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

School Survey on Crime and Safety (SSOCS)

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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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