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Table 30.  Percentage of public high schools reporting that their efforts to reduce or prevent crime at school were limited in a major or minor way due to specified school-level factors, by selected school characteristics: School year 2005–06
 
School characteristic Lack of or inadequate teacher training in classroom management  Lack of or inadequate alternative placements or programs for disruptive students  Likelihood of complaints from parents  Lack of teacher support for school policies  Lack of parental support for school policies  Teachers’ fear of student retaliation  Fear of litigation  Inconsistent application of school policies by faculty or staff  
All public schools  46   59   29   32   50   27   30   58  
                                 
Enrollment size                                 
Less than 300  41   54   33   20   39   24   29   45  
300–499  36   58   30   32   51   25   27   60  
500–999  45   53   25   30   52   25   27   58  
1,000 or more  52   64   30   39   53   30   33   62  
                                 
Urbanicity                                 
City  57   69   37   41   57   35   32   63  
Urban fringe  43   56   25   29   47   25   28   55  
Town  45   58   30   35   56   26   32   62  
Rural  42   55   27   29   45   24   29   55  
                                 
Crime level where students live1                                 
High  84   84   55   62   75   45   39   84  
Moderate  53   59   37   40   61   34   35   64  
Low  39   55   25   26   43   22   28   51  
Mixed  54   64   27   36   52   32   28   67  
                                 
Percent minority enrollment2                                 
Less than 5 percent  35   59   27   27   46   27   31   55  
5 to less than 20 percent  40   58   23   28   44   22   28   53  
20 to less than 50 percent  51   55   33   34   50   30   29   59  
50 percent or more  57   62   35   40   58   31   29   64  
                                 
Percent of students
eligible for free or
reduced-price lunch 
                               
0–20 percent  34   53   28   27   39   25   28   50  
21–50 percent  49   65   27   32   55   24   30   60  
More than 50 percent  56   55   34   39   54   34   31   63  
                                 
Percent of students below 15th
percentile on standardized tests 
                               
0–5 percent  39   55   25   27   42   19   27   49  
6–15 percent  44   58   31   30   52   28   27   58  
More than 15 percent  60   64   31   43   56   36   38   68  
                                 
Percent of students likely
to attend college 
                               
0–35 percent  57   65   34   33   53   34   37   66  
36–60 percent  50   56   31   37   54   28   32   60  
More than 60 percent  40   58   26   29   46   24   26   53  
                                 
Percent of students who consider
academic achievement important 
                               
0–25 percent  56   70   35   35   53   31   31   70  
26–50 percent  51   60   29   36   54   25   33   64  
51–75 percent  49   62   29   33   54   30   29   61  
More than 75 percent  39   53   28   29   44   25   28   49  
                                 
Percent male enrollment                                 
0–44 percent  53   60   34   45   54   44   40   62  
45–55 percent  45   58   27   31   49   25   29   57  
More than 55 percent  48   61   42   36   58   36   27   58  
                                 
Student-to-FTE ratio3                                 
Less than 12 students  38   54   27   28   45   26   29   53  
12–16 students  50   61   32   36   53   27   31   63  
More than 16 students  54   63   28   34   52   30   28   58  
                                 
Number of classroom changes4                                 
0–3 changes  51   65   25   20 ! 38   28   29   47  
4–6 changes  44   55   29   34   50   28   27   59  
More than 6 changes  47   61   30   32   51   26   32   57  
                                 
Regular use of law enforcement5                                 
Regular use  51   61   32   37   55   28   30   62  
No regular use  32   53   20   17   35   24   28   44  
                                 
Number of serious
discipline problems6 
                               
No problems  38   50   26   26   43   20   26   48  
1 problem  51   66   37   39   53   31   34   66  
2 problems  56   70   29   39   62   32   36   70  
3 or more problems  69   78   33   46   67   47   36   79  
                                 
Transfers as a percentage
of enrollment7 
                               
Less than 6 percent  41   58   26   31   44   28   30   52  
6 to less than 11 percent  45   52   32   29   50   26   31   53  
11 to less than 21 percent  44   61   28   31   50   23   27   63  
21 percent or more  52   62   30   36   53   31   31   60  
                                 
Prevalence of schoolwide
disruptions8 
                               
No disruptions  44   57   29   30   48   25   29   56  
Any disruptions  62   69   31   46   59   38   33   69  
                                 
Percent of students
absent on a daily basis 
                               
0–2 percent  28 ! 53   24 ! 23 ! 43   29 ! 31   34 !
3–5 percent  40   53   27   26   45   27   28   54  
6–10 percent  47   60   28   34   50   25   30   60  
More than 10 percent  69   73   43   48   68   34   33   69  
                                 
Prevalence of violent incidents9                                 
No violent incidents  23 ! 50   30 !   37   19 ! 25 ! 21 !
Any violent incidents  47   59   29   33   50   27   30   59  
! 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: Respondents were asked to rate the level of limitation in their school’s efforts to reduce or prevent crime for each factor. Survey response options included “limit in major way,” “limit in minor way,” or “does not limit." The estimates in this table represent only those schools that reported limitations in a major or minor way. 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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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education