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Table 1.  Number and percentage of public high schools reporting incidents of crime that occurred at school, the number of incidents, and the rate of incidents per 1,000 students, by incident type and selected school characteristics: School year 2005–06—Continued (Return to Table 1)

  Theft3   Other incidents4 
School characteristic 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  10,010   86   105,530   9   10,940   94   191,990   16  
                                 
Enrollment size                                 
Less than 300  1,490   70   4,820   10   1,780   83   9,250   20  
300–499  1,230   77   7,780   11   1,370   85   11,540   17  
500–999  2,550   89   23,160   11   2,750   96   32,830   16  
1,000 or more  4,730   93   69,760   8   5,040   99   138,360   15  
                                 
Urbanicity                                 
City  2,120   85   29,670   8   2,310   93   60,430   16  
Urban fringe  3,520   93   43,320   9   3,680   97   72,730   14  
Town  1,200   80   9,600   9   1,450   97   18,320   17  
Rural  3,170   81   22,940   10   3,500   90   40,510   17  
                                 
Crime level where
students live5 
                               
High  590   92   7,970   9   580   91   18,020   20  
Moderate  1,840   81   19,240   7   2,130   94   43,590   16  
Low  6,140   86   62,580   9   6,600   93   97,600   15  
Mixed  1,440   87   15,740   8   1,620   98   32,780   17  
                                 
Percent minority
enrollment6 
                               
Less than 5 percent  2,030   81   14,430   10   2,200   88   22,360   15  
5 to less than
20 percent 
2,970   87   35,330   10   3,250   95   53,080   16  
20 to less than
50 percent 
2,280   87   27,090   9   2,480   95   48,790   16  
50 percent or more  2,420   86   25,420   6   2,690   95   62,560   16  
                                 
Percent of students
eligible for free or
reduced-price lunch 
                               
0–20 percent  3,220   87   38,630   9   3,480   94   57,230   13  
21–50 percent  4,240   88   46,040   9   4,520   94   81,980   16  
More than 50 percent  2,550   81   20,860   7   2,930   93   52,770   18  
                                 
Percent of students
below 15th percentile on
standardized tests 
                               
0–5 percent  3,130   83   32,910   10   3,390   90   47,680   14  
6–15 percent  4,230   86   44,720   9   4,640   94   81,670   16  
More than 15 percent  2,650   88   27,900   8   2,910   97   62,640   18  
                                 
Percent of students likely
to attend college 
                               
0–35 percent  1,730   82   16,230   9   2,000   94   34,580   18  
36–60 percent  3,160   90   29,250   8   3,310   94   58,410   17  
More than 60 percent  5,120   85   60,050   9   5,630   93   98,990   15  
                                 
Percent of students who
consider academic
achievement important 
                               
0–25 percent  760   79   6,250   8   930   97   14,790   18  
26–50 percent  1,910   85   16,970   9   2,070   93   30,300   16  
51–75 percent  3,400   89   34,250   9   3,620   95   72,440   19  
More than 75 percent  3,950   85   48,060   9   4,320   92   74,460   13  
                                 
Percent male enrollment                                 
0–44 percent  540   74   8,120   10   670   91   11,390   14  
45–55 percent  8,680   87   91,370   9   9,330   94   166,800   16  
More than 55 percent  790   77   6,040   7   940   92   13,790   17  
                                 
Student-to-FTE ratio7                                 
Less than 12 students  4,020   80   32,770   10   4,570   91   52,100   16  
12–16 students  3,740   92   44,340   9   3,890   95   75,940   16  
More than 16 students  2,250   87   28,420   7   2,480   96   63,950   16  
                                 
Number of classroom
changes8 
                               
0–3 changes  530   79   6,180   9   620   91   9,330   14  
4–6 changes  5,090   88   55,050   8   5,510   95   104,820   16  
More than 6 changes  4,390   84   44,290   9   4,810   92   77,840   16  
                                 
Regular use of law
enforcement9 
                               
Regular use  7,830   89   92,320   8   8,530   97   172,340   16  
No regular use  2,180   75   13,210   10   2,410   83   19,650   15  
                                 
Number of serious
discipline problems10 
                               
No problems  5,680   82   55,550   9   6,310   91   87,980   14  
1 problem  1,770   91   16,680   8   1,830   94   34,340   17  
2 problems  1,100   86   12,610   7   1,270   98   29,300   17  
3 or more problems  1,460   94   20,680   10   1,540   99   40,370   20  
                                 
Transfers as a percentage
of enrollment11 
                               
Less than 6 percent  2,120   83   22,970   10   2,270   88   32,640   14  
6 to less than
11 percent 
2,080   84   20,610   8   2,260   91   35,580   14  
11 to less than
21 percent 
2,840   93   29,990   9   2,940   96   56,980   17  
21 percent or more  2,970   83   31,950   8   3,480   97   66,790   17  
                                 
Prevalence of schoolwide
disruptions12 
                               
No disruptions  8,550   85   87,150   9   9,380   93   153,630   15  
Any disruptions  1,460   93   18,380   8   1,560   99   38,360   17  
                                 
Percent of students
absent on a daily basis 
                               
0–2 percent  380   86   3,410 ! 10   380   86   4,540   13  
3–5 percent  3,860   83   38,050   9   4,240   92   65,560   15  
6–10 percent  4,680   88   51,680   9   5,110   96   94,910   16  
More than 10 percent  1,100   85   12,390   8   1,210   94   26,980   18  
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
1 Violent incidents include rape or attempted 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.
2 Serious violent incidents include rape or attempted rape, sexual battery other than rape, physical attack or fight with a weapon, threat of physical attack with a weapon, and robbery with or without a weapon.
3 Theft or larceny (taking things worth over $10 without personal confrontation) was defined for respondents as "the unlawful taking of another person's property without personal confrontation, threat, violence, or bodily harm. This includes pocket picking, stealing a purse or backpack (if left unattended or no force was used to take it from owner), theft from a building, theft from a motor vehicle or of motor vehicle parts or accessories, theft of a bicycle, theft from a vending machine, and all other types of thefts."
4 Other incidents include possession of a firearm or explosive device; possession of a knife or sharp object; distribution, possession, or use of illegal drugs or alcohol; and vandalism.
5 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."
6 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
7 Student-to-FTE 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.
8 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
9 Respondents were asked, "During the 2005–2006 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school at least once a week?"
10 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.
11 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.
12 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 happening 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. High 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 (NCES), 2005–06 School Survey on Crime and Safety (SSOCS), 2006.

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