Skip Navigation
small NCES header image

Table 28.  Percentage of public high schools that had specified practices to monitor school climate, by selected school characteristics: School year 2005–06
 
School characteristic  Require students to wear uniforms   Enforce a strict dress code   Require faculty and staff to wear badges or picture IDs   Provide telephones in most classrooms   Provide two-way radios to any staff   Prohibit all tobacco use on school grounds
All public schools  5   64   47   70   67   94
                       
Enrollment size                       
Less than 300  8 ! 63   19   60   47   95
300–499  6 ! 62   31   62   52   97
500–999  4 ! 65   47   70   73   90
1,000 or more  5   65   63   77   77   95
                       
Urbanicity                       
City  15   66   62   76   75   92
Urban fringe  4 ! 64   56   75   74   95
Town  #   54   36   60   56   95
Rural  3 ! 66   32   66   60   94
                       
Crime level where students live1                       
High  38   71   65   70   79   86
Moderate  7 ! 64   52   70   70   93
Low  1 ! 64   42   70   63   95
Mixed  9 ! 62   51   72   76   95
                       
Percent minority enrollment2                       
Less than 5 percent  #   63   30   68   50   93
5 to less than 20 percent    57   44   72   64   96
20 to less than 50 percent    63   55   64   77   96
50 percent or more  16   74   56   75   77   92
                       
Percent of students
eligible for free or
reduced-price lunch 
                     
0–20 percent  3 ! 59   48   75   67   95
21–50 percent  1 ! 64   47   69   67   93
More than 50 percent  15   70   43   65   69   93
                       
Percent of students below 15th
percentile on standardized tests 
                     
0–5 percent  3 ! 61   41   65   67   94
6–15 percent  5   65   46   74   68   95
More than 15 percent  10   65   54   69   67   92
                       
Percent of students likely
to attend college 
                     
0–35 percent  9   72   44   63   68   92
36–60 percent  3 ! 63   45   66   64   97
More than 60 percent  5   62   48   75   69   93
                       
Percent of students who consider
academic achievement important 
                     
0–25 percent  8 ! 55   41   67   56   93
26–50 percent  5 ! 66   48   67   70   95
51–75 percent  4 ! 67   44   71   67   94
More than 75 percent  6   62   49   71   68   94
                       
Percent male enrollment                       
0–44 percent  16 ! 63   60   65   67   85
45–55 percent  4   63   46   70   68   95
More than 55 percent  11 ! 70   38   70   62   93
                       
Student-to-FTE ratio3                       
Less than 12 students  5   60   36   65   59   94
12–16 students  5   67   56   68   73   94
More than 16 students  8   68   52   84   75   94
                       
Number of classroom changes4                       
0–3 changes  8 ! 72   52   73   64   97
4–6 changes  6   66   50   71   71   93
More than 6 changes  5   60   42   68   64   95
                       
Regular use of law enforcement5                       
Regular use  7   66   55   73   75   94
No regular use    57   20   62   44   95
                       
Number of serious
discipline problems6 
                     
No problems  7   66   44   71   67   95
1 problem  3 ! 64   47   69   67   93
2 problems  4 ! 60   53   67   61   92
3 or more problems    58   53   71   76   89
                       
Transfers as a percentage
of enrollment7 
                     
Less than 6 percent  3 ! 54   47   76   66   93
6 to less than 11 percent  6 ! 70   44   71   67   96
11 to less than 21 percent  6   65   46   68   73   92
21 percent or more  6   66   48   67   64   95
                       
Prevalence of schoolwide
disruptions8 
                     
No disruptions  5   64   44   69   66   94
Any disruptions  7 ! 63   62   77   74   92
                       
Percent of students
absent on a daily basis 
                     
0–2 percent    58   49   55   68   98
3–5 percent  4 ! 67   42   69   61   94
6–10 percent  3   64   48   71   71   94
More than 10 percent  17 ! 57   55   77   74   92
                       
Prevalence of violent incidents9                       
No violent incidents    67   24 ! 67   38   86
Any violent incidents  5   64   48   70   69   94
# 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: 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 practices. 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