Table 4. Number and percentage of public high schools reporting student threats of physical attack and incidents of robbery that occurred at school, the number of incidents, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2005–06

School Survey on Crime and Safety (SSOCS)

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Table 4. Number and percentage of public high schools reporting student threats of physical attack and incidents of robbery that occurred at school, the number of incidents, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2005–06—Continued (Return to Table 4)

	Robbery with a weapon¹,²							Robbery without a weapon¹,²
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	130		1		220	!	#	1,620		14		8,630		1

Enrollment size
Less than 300	#		#		#		#	170	!	8	!	590	!	1	!
300–499	#		#		#		#	90	!	5	!	‡		‡
500–999	#		#		#		#	350		12		1,250	!	1	!
1,000 or more	130		2		220	!	#	1,010		20		6,500		1

Urbanicity
City	80	!	3	!	160	!	#	630		25		4,010		1
Urban fringe	50	!	1	!	60	!	#	540		14		2,610		1
Town	#		#		#		#	150	!	10	!	720	!	1	!
Rural	#		#		#		#	310		8		1,300		1

Crime level where students live³
High	40	!	‡		‡		‡	290		45		1,650		2
Moderate	60	!	3	!	70	!	#	440		19		2,450		1
Low	‡		‡		‡		‡	630		9		3,090		#
Mixed	‡		‡		‡		‡	260		16		1,440	!	1	!

Percent minority enrollment⁴
Less than 5 percent	#		#		#		#	180	!	7	!	750	!	1	!
5 to less than 20 percent	#		#		#		#	300		9		1,280	!	#
20 to less than 50 percent	‡		‡		‡		‡	250		9		2,110	!	1	!
50 percent or more	120		4		210	!	#	850		30		4,410		1

Percent of students eligible for free or reduced-price lunch
0–20 percent	‡		‡		‡		‡	310		8		1,520	!	#
21–50 percent	40	!	1	!	‡		‡	630		13		3,320		1
More than 50 percent	70	!	2	!	150	!	#	680		22		3,790		1

Percent of students below 15th percentile on standardized tests
0–5 percent	‡		‡		‡		‡	390		11		2,560		1
6–15 percent	40	!	1	!	‡		‡	470		10		2,100		#
More than 15 percent	70	!	2	!	‡		‡	750		25		3,970		1

Percent of students likely to attend college
0–35 percent	‡		‡		‡		‡	410		19		1,650		1
36–60 percent	40	!	1	!	‡		‡	540		15		2,860		1
More than 60 percent	60	!	1	!	90	!	#	660		11		4,130		1

Percent of students who consider academic achievement important
0–25 percent	‡		‡		‡		‡	140	!	15	!	710	!	1	!
26–50 percent	‡		‡		‡		‡	330		15		1,450		1
51–75 percent	60	!	2	!	90	!	#	570		15		2,770		1
More than 75 percent	50	!	1	!	60	!	#	570		12		3,710		1

Percent male enrollment
0–44 percent	‡		‡		‡		‡	150		20		770	!	1	!
45–55 percent	70	!	1	!	‡		‡	1,240		13		6,710		1
More than 55 percent	‡		‡		‡		‡	230		22		1,150	!	1	!

Student-to-FTE ratio⁵
Less than 12 students	‡		‡		‡		‡	490		10		1,900		1
12–16 students	40	!	1	!	‡		‡	630		15		4,140		1
More than 16 students	70	!	3	!	‡		‡	510		20		2,600		1

Number of classroom changes⁶
0–3 changes	‡		‡		‡		‡	60	!	8	!	‡		‡
4–6 changes	60	!	1	!	‡		‡	890		15		4,610		1
More than 6 changes	50	!	1	!	60	!	#	670		13		3,460		1

Regular use of law enforcement⁷
Regular use	130		1		220	!	#	1,420		16		7,810		1
No regular use	#		#		#		#	200	!	7	!	820	!	1	!

Number of serious discipline problems⁸
No problems	60	!	1	!	70	!	#	750		11		3,320		1
1 problem	‡		‡		‡		‡	250		13		1,820	!	1	!
2 problems	50	!	4	!	‡		‡	240		18		1,230	!	1
3 or more problems	‡		‡		‡		‡	390		25		2,270		1

Transfers as a percentage of enrollment⁹
Less than 6 percent	‡		‡		‡		‡	350		14		2,120	!	1	!
6 to less than 11 percent	40	!	2	!	‡		‡	370		15		1,750		1
11 to less than 21 percent	40	!	1	!	‡		‡	360		12		2,510	!	1	!
21 percent or more	‡		‡		‡		‡	530		15		2,250		1

Prevalence of schoolwide disruptions¹⁰
No disruptions	80	!	1	!	120	!	#	1,260		12		7,040		1
Any disruptions	50	!	3	!	‡		‡	360		23		1,590		1

Percent of students absent on a daily basis
0–2 percent	#		#		#		#	50	!	11	!	110	!	#
3–5 percent	‡		‡		‡		‡	460		10		2,420		1
6–10 percent	40	!	1	!	40	!	#	740		14		3,820		1
More than 10 percent	70	!	5	!	150	!	#	370		29		2,270		2
# 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 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."
² Robbery was defined for respondents as "the taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or battery."
³ 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."
⁴ Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
⁵ 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.
⁶ Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁷ 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?"
⁸ 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.
⁹ 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.
¹⁰ 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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