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Table 2.  Number and percentage of public high schools reporting incidents of crime that occurred at school to police, the number of incidents reported to police, and the rate of incidents reported to police per 1,000 students, by incident type and selected school characteristics: School year 2005–06—Continued (Return to Table 2)

  Theft reported to police3    Other incidents reported to police4 
School characteristic  Num-
ber of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1,000 students   Num-
of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1,000 students  
All public schools  7,900   68   67,680   6   10,160   87   145,590   12  
                                 
Enrollment size                                 
Less than 300  830   39   2,040   4   1,440   68   5,360   12  
300–499  890   55   3,400   5   1,240   77   5,850   9  
500–999  2,060   72   13,760   7   2,580   90   23,260   11  
1,000 or more  4,120   81   48,480   5   4,900   97   111,120   12  
                                 
Urbanicity                                 
City  1,770   71   21,000   6   2,160   87   48,740   13  
Urban fringe  2,850   75   28,130   6   3,530   93   55,790   11  
Town  1,010   68   5,930   6   1,370   92   13,290   12  
Rural  2,270   58   12,630   5   3,100   79   27,780   12  
                                 
Crime level where
students live5 
                               
High  450   69   5,220   6   570   89   13,500   15  
Moderate  1,510   66   11,570   4   1,910   84   33,550   13  
Low  4,720   66   40,090   6   6,090   86   73,810   11  
Mixed  1,230   74   10,800   5   1,590   96   24,740   13  
                                 
Percent minority
enrollment6 
                               
Less than 5 percent  1,480   59   7,610   5   2,010   80   14,220   10  
5 to less than
20 percent 
2,470   72   23,130   7   2,960   87   40,100   12  
20 to less than
50 percent 
1,790   69   18,320   6   2,330   89   37,910   13  
50 percent or more  1,930   68   16,580   4   2,560   90   50,110   13  
                                 
Percent of students
eligible for free or
reduced-price lunch 
                               
0–20 percent  2,550   68   24,220   6   3,240   87   42,780   10  
21–50 percent  3,440   71   30,520   6   4,180   87   63,470   13  
More than 50 percent  1,910   61   12,940   4   2,750   87   39,340   13  
                                 
Percent of students
below 15th percentile on
standardized tests 
                               
0–5 percent  2,140   57   19,560   6   3,010   80   36,070   10  
6–15 percent  3,570   72   30,040   6   4,370   89   63,090   12  
More than 15 percent  2,200   73   18,080   5   2,780   93   46,430   13  
                                 
Percent of students likely
to attend college 
                               
0–35 percent  1,470   69   9,750   5   1,870   88   27,220   14  
36–60 percent  2,470   70   18,430   5   3,090   88   44,800   13  
More than 60 percent  3,970   66   39,500   6   5,200   86   73,580   11  
                                 
Percent of students who
consider academic
achievement important 
                               
0–25 percent  680   70   4,160   5   910   94   11,880   14  
26–50 percent  1,430   64   9,900   5   1,900   85   22,010   12  
51–75 percent  2,720   71   22,740   6   3,300   86   54,750   14  
More than 75 percent  3,070   66   30,890   6   4,050   87   56,960   10  
                                 
Percent male enrollment                                 
0–44 percent  390   53   4,220   5   650   88   8,210   10  
45–55 percent  6,910   69   59,650   6   8,670   87   126,840   12  
More than 55 percent  610   60   3,810   5   840   83   10,540   13  
                                 
Student-to-FTE ratio7                                 
Less than 12 students  3,000   60   19,780   6   4,110   82   37,220   11  
12–16 students  3,040   75   28,310   6   3,720   91   57,130   12  
More than 16 students  1,860   72   19,590   5   2,330   90   51,240   13  
                                 
Number of classroom
changes8 
                               
0–3 changes  440   65   4,840   7   570   84   7,480   11  
4–6 changes  4,110   71   36,590   5   5,200   89   79,760   12  
More than 6 changes  3,360   65   26,260   5   4,400   85   58,350   12  
                                 
Regular use of law
enforcement9 
                               
Regular use  6,450   73   61,700   6   8,060   92   134,240   12  
No regular use  1,450   50   5,980   5   2,100   73   11,360   9  
                                 
Number of serious
discipline problems10 
                               
No problems  4,270   62   35,340   5   5,740   83   67,650   10  
1 problem  1,450   75   9,630   5   1,730   89   25,750   13  
2 problems  910   71   8,350   5   1,220   95   23,160   14  
3 or more problems  1,270   82   14,360   7   1,480   95   29,030   14  
                                 
Transfers as a percentage
of enrollment11 
                               
Less than 6 percent  1,640   64   14,680   6   2,030   79   22,830   10  
6 to less than
11 percent 
1,570   63   12,270   5   2,080   84   27,010   11  
11 to less than
21 percent 
2,310   75   17,670   5   2,780   91   42,550   12  
21 percent or more  2,390   67   23,060   6   3,270   91   53,200   14  
                                 
Prevalence of schoolwide
disruptions12 
                               
No disruptions  6,690   66   54,970   5   8,700   86   115,560   12  
Any disruptions  1,210   77   12,710   6   1,460   93   30,030   14  
                                 
Percent of students
absent on a daily basis 
                               
0–2 percent  290   66   2,410 ! 7 ! 320   74   2,780   8  
3–5 percent  2,930   63   22,770   5   3,870   84   49,140   11  
6–10 percent  3,770   70   33,350   6   4,820   90   73,270   12  
More than 10 percent  920   71   9,160   6   1,150   89   20,410   14  
! 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