Percent of students eligible for free/reduced-price lunch              
0–20 percent 26 64 19 64 38 38 8
21–50 percent 26 66 20 65 43 38 9
More than 50 percent 28 71 24 61 42 37 6
               
Percent of students below 15th percentile on standardized tests              
0–5 percent 23 59 15 58 36 29 12
6–15 percent 28 67 23 68 43 42 8
More than 15 percent 27 72 22 64 43 40 5
               
Percent of students likely to attend college              
0–35 percent 22 69 21 63 39 39 6
36–60 percent 33 67 23 64 46 39 8
More than 60 percent 24 64 18 64 38 36 9
               
Percent of students who consider academic achievement important              
0–25 percent 19 68 24 64 39 37 4
26–50 percent 26 70 18 59 36 35 8
51–75 percent 31 70 23 68 45 40 7
More than 75 percent 23 60 18 63 39 37 11
               
Percent male enrollment              
0–44 percent 32 70 28 56 43 42 4
45–55 percent 25 66 19 66 42 39 8
More than 55 percent 31 64 28 47 26 21 11
               
Student/teacher ratio1,2              
Less than 12 24 67 22 62 41 39 7
12–16 26 68 19 67 40 38 10
More than 16 31 67 22 66 41 37 7
               
Number of classroom changes1              
0–3 changes 24 67 16 59 30 29 11
4–6 changes 26 67 18 64 36 31 7
More than 6 changes 26 63 24 64 46 43 8
               
Use of paid law enforcement3              
Regular use 26 67 19 64 41 38 8
No regular use 32 62 30 63 41 36 13
               
Number of serious discipline problems4              
No problems 20 56 17 54 32 30 14
1 problem 27 74 24 68 48 44 5
2 problems 19 65 16 71 37 32 6
3 or more problems 43 79 28 74 55 51 2
               
Transfers as percentage of enrollment1,5              
0 to 6 percent 25 65 21 60 40 39 9
6 to 11 percent 25 61 16 62 39 35 12
11 to 21 percent 29 73 25 66 42 41 5
21 percent or more 24 69 20 73 43 36 6
               
Prevalence of schoolwide disruptions1,6              
No disruptions 23 62 18 62 40 36 10
Any disruptions 28 71 25 67 41 40 4
               
Percent of students absent without excuses              
None 17 61 17 82 57 59 10
1–2 percent 22 64 16 60 34 31 10
3–5 percent 26 67 22 62 41 35 8
6–10 percent 32 69 27 66 42 42 7
More than 10 percent 37 73 17 67 42 38
               
Prevalence of violent incidents1,7              
No violent incidents 27 45 24 38 28 26 20
Any violent incidents 26 68 20 67 42 39 7
‡ Reporting standards not met.
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