Table 28. Percentage of public high schools that had specified practices to monitor school climate, by selected school characteristics: School year 2005

School Survey on Crime and Safety (SSOCS)

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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.

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