Table 21. Percentage distribution of public high schools reporting selected percentages of students with a parent or guardian who attended special subject-area events or volunteered at school or served on a committee, by selected school characteristics: School year 2005

School Survey on Crime and Safety (SSOCS)

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Table 21. Percentage distribution of public high schools reporting selected percentages of students with a parent or guardian who attended special subject-area events or volunteered at school or served on a committee, by selected school characteristics: School year 2005–06
	Percent of students with a parent or guardian who attended special subject-area events¹										Percent of students with a parent or guardian who volunteered at school or served on a committee
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	21		30		30		15		4		68	21		5		2	!	3

Enrollment size
Less than 300	15		17		25		27		15		60	20		6	!	‡		8	!
300–499	11	!	36		35		17		‡		72	17		7	!	‡		‡
500–999	24		30		31		12		3	!	73	16		6		‡		5	!
1,000 or more	25		33		30		12		1	!	68	26		5		‡		1	!

Urbanicity
City	29		35		24		10		‡		71	22		3	!	‡		‡
Urban fringe	22		30		28		16		4	!	67	21		8		‡		3	!
Town	23		25		34		10		8	!	69	16		5	!	‡		6	!
Rural	14		28		35		20		3	!	68	22		5	!	3	!	2	!

Crime level where students live²
High	43		27		21		‡		#		68	23		‡		‡		#
Moderate	29		29		25		12		5	!	78	15		3	!	#		‡
Low	14		31		34		18		3		63	24		7		3	!	3
Mixed	31		28		25		9		7	!	75	15		4	!	‡		‡

Percent minority enrollment³
Less than 5 percent	14		26		36		22		3	!	65	22		7	!	‡		4	!
5 to less than 20 percent	15		32		34		14		5	!	66	23		4		2	!	5	!
20 to less than 50 percent	20		29		31		18		‡		68	20		9		‡		‡
50 percent or more	33		31		21		10		6	!	73	20		3	!	‡		‡

Percent of students eligible for free or reduced-price lunch
0–20 percent	13		30		37		18		2	!	60	27		7		‡		4	!
21–50 percent	21		30		31		15		2	!	70	20		7		2	!	2	!
More than 50 percent	30		29		20		12		8		76	16		2	!	‡		4	!

Percent of students below 15th per- centile on stan- dardized tests
0–5 percent	14		28		34		21		4	!	61	24		8		5	!	3	!
6–15 percent	22		29		31		14		3	!	69	20		5		‡		4	!
More than 15 percent	28		33		24		10		4	!	76	18		3	!	‡		3	!

Percent of students likely to attend college
0–35 percent	35		27		23		7	!	8	!	81	13		‡		‡		‡
36–60 percent	22		29		27		17		4	!	70	20		4		‡		4	!
More than 60 percent	15		31		34		17		2	!	63	24		8		3	!	3

Percent of students who consider academic achieve- ment important
0–25 percent	38		22		15	!	13	!	11	!	76	18	!	#		#		‡
26–50 percent	27		32		30		7	!	4	!	76	17		4	!	‡		‡
51–75 percent	22		34		28		13		4	!	75	16		3		‡		4	!
More than 75 percent	14		27		35		21		2	!	57	28		9		4	!	2	!

Percent male enrollment
0–44 percent	15	!	26		26		26	!	‡		53	36		6	!	‡		‡
45–55 percent	21		31		31		14		3		70	20		5		2		2
More than 55 percent	27		21		23		18	!	10	!	61	19	!	‡		‡		10	!

Student-to-FTE ratio⁴
Less than 12 students	17		26		30		21		6		65	21		8		3	!	3	!
12–16 students	20		37		32		10		‡		72	20		4		‡		3	!
More than 16 students	30		27		28		12		4	!	67	23		3	!	‡		4	!

Number of class- room changes⁵
0–3 changes	28		24		22	!	‡		16	!	66	21		‡		‡		‡
4–6 changes	23		30		29		15		4	!	69	21		5		2	!	3	!
More than 6 changes	18		30		33		16		3	!	67	21		7		2	!	3	!

Regular use of law enforcement⁶
Regular use	23		29		31		13		3		70	22		4		2	!	2	!
No regular use	13		31		28		21		7	!	64	18		9	!	‡		6	!

Number of serious discipline pro- blems⁷
No problems	17		28		33		17		4		65	21		7		3	!	4
1 problem	23		29		28		16		4	!	68	26		3	!	#		‡
2 problems	26		35		28		11	!	‡		79	15		5	!	#		‡
3 or more problems	30		33		24		9		‡		75	19		‡		‡		‡

Transfers as a per- centage of enroll- ment⁸
Less than 6 percent
6 to less than 11 percent	9		32		35		21		2	!	59	23		9		4	!	4	!
11 to less than 21 percent	15		33		32		19		‡		67	24		5	!	‡		2	!
21 percent or more	28		27		29		11		5	!	74	19		3	!	‡		‡
	27		28		27		12		6	!	71	18		5		‡		5	!
Prevalence of school- wide disruptions⁹
No disruptions
Any disruptions	20		29		31		16		4		68	21		6		2	!	4
	27		32		28		9	!	4	!	72	22		5	!	‡		‡
Percent of students absent on a daily basis
0–2 percent	‡		21	!	23	!	47		‡		53	31	!	‡		‡		#
3–5 percent	17		28		36		17		3	!	66	23		7		2	!	2	!
6–10 percent	21		33		28		14		4	!	70	19		5		2	!	4
More than 10 percent	40		27		21		‡		‡		75	17		‡		#		‡

Prevalence of violent incidents¹⁰
No violent incidents	‡		22	!	‡		30	!	‡		44	30	!	11	!	‡		‡
Any violent incidents	21		30		31		14		3		69	20		5		2		3
# 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 Examples of special subject-area events provided to respondents were science fairs or concerts.
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.
¹⁰ 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: "At school" was defined for respondents to include activities that happen 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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