Skip Navigation
small NCES header image

Table 4.  Number and percentage of public high schools reporting student threats of physical attack and incidents of robbery that occurred at school, the number of incidents, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2003–04—Continued (Return to Table 4)


School characteristic Robbery with a weapon1,2   Robbery without a weapon1,2
Num-
ber of
schools
Per-
cent of
schools
Num-
ber of
incidents
Rate per
1,000
students
  Num-
ber of
schools
Per-
cent of
schools
Num-
ber of
incidents
Rate per
1,000
students
All public schools  185 2 541 #   1,355 13 5,315 0.5
                   
Enrollment size                   
Less than 300  # # # #   132 8 280 0.8
300–499  24 2 24 #   114 7 192 0.3
500–999  24 1 24 #   273 10 840 0.4
1,000 or more  137 3 494 0.1   836 17 4,003 0.5
                   
Urbanicity                   
City  88 4 284 0.1   542 23 2,120 0.6
Urban fringe  65 2 134 #   422 12 1,847 0.4
Town  # # # #   172 10 591 0.5
Rural  32 1 122 0.1   219 7 757 0.4
                   
Crime level where
students live3 
                 
High  53 9 242 0.3   215 38 1,581 2.2
Moderate  27 1 27 #   387 18 1,261 0.5
Low  86 1 235 #   561 9 1,740 0.3
Mixed  18 1 37 #   192 12 732 0.3
                   
Percent minority
enrollment4 
                 
Less than 5 percent  # # # #   174 7 539 0.3
5 to 20 percent  47 2 137 #   215 8 647 0.2
20 to 50 percent  19 1 38 #   313 12 916 0.3
50 percent or more  119 4 366 0.1   619 22 3,113 0.8
                   
Percent of students
eligible for free or
reduced-price lunch 
                 
0–20 percent  86 2 235 0.1   390 10 1,386 0.3
21–50 percent  35 1 70 #   499 11 1,382 0.3
More than 50 percent  64 3 236 0.1   465 18 2,547 1.0
                   
Percent of students
below 15th percentile on
standardized tests 
                 
0–5 percent  52 2 98 #   283 10 856 0.3
6–15 percent  60 1 302 0.1   499 10 1,847 0.4
More than 15 percent  73 2 142 #   573 19 2,612 0.8
                   
Percent of students likely
to attend college 
                 
0–35 percent  68 3 254 0.1   405 19 2,187 1.1
36–60 percent  18 1 117 #   279 9 1,097 0.3
More than 60 percent  99 2 170 #   671 12 2,031 0.3
                   
Percent of students who
consider academic
achievement important 
                 
0–25 percent  25 3 32 #   103 12 563 0.8
26–50 percent  52 2 241 0.1   324 15 1,826 0.9
51–75 percent  65 2 174 #   387 11 1,037 0.3
More than 75 percent  43 1 94 #   540 12 1,889 0.4
                   
Percent male enrollment                   
0–44 percent  9 1 27 #   141 15 536 0.6
45–55 percent  143 2 481 #   1,081 12 4,181 0.4
More than 55 percent  33 4 33 0.1   133 15 598 1.1
                   
Student-to-teacher ratio5                   
Less than 12 students  33 1 33 #   449 11 1,746 0.6
12–16 students  75 2 344 0.1   506 12 1,893 0.4
More than 16 students  77 3 164 #   399 16 1,676 0.4
                   
Number of classroom
changes6 
                 
0–3 changes  # # # #   81 15 196 0.4
4–6 changes  115 2 400 0.1   628 12 2,750 0.5
More than 6 changes  70 1 141 #   646 13 2,369 0.5
                   
Regular use of law
enforcement7 
                 
Regular use  185 2 541 0.1   1,131 15 4,810 0.5
No regular use  # # # #   224 7 504 0.3
                   
Number of serious
discipline problems8 
                 
No problems  75 1 171 #   585 9 1,811 0.3
1 problem  67 4 255 0.1   212 13 1,121 0.6
2 problems  7 1 14 #   259 21 653 0.4
3 or more problems  37 3 101 0.1   300 25 1,729 0.9
                   
Transfers as a percentage
of enrollment9 
                 
0 to 6 percent  37 1 110 #   286 11 992 0.4
6 to 11 percent  71 3 304 0.2   223 10 1,293 0.6
11 to 21 percent  25 1 50 #   439 13 1,559 0.4
21 percent or more  52 2 77 #   407 15 1,469 0.5
                   
Prevalence of schoolwide
disruptions10 
                 
No disruptions  109 1 267 #   1,061 12 3,817 0.4
Any disruptions  76 5 274 0.1   294 18 1,497 0.7
                   
Percent of students
absent on a daily basis 
                 
0–2 percent  # # # #   78 12 165 0.3
3–5 percent  56 1 173 #   347 8 1,061 0.3
6–10 percent  53 1 97 #   576 12 2,115 0.4
More than 10 percent  77 6 271 0.2   353 28 1,973 1.6
# Rounds to zero.
1 Weapon was defined for respondents as "any instrument or object used with the intent to threaten, injure, or kill. Includes look-alikes if they are used to threaten others.
2 Robbery was defined for respondents as "the taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or battery.
3 Respondents were asked, "How would you describe the crime level in the area(s) in which your students live?" Response options included "high level of crime," "moderate level of crime," "low level of crime, and "students come from areas with very different levels of crime.
4 These estimates exclude data from Tennessee because schools in this state did not report estimates of student race.
5 Student-to-teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time-equivalent teachers and aides. The total number of full-time-equivalent teachers and aides is a combination of the full-time and part-time teachers and aides, including special education teachers and aides, with an adjustment to compensate for the part-time status.
6 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
7 Respondents were asked, "During the 2003–2004 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school on a regular basis?
8 Serious discipline problems include student racial tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers, gang activities, and cult or extremist group activities. If a respondent 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.
9 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.
10 Schoolwide disruptions include actions that disrupted school activities such as death threats, bomb threats, and chemical, biological, or radiological threats. Respondents were instructed to exclude all fire alarms, including false alarms.
NOTE: "At school" was defined for respondents to include activities that happen in school buildings, on school grounds, on school buses, and at places that hold school-sponsored events or activities. Detail may not sum to totals because of rounding. Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2004.


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