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Table 31.  Percentage of public high schools reporting that their efforts to reduce or prevent crime at school were limited due to specified non-school-level factors, by selected school characteristics: School year 2003–04


School characteristic Inadequate funds Fear of district or state reprisal Federal, state, or district policies on disciplining special education students1 Other federal policies on discipline and safety Other state or district policies on discipline and safety
All public schools  65 16 67 37 34
           
Enrollment size           
Less than 300  46 10 54 27 20
300–499  59 12 63 30 30
500–999  70 17 66 41 35
1,000 or more  71 19 73 40 39
           
Urbanicity           
City  68 24 71 43 42
Urban fringe  65 14 69 36 34
Town  69 17 65 37 33
Rural  61 12 62 33 28
           
Crime level where students live2           
High  87 51 81 65 67
Moderate  71 23 74 49 47
Low  61 10 62 31 27
Mixed  66 17 69 34 33
           
Percent minority enrollment3           
Less than 5 percent  66 13 68 32 28
5 to 20 percent  60 8 57 31 30
20 to 50 percent  67 18 71 39 34
50 percent or more  67 25 69 44 41
           
Percent of students
eligible for free or
reduced-price lunch 
         
0–20 percent  60 10 62 27 26
21–50 percent  70 18 70 40 36
More than 50 percent  65 22 68 45 41
           
Percent of students below 15th
percentile on standardized tests 
         
0–5 percent  60 11 62 30 27
6–15 percent  65 16 69 37 34
More than 15 percent  71 21 68 42 39
           
Percent of students likely
to attend college 
         
0–35 percent  65 26 65 42 36
36–60 percent  72 13 68 39 36
More than 60 percent  61 14 66 34 31
           
Percent of students who consider
academic achievement important 
         
0–25 percent  70 28 76 45 37
26–50 percent  65 21 64 40 37
51–75 percent  72 16 71 38 34
More than 75 percent  59 12 63 32 32
           
Percent male enrollment           
0–44 percent  56 23 54 35 34
45–55 percent  67 16 69 37 33
More than 55 percent  57 14 55 40 37
           
Student-to-teacher ratio4           
Less than 12 students  61 12 59 33 29
12–16 students  65 17 70 39 38
More than 16 students  73 21 75 39 36
           
Number of classroom changes5           
0–3 changes  58 23 64 45 34
4–6 changes  68 18 69 39 37
More than 6 changes  63 14 65 33 31
           
Regular use of law enforcement6           
Regular use  70 19 70 40 37
No regular use  54 8 59 28 25
           
Number of serious
discipline problems7 
         
No problems  59 12 61 33 29
1 problem  74 17 72 41 36
2 problems  71 22 79 38 41
3 or more problems  82 33 78 52 53
           
Transfers as a percentage
of enrollment8 
         
0 to 6 percent  60 14 65 36 31
6 to 11 percent  63 13 66 39 33
11 to 21 percent  70 18 64 34 34
21 percent or more  66 18 72 39 38
           
Prevalence of schoolwide
disruptions9 
         
No disruptions  64 14 66 36 32
Any disruptions  71 26 70 42 43
           
Percent of students
absent on a daily basis 
         
0–2 percent  53 11 55 29 25
3–5 percent  63 14 68 38 34
6–10 percent  70 16 67 36 33
More than 10 percent  60 24 66 38 39
           
Prevalence of violent incidents10           
No violent incidents  21 15 54 34 22
Any violent incidents  67 16 67 37 34
1 A special education student was defined for respondents as "a child with a disability, defined as mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities, and who needs special education and related services and receives these under the Individuals with Disabilities Education Act (IDEA)."
2 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."
3 These estimates exclude data from Tennessee because schools in this state did not report estimates of student race.
4 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.
5 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
6 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?"
7 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.
8 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.
9 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.
10 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