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Table 22.  Percentage of public high schools reporting the use of selected violence prevention program components, by selected school characteristics: School year 2003–04


School characteristic   Percentage of schools using selected violence prevention program components
Prevention curriculum, instruction, or training for students1 Behavioral or behavior modification intervention for students Counseling, social work, psychological, or therapeutic activity for students or adults Individual attention, mentoring, tutoring, or coach-
ing of students by students or adults
Recreational, enrichment, or leisure activities for students Students' involvement in resolving student conduct problems2 Programs to promote a sense of community or social integration among students Hotline or tipline for students to report problems
All public schools  74 84 93 90 80 58 75 50
                 
Enrollment size                 
Less than 300  63 75 86 83 73 38 68 33
300–499  73 78 92 87 76 54 62 41
500–999  76 85 94 91 83 51 73 45
1,000 or more  77 88 94 93 82 70 82 62
                 
Urbanicity                 
City  74 86 93 91 86 70 83 62
Urban fringe  74 84 92 92 80 64 82 54
Town  75 84 93 88 76 52 70 46
Rural  73 81 92 88 77 46 65 39
                 
Crime level where students live3                 
High  84 96 95 97 85 84 80 62
Moderate  74 86 94 92 79 63 80 56
Low  73 82 92 89 79 52 72 45
Mixed  76 85 94 91 83 68 79 58
                 
Percent minority enrollment4                 
Less than 5 percent  75 80 95 86 77 49 65 49
5 to 20 percent  74 84 91 90 81 55 76 49
20 to 50 percent  74 84 92 94 78 56 75 52
50 percent or more  74 86 92 91 84 72 83 51
                 
Percent of students
eligible for free or
reduced-price lunch 
               
0–20 percent  72 81 90 89 82 58 76 50
21–50 percent  74 83 94 90 76 56 72 54
More than 50 percent  76 89 93 91 85 62 79 44
                 
Percent of students below 15th
percentile on standardized tests 
               
0–5 percent  70 79 91 90 78 58 72 48
6–15 percent  75 85 93 90 82 55 76 52
More than 15 percent  77 86 92 90 79 62 77 50
                 
Percent of students likely
to attend college 
               
0–35 percent  72 84 90 85 76 56 68 51
36–60 percent  75 84 95 93 78 56 72 46
More than 60 percent  74 84 92 90 83 60 79 53
                 
Percent of students who consider
academic achievement important 
               
0–25 percent  75 85 87 84 78 53 60 43
26–50 percent  66 80 92 86 74 53 68 44
51–75 percent  75 81 93 91 79 57 73 51
More than 75 percent  77 88 94 93 84 63 83 54
                 
Percent male enrollment                 
0–44 percent  63 77 85 92 79 61 65 39
45–55 percent  75 83 93 90 80 59 75 52
More than 55 percent  74 96 94 87 84 50 84 45
                 
Student-to-teacher ratio5                 
Less than 12 students  75 84 94 88 78 52 72 41
12–16 students  74 84 93 92 80 62 76 55
More than 16 students  72 82 90 90 83 62 79 57
                 
Number of classroom changes6                 
0–3 changes  81 85 94 90 78 69 85 74
4–6 changes  72 85 92 91 78 61 78 51
More than 6 changes  75 83 93 89 82 54 71 47
                 
Regular use of law enforcement7                 
Regular use  76 86 95 93 81 64 78 56
No regular use  69 78 87 84 77 43 67 34
                 
Number of serious
discipline problems8 
               
No problems  71 81 91 89 79 56 74 47
1 problem  79 84 94 94 81 58 75 56
2 problems  84 94 97 87 85 66 77 55
3 or more problems  73 89 94 92 82 63 79 54
                 
Transfers as a percentage
of enrollment9 
               
0 to 6 percent  77 82 91 91 80 59 77 46
6 to 11 percent  70 77 93 86 80 50 66 46
11 to 21 percent  75 88 93 91 83 62 77 54
21 percent or more  73 86 93 91 77 59 78 54
                 
Prevalence of schoolwide
disruptions10 
               
No disruptions  74 84 93 90 81 58 75 50
Any disruptions  73 85 91 92 77 61 73 49
                 
Percent of students
absent on a daily basis 
               
0–2 percent  73 80 82 81 77 42 80 46
3–5 percent  72 80 92 91 79 54 72 56
6–10 percent  73 87 94 90 79 59 75 47
More than 10 percent  84 86 94 94 86 75 85 45
                 
Prevalence of violent incidents11                 
No violent incidents  65 82 76 83 65 49 75 32
Any violent incidents  74 84 93 90 81 58 75 51
1 For example, social skills training.
2 For example, conflict resolution, peer mediation, or student court.
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.
11 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: 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.


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