Table 20. Percentage distribution of public high schools reporting selected percentages of students with a parent or guardian who attended an open house or back-to-school night or regularly scheduled parent-teacher conferences, by selected school characteristics: School year 2005

Crime and Safety Surveys

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Table 20. Percentage distribution of public high schools reporting selected percentages of students with a parent or guardian who attended an open house or back-to-school night or regularly scheduled parent-teacher conferences, by selected school characteristics: School year 2005–06

	Percent of students with a parent or guardian who attended an open house or back-to-school night										Percent of students with a parent or guardian who attended regularly scheduled parent-teacher conferences
School characteristic	0–25 percent		26–50 percent		51–75 percent		76–100 percent		School does not offer		0–25 percent		26–50 percent		51–75 percent		76–100 percent		School does not offer
All public schools	15		33		30		14		8		19		28		30		16		7

Enrollment size
Less than 300	21		19		23		20		18		18		21		30		29		‡
300–499	15		28		37		9	!	10	!	17		29		34		15		6	!
500–999	13		37		29		15		7		17		36		27		13		7
1,000 or more	13		40		31		14		3		22		27		29		12		10

Urbanicity
City	20		32		34		11		‡		25		25		30		12		8
Urban fringe	11		36		33		17		4	!	16		29		28		16		11
Town	12	!	42		20		8	!	18		20		30		39		7	!	4	!
Rural	16		29		29		17		10		18		29		27		21		4

Crime level where students live¹
High	35		29		24		‡		#		38		21	!	27	!	14	!	#
Moderate	16		43		29		7	!	5	!	23		30		30		10	!	6	!
Low	11		31		30		18		10		15		27		31		19		8
Mixed	19		34		36		9	!	‡		24		34		25		9		8

Percent minority enrollment²
Less than 5 percent	13		30		26		16		16		14		31		31		19		5	!
5 to less than 20 percent	11		33		29		19		8		16		27		29		17		11
20 to less than 50 percent	12		34		38		13		4	!	16		33		27		17		7
50 percent or more	24		36		28		10		‡		28		23		32		12		6

Percent of students eligible for free or reduced-price lunch
0–20 percent	8		27		34		22		10		11		28		31		18		12
21–50 percent	14		40		26		12		8		19		31		28		16		7
More than 50 percent	23		31		32		9		5	!	29		25		31		13		‡

Percent of students below 15th percentile on standardized tests
0–5 percent	14		25		33		19		9		14		25		28		25		8
6–15 percent	12		38		28		14		8		17		32		31		12		8
More than 15 percent	20		36		29		10		5	!	29		26		29		11		4

Percent of students likely to attend college
0–35 percent	28		37		27		4	!	3	!	37		34		24		‡		‡
36–60 percent	15		38		29		10		8		20		29		30		17		5
More than 60 percent	10		29		32		20		9		13		26		31		20		10

Percent of students who consider academic achievement important
0–25 percent	35		30		24	!	10	!	‡		44		20		28		‡		#
26–50 percent	20		39		29		4	!	8		26		32		28		7		7	!
51–75 percent	11		43		25		10		11		18		32		33		13		3	!
More than 75 percent	10		24		36		24		6		11		25		28		24		12

Percent male enrollment
0–44 percent	26		33		19		17	!	‡		14	!	28		34		16	!	‡
45–55 percent	14		34		32		14		7		20		29		28		15		7
More than 55 percent	16	!	29		22		18		14	!	11	!	25		38		20	!	‡

Student-to-FTE ratio³
Less than 12 students	15		26		33		17		9		19		25		30		20		6
12–16 students	13		41		25		14		7		17		34		30		11		8
More than 16 students	17		37		32		10		5	!	22		25		28		16		8

Number of classroom changes⁴
0–3 changes	16	!	29		26		14	!	‡		16	!	35		14	!	14	!	20	!
4–6 changes	15		33		34		12		6		20		26		33		16		5
More than 6 changes	14		35		26		17		8		19		30		28		16		8

Regular use of law enforcement⁵
Regular use	14		35		32		14		6		19		29		31		13		8
No regular use	17		28		25		17		14		19		25		26		24		5

Number of serious discipline problems⁶
No problems	14		31		31		17		8		16		28		29		19		8
1 problem	13		44		23		13		8	!	21		31		28		11		8
2 problems	15		40		29		9	!	6	!	23		26		31		14		6	!
3 or more problems	19		28		34		9		9	!	26		30		30		10	!	4	!

Transfers as a percentage of enrollment⁷
Less than 6 percent	4	!	28		29		25		14		9		27		32		21		11
6 to less than 11 percent	15		32		35		13		5	!	15		30		30		20		4	!
11 to less than 21 percent	14		37		30		10		8		22		27		30		15		7
21 percent or more	22		35		27		12		5	!	27		29		28		10		6

Prevalence of schoolwide disruptions⁸
No disruptions	14		33		30		15		8		18		28		30		17		7
Any disruptions	18		36		32		9		5	!	25		30		30		8		7

Percent of students absent on a daily basis
0–2 percent	‡		13	!	32	!	34	!	‡		‡		20	!	34	!	38	!	‡
3–5 percent	13		32		27		18		10		17		26		28		19		9
6–10 percent	12		37		32		12		7		20		31		29		14		6
More than 10 percent	30		32		30		5	!	‡		30		26		36		‡		3	!

Prevalence of violent incidents⁹
No violent incidents	‡		‡		34	!	27	!	‡		‡		20	!	29	!	40		‡
Any violent incidents	14		35		30		14		7		20		29		30		15		7
# 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 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."
² Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
³ 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.
⁴ Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁵ 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?"
⁶ 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.
⁷ 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.
⁸ 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.
⁹ 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.
NOTE: 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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