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Table 6.  Number and percentage of public high schools reporting at least one incident of the distribution, possession, or use of illegal drugs or alcohol at school, or of vandalism at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2005–06

  Distribution, possession, or use of illegal drugs    Distribution, possession, or use of alcohol    Vandalism1   
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   Num-
ber of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1,000 students  
All public schools  9,320   80   75,600   6   7,080   61   31,410   3   8,660   74   54,700   4  
                                                 
Enrollment size                                                 
Less than 300  970   45   1,800   4   640   30   1,970 ! 4 ! 1,280   60   3,600   8  
300–499  1,080   67   3,200   5   750   47   2,360   3   1,060   66   4,100   6  
500–999  2,370   82   11,600   6   1,720   60   5,310   3   2,070   72   10,300   5  
1,000 or more  4,900   97   59,000   7   3,970   78   21,750   2   4,250   84   36,600   4  
                                                 
Urbanicity                                                 
City  2,060   83   25,000   7   1,520   61   8,810   2   2,050   82   16,200   4  
Urban fringe  3,260   86   29,500   6   2,610   69   12,660   3   3,060   81   20,700   4  
Town  1,220   82   7,000   7   860   58   3,020   3   980   65   4,900   5  
Rural  2,780   71   14,100   6   2,090   53   6,920   3   2,580   66   12,800   5  
                                                 
Crime level where
students live2 
                                               
High  480   74   6,700   7   320   49   1,370   2   530   83   5,900   7  
Moderate  1,830   80   17,300   7   1,290   57   5,250   2   1,750   77   13,500   5  
Low  5,500   77   38,000   6   4,340   61   18,670   3   5,130   72   26,900   4  
Mixed  1,520   92   13,500   7   1,140   69   6,110   3   1,250   75   8,400   4  
                                                 
Percent minority
enrollment3 
                                               
Less than 5 percent  1,700   68   7,500   5   1,400   56   4,580   3   1,680   67   7,000   5  
5 to less than 20 percent  2,770   81   21,200   6   2,270   66   11,210   3   2,590   76   13,600   4  
20 to less than 50 percent  2,160   83   20,300   7   1,660   64   8,000   3   1,910   73   12,900   4  
50 percent or more  2,400   85   24,600   6   1,540   54   7,220   2   2,250   80   19,200   5  
                                                 
Percent of students
eligible for free or
reduced-price lunch 
                                               
0–20 percent  2,970   80   21,700   5   2,510   67   12,830   3   2,750   74   15,800   4  
21–50 percent  3,840   79   33,400   7   3,050   63   13,510   3   3,640   76   21,500   4  
More than 50 percent  2,510   80   20,500   7   1,520   48   5,070   2   2,270   72   17,300   6  
                                                 
Percent of students
below 15th percentile on
standardized tests 
                                               
0–5 percent  2,690   72   17,900   5   2,100   56   8,960   3   2,680   71   14,200   4  
6–15 percent  3,990   81   33,600   6   3,130   63   14,430   3   3,600   73   22,000   4  
More than 15 percent  2,640   88   24,100   7   1,850   62   8,020   2   2,380   79   18,500   5  
                                                 
Percent of students likely
to attend college 
                                               
0–35 percent  1,800   85   14,000   7   1,210   57   4,170   2   1,590   75   9,500   5  
36–60 percent  2,750   78   23,500   7   2,050   58   8,110   2   2,530   72   16,800   5  
More than 60 percent  4,770   79   38,100   6   3,820   63   19,130   3   4,550   75   28,400   4  
                                                 
Percent of students who
consider academic
achievement important 
                                               
0–25 percent  810   83   5,700   7   630   66   1,950   2   660   68   4,100   5  
26–50 percent  1,750   78   11,200   6   1,200   54   4,060   2   1,660   74   9,200   5  
51–75 percent  2,960   77   29,800   8   2,310   60   11,230   3   2,990   78   19,500   5  
More than 75 percent  3,810   82   28,800   5   2,940   63   14,170   3   3,350   72   22,000   4  
                                                 
Percent male enrollment                                                 
0–44 percent  570   77   4,200   5   470   63   2,220 ! 3   460   63   3,000   4  
45–55 percent  8,120   82   65,700   6   6,240   63   27,650   3   7,430   75   47,700   5  
More than 55 percent  640   63   5,600   7   380   37   1,540   2   770   76   4,000   5  
                                                 
Student-to-FTE ratio4                                                 
Less than 12 students  3,490   69   17,400   5   2,585   51   9,410   3   3,500   70   17,200   5  
12–16 students  3,530   87   31,900   7   2,580   65   11,790   2   3,080   76   19,700   4  
More than 16 students  2,300   89   26,200   6   2,640   72   10,200   3   2,080   81   17,800   4  
                  1,860                              
Number of classroom
changes5 
                                               
0–3 changes  450   67   3,700   5   420   62   1,830   3   430   64   2,200   3  
4–6 changes  4,830   83   40,400   6   3,710   64   16,580   2   4,460   77   30,300   5  
More than 6 changes  4,040   78   31,500   6   2,950   57   12,990   3   3,770   73   22,200   5  
                                                 
Regular use of law
enforcement6 
                                               
Regular use  7,600   86   70,000   6   5,910   67   27,080   2   6,870   78   48,200   4  
No regular use  1,720   59   5,600   4   1,170   40   4,320   3   1,790   62   6,400   5  
                                                 
Number of serious
discipline problems7 
                                               
No problems  5,180   75   35,100   5   4,020   58   15,660   2   4,770   69   24,100   4  
1 problem  1,570   81   12,900   6   1,150   59   5,180   3   1,550   80   10,200   5  
2 problems  1,110   86   12,000   7   820   63   3,800   2   1,010   78   8,400   5  
3 or more problems  1,450   94   15,500   8   1,100   71   6,770   3   1,340   86   12,000   6  
                                                 
Transfers as a percentage
of enrollment8 
                                               
Less than 6 percent  1,770   69   10,900   5   1,490   58   6,790   3   1,870   73   10,700   4  
6 to less than 11 percent  1,850   74   13,500   5   1,580   64   7,350   3   1,770   71   9,400   4  
11 to less than 21 percent  2,660   87   22,100   6   1,770   58   8,100   2   2,270   74   18,000   5  
21 percent or more  3,040   85   29,000   8   2,250   63   9,170   2   2,760   77   16,600   4  
                                                 
Prevalence of schoolwide
disruptions9 
                                               
No disruptions  7,840   77   58,500   6   5,920   58   25,890   3   7,330   72   45,000   4  
Any disruptions  1,490   95   17,100   8   1,170   74   5,520   3   1,330   85   9,700   4  
                                                 
Percent of students
absent on a daily basis 
                                               
0–2 percent  280   65   1,600   5   200   47   990 ! 3   260   60   1,300   4  
3–5 percent  3,370   73   25,100   6   2,750   59   12,310   3   3,280   71   19,400   4  
6–10 percent  4,570   86   38,200   6   3,390   63   14,840   3   4,060   76   26,900   5  
More than 10 percent  1,100   85   10,600   7   740   57   3,260   2   1,060   82   7,000   5  
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
1 Vandalism was defined for respondents as "the willful damage or destruction of school property including bombing, arson, graffiti, and other acts that cause property damage. This includes damage caused by computer hacking."
2 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."
3 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
4 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.
5 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
6 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?"
7 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.
8 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.
9 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. Data regarding illegal drugs and alcohol are categorized slightly differently in 2006 than they were in previous collections in the SSOCS series; therefore, direct comparisons between the years should not be made. 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