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Table 8.  Number and percentage of public high schools reporting incidents of hate crime, gang-related crime, and gang-related hate crime at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2005–06

  Hate crime1    Gang-related crime2    Gang-related hate crime1,2,3 
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  1,080   9   3,390   #   1,820   16   16,900   1   310   3    
                                               
Enrollment size                                               
Less than 300  130 ! 6 ! 220 ! #           #   #   #   #
300–499  130 ! 8 ! 270 ! #   90 ! 5 !   #        
500–999  230   8   450   #   250   9   2,430 ! 1 !      
1,000 or more  600   12   2,450   #   1,390   27   14,010   2   210   4    
                                               
Urbanicity                                               
City  300   12   1,410 ! #   890   36   10,920   3   190   8    
Urban fringe  420   11   1,060   #   610   16   4,300   1   60 ! 2 !  
Town  100 ! 6 ! 230 ! #   110 ! 8 !          
Rural  260   7   700 ! #   210   5   550 ! #        
                                               
Crime level where
students live4 
                                             
High    15 !     390   61   7,100   8   100 ! 15 !  
Moderate  250   11   810 ! #   530   23   4,000   2   70 ! 3 !   #
Low  580   8   1,610   #   540   8   3,680   1   60 ! 1 !   #
Mixed  160   9   510 ! #   360   22   2,120   1   80 ! 5 ! 120 ! #
                                               
Percent minority
enrollment5 
                                             
Less than 5 percent  210   8   460 ! #   80 ! 3 !     #   #   #   #
5 to less than 20 percent  290   8   620   #   190   6   820 ! #        
20 to less than 50 percent  260   10   600 ! #   450   17   3,810 ! 1 ! 110 ! 4 ! 260 ! #
50 percent or more  310   11   1,490 ! #   1,040   37   11,420   3   170   6    
                                               
Percent of students
eligible for free or
reduced-price lunch 
                                             
0–20 percent  290   8   760 ! #   210   6   910 ! #        
21–50 percent  510   11   1,310   #   820   17   6,390   1   110 ! 2 ! 190 ! #
More than 50 percent  280   9   1,320 ! #   790   25   9,600   3   170   6    
                                               
Percent of students
below 15th percentile on
standardized tests 
                                             
0–5 percent  260   7   780 ! #   320   8   2,460 ! 1 !      
6–15 percent  510   10   1,240   #   670   14   4,300   1   100 ! 2 ! 160 ! #
More than 15 percent  320   11   1,370 ! #   830   28   10,130   3   150   5   460 ! #
                                               
Percent of students likely
to attend college 
                                             
0–35 percent  240   11   730   #   510   24   5,610   3   80 ! 4 ! 290 ! #
36–60 percent  290   8   1,070 ! #   560   16   5,300   2   130 ! 4 !  
More than 60 percent  550   9   1,590   #   750   12   5,990   1   100   2   230 ! #
                                               
Percent of students who
consider academic
achievement important 
                                             
0–25 percent  110 ! 12 !     240 ! 24   3,790 ! 5 !      
26–50 percent  160   7   310 ! #   340   15   3,760 ! 2   100 ! 4 ! 290 ! #
51–75 percent  430   11   1,070   #   670   18   5,170   1   70 ! 2 !  
More than 75 percent  370   8   1,230   #   580   12   4,170   1   90   2   230 ! #
                                               
Percent male enrollment                                               
0–44 percent  60 ! 8 ! 150 ! #   160   22   2,350 ! 3 ! 70 ! 10 !  
45–55 percent  870   9   2,920   #   1,460   15   13,090   1   210   2    
More than 55 percent  150 ! 15 ! 320 ! #   200   20   1,460 ! 2 !      
                                               
Student-to-FTE ratio6                                               
Less than 12 students  310   6   1,020   #   490   10   3,750   1   90 ! 2 ! 210 ! #
12–16 students  460   11   1,060   #   720   18   6,740   1   130 ! 3 ! 350 ! #
More than 16 students  320   12   1,310 ! #   610   24   6,410   2   90 ! 4 !  
                                               
Number of classroom
changes7 
                                             
0–3 changes  70 ! 10 ! 70 ! #   170 ! 26   560 ! 1 !      
4–6 changes  570   10   2,010   #   960   16   9,840   1   160   3    
More than 6 changes  440   9   1,310   #   690   13   6,500   1   130   3   430 ! #
                                               
Regular use of law
enforcement8 
                                             
Regular use  880   10   3,000   #   1,780   20   16,800   2   290   3    
No regular use  200   7   390 ! #                
                                               
Number of serious
discipline problems9 
                                             
No problems  420   6   1,020   #   740   11   5,420   1   170   2   390 ! #
1 problem  280   14   620   #   330   17   3,580 ! 2 !   2 !  
2 problems  160   12   500 ! #   250   19   2,100 ! 1 ! 40 ! 3 !  
3 or more problems  230   15   1,250 ! 1 ! 500   32   5,800   3   60 ! 4 !  
                                               
Transfers as a percentage
of enrollment10 
                                             
Less than 6 percent  270   11   450   #   170   6   1,430 ! 1 ! 90 ! 4 !  
6 to less than 11 percent  210   8   580 ! #   350   14   1,910   1        
11 to less than 21 percent  280   9   760   #   440   14   3,300 ! 1   80 ! 3 ! 150 ! #
21 percent or more  320   9   1,600 ! #   870   24   10,250   3   110 ! 3 !  
                                               
Prevalence of schoolwide
disruptions11 
                                             
No disruptions  850   8   2,860   #   1,380   14   12,420   1   240   2    
Any disruptions  230   15   540   #   440   28   4,480   2   70 ! 5 ! 120 ! #
                                               
Percent of students
absent on a daily basis 
                                             
0–2 percent                  #   #   #   #
3–5 percent  400   9   1,400 ! #   530   12   3,490   1   90 ! 2 !  
6–10 percent  510   10   1,480   #   830   16   7,480   1   160   3   400 ! #
More than 10 percent  150 ! 12 ! 480 ! #   440   34   5,620   4   50 ! 4 !  
# 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 A hate crime was defined for respondents as "a criminal offense or threat against a person, property, or society that is motivated, in whole or in part, by the offender's bias against a race, color, national origin, ethnicity, gender, religion, disability, or sexual orientation."
2 Gang was defined for respondents as "an ongoing loosely organized association of three or more persons, whether formal or informal, that has a common name, signs, symbols, or colors, whose members engage, either individually or collectively, in violent or other forms of illegal behavior."
3 This item is new to the 2005–06 School Survey on Crime and Safety.
4 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."
5 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
6 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.
7 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
8 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?"
9 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.
10 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.
11 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