Skip Navigation
small NCES header image

Table 22.  Percentage of public high schools reporting the use of selected violence prevention program components, by selected school characteristics: School year 2005–06
  Percentage of schools using selected violence prevention program components 
School characteristic Pre-
vention curri-
culum, instruc-
tion, or train-
ing for students1
Behav-
ioral or behavior modi-
fication inter-
vention for stu-
dents
Counsel-
ing, social work, psycho-
logical, or therapeutic activity for students
Individual attention, mentoring, tutoring, or coach-
ing of students by stu-
dents or adults
Recrea-
tional, enrich-
ment, or leisure activities for students
Students’ involvement in resolving student conduct problems2 Programs to promote a sense of com-
munity or social inte-
gration among students
Hotline or tipline for stu-
dents to report problems
All public schools  74 79 90 88 82 54 75 44
                 
Enrollment size                 
Less than 300  78 67 82 81 75 49 70 27
300–499  71 73 87 88 79 39 69 34
500–999  67 78 90 87 80 44 70 45
1,000 or more  78 86 95 91 88 66 82 53
                 
Urbanicity                 
City  81 89 92 93 87 72 86 51
Urban fringe  74 80 92 90 83 59 79 45
Town  68 74 87 87 73 36 62 44
Rural  72 72 88 83 82 44 71 37
                 
Crime level where students live3                 
High  88 98 95 99 92 77 85 39
Moderate  74 78 90 89 87 52 74 40
Low  74 76 89 86 79 50 74 45
Mixed  72 84 91 90 84 62 80 46
                 
Percent minority enrollment4                 
Less than 5 percent  72 74 88 83 80 46 69 37
5 to less than 20 percent  70 71 91 86 81 50 75 42
20 to less than 50 percent  77 81 90 88 81 57 76 47
50 percent or more  81 89 91 93 87 62 80 49
                 
Percent of students
eligible for free or
reduced-price lunch 
               
0–20 percent  70 75 90 88 81 60 80 43
21–50 percent  74 78 92 86 81 50 73 44
More than 50 percent  80 84 88 90 85 52 73 43
                 
Percent of students below 15th
percentile on standardized tests 
               
0–5 percent  70 75 88 87 82 55 79 37
6–15 percent  76 78 91 87 80 53 74 46
More than 15 percent  76 84 91 91 86 54 74 48
                 
Percent of students likely
to attend college 
               
0–35 percent  78 84 89 90 80 53 69 46
36–60 percent  74 78 88 85 85 48 75 44
More than 60 percent  73 77 92 89 82 57 78 43
                 
Percent of students who consider
academic achievement important 
               
0–25 percent  76 81 83 85 81 52 67 35
26–50 percent  76 79 89 88 81 47 73 44
51–75 percent  77 81 90 86 82 50 72 41
More than 75 percent  71 77 92 90 83 61 81 48
                 
Percent male enrollment                 
0–44 percent  79 86 98 91 84 60 78 45
45–55 percent  73 77 90 87 81 53 75 44
More than 55 percent  85 88 88 95 91 56 81 40
                 
Student-to-FTE ratio5                 
Less than 12 students  73 74 87 84 79 50 73 35
12–16 students  74 83 93 90 84 54 77 50
More than 16 students  77 82 92 92 85 59 77 52
                 
Number of classroom changes6                 
0–3 changes  76 88 84 89 85 65 87 41
4–6 changes  76 82 92 90 84 56 76 46
More than 6 changes  72 74 89 85 79 50 73 42
                 
Regular use of law enforcement7                 
Regular use  76 82 93 89 85 58 79 50
No regular use  69 68 82 84 74 41 64 25
                 
Number of serious
discipline problems8 
               
No problems  74 79 89 87 81 52 77 44
1 problem  74 70 87 89 86 51 67 38
2 problems  70 83 92 87 84 60 74 46
3 or more problems  78 85 97 90 83 60 78 46
                 
Transfers as a percentage
of enrollment9 
               
Less than 6 percent  72 73 89 85 83 54 82 40
6 to less than 11 percent  77 79 92 89 81 52 74 48
11 to less than 21 percent  71 81 90 85 83 50 75 44
21 percent or more  77 81 90 92 81 58 72 43
                 
Prevalence of schoolwide
disruptions10 
               
No disruptions  74 77 89 87 82 53 76 42
Any disruptions  78 87 97 92 85 60 71 53
                 
Percent of students
absent on a daily basis 
               
0–2 percent  66 54 79 91 80 54 82 51
3–5 percent  72 76 90 87 82 50 75 43
6–10 percent  76 81 91 87 81 54 74 44
More than 10 percent  76 87 89 93 87 65 80 41
                 
Prevalence of violent incidents11                 
No violent incidents  82 69 87 94 90 54 93 32
Any violent incidents  74 79 90 88 82 54 74 44
1 For example, social skills training.
2 For example, conflict resolution, peer mediation, or student court.
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.
11 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: Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school. Detail may not sum to totals, because schools may have reported using more than one of these violence prevention program components. 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.


Would you like to help us improve our products and website by taking a short survey?

YES, I would like to take the survey

or

No Thanks

The survey consists of a few short questions and takes less than one minute to complete.
National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education