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Table 3.  Number and percentage of public high schools reporting sexual and physical assaults that occurred at school, the number of sexual and physical assaults, and the rate of sexual and physical assaults per 1,000 students, by selected school characteristics: School year 2005–06—Continued (Return to Table 3)

  Physical attack or fight with a weapon3,4   Physical attack or fight without a weapon3,4
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  760   7   1,600   #   10,930   93   172,170   14
                               
Enrollment size                               
Less than 300          1,600   75   7,160   15
300–499  90 ! 5 ! 90 ! #   1,510   94   10,240   15
500–999  110 ! 4 ! 220 ! #   2,810   98   32,390   15
1,000 or more  510   10   1,220   #   5,000   99   122,380   14
                               
Urbanicity                               
City  350   14   1,000   #   2,310   93   56,260   15
Urban fringe  220   6   320   #   3,650   96   65,540   13
Town  90 ! 6 ! 110 ! #   1,440   97   17,270   16
Rural          3,530   90   33,110   14
                               
Crime level where
students live5 
                             
High  170   27   660 ! 1 ! 610   95   20,380   22
Moderate  210   9   370 ! #   2,120   93   46,150   17
Low  250   4   360   #   6,600   93   76,810   12
Mixed  130 ! 8 ! 200 ! #   1,600   96   28,840   15
                               
Percent minority
enrollment6 
                             
Less than 5 percent          2,270   91   18,130   12
5 to less than
20 percent 
220 ! 6 ! 270 ! #   3,210   94   37,090   11
20 to less than
50 percent 
100   4   130   #   2,470   95   37,840   12
50 percent or more  390   14   1,140   #   2,650   94   73,980   19
                               
Percent of students
eligible for free or
reduced-price lunch 
                             
0–20 percent  80 ! 2 ! 140 ! #   3,430   92   36,670   9
21–50 percent  320   7   490   #   4,530   94   76,390   15
More than 50 percent  360   11   960   #   2,970   94   59,120   20
                               
Percent of students
below 15th percentile on
standardized tests 
                             
0–5 percent  240 ! 6   330   #   3,310   88   35,950   10
6–15 percent  220   5   290   #   4,740   96   73,680   14
More than 15 percent  300   10   980   #   2,880   96   62,550   18
                               
Percent of students likely
to attend college 
                             
0–35 percent  260 ! 12   570 ! #   2,020   95   36,640   19
36–60 percent  220   6   420 ! #   3,440   98   50,400   15
More than 60 percent  280   5   610   #   5,460   90   85,140   12
                               
Percent of students who
consider academic
achievement important 
                             
0–25 percent  180   19   400 ! #   950   99   16,990   20
26–50 percent  160 ! 7   270 ! #   2,110   94   30,640   16
51–75 percent  220   6   420   #   3,730   98   58,030   15
More than 75 percent  200   4   500 ! #   4,130   89   66,520   12
                               
Percent male enrollment                               
0–44 percent  100 ! 13 ! 500 ! 1 ! 670   92   12,780   16
45–55 percent  600   6   890   #   9,380   94   146,920   14
More than 55 percent  70 ! 7 !     880   86   12,470   15
                               
Student-to-FTE ratio7                               
Less than 12 students  250   5   460 ! #   4,600   91   49,510   15
12–16 students  250   6   630   #   3,910   96   66,430   14
More than 16 students  270   10   510   #   2,420   94   56,240   14
                               
Number of classroom
changes8 
                             
0–3 changes  80 ! 12 !     550   81   8,870   13
4–6 changes  460   8   840   #   5,570   96   96,010   14
More than 6 changes  230   4   470 ! #   4,820   93   67,300   14
                               
Regular use of law
enforcement9 
                             
Regular use  680   8   1,520   #   8,450   96   155,860   14
No regular use          2,480   86   16,320   13
                               
Number of serious
discipline problems10 
                             
No problems  260   4   560   #   6,250   90   74,980   12
1 problem  130 ! 7 ! 270 ! #   1,870   96   30,050   15
2 problems  130   10   230 ! #   1,280   99   27,320   16
3 or more problems  240   16   540   #   1,530   99   39,820   20
                               
Transfers as a percentage
of enrollment11 
                             
Less than 6 percent  40 ! 2 !     2,340   91   24,160   10
6 to less than
11 percent 
90 ! 3 ! 110 ! #   2,240   90   26,740   10
11 to less than
21 percent 
220   7   570 ! #   2,970   97   48,940   14
21 percent or more  410   11   760   #   3,380   95   72,340   19
                               
Prevalence of schoolwide
disruptions12 
                             
No disruptions  620   6   1,300   #   9,400   93   133,800   13
Any disruptions  140   9   300 ! #   1,530   97   38,380   17
                               
Percent of students
absent on a daily basis 
                             
0–2 percent  #   #   #   #   320   73   3,040 ! 9
3–5 percent  140   3   300 ! #   4,210   91   54,010   12
6–10 percent  350   7   680   #   5,150   96   87,720   15
More than 10 percent  270   21   620   #   1,250   97   27,410   18
# Rounds to zero.
! 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 Rape was defined for respondents as "forced sexual intercourse (vaginal, anal, or oral penetration). Includes penetration from a foreign object."
2 Sexual battery was defined for respondents as an "incident that includes threatened rape, fondling, indecent liberties, child molestation, or sodomy. Classification of these incidents should take into consideration the age and developmentally appropriate
behavior of the offender(s)."
3 Physical attack or fight was defined for respondents as an "actual and intentional touching or striking of another person against his or her will, or the intentional causing of bodily harm to an individual."
4 Weapon was defined for respondents as "any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others."
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