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Table 31.  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 non-school-level factors, by selected school characteristics: School year 2005–06
 
School characteristic Inadequate funds  Fear of district or state reprisal  Federal, state, or district policies on disciplining special education students1  Other federal policies on discipline and safety  Other state or district policies on discipline and safety  
All public schools  63   16   55   29   28  
                     
Enrollment size                     
Less than 300  53   18   51   21   20  
300–499  58   17 ! 47   18   20  
500–999  65   14   54   30   29  
1,000 or more  69   16   61   36   34  
                     
Urbanicity                     
City  68   22   60   34   34  
Urban fringe  62   13   54   28   28  
Town  64   18   58   32   28  
Rural  61   15   53   26   24  
                     
Crime level where students live2                     
High  86   26   66   48   50  
Moderate  66   22   57   31   28  
Low  60   13   51   27   25  
Mixed  67   20   69   30   31  
                     
Percent minority enrollment3                     
Less than 5 percent  65   18   53   26   24  
5 to less than 20 percent  63   15   50   24   23  
20 to less than 50 percent  61   14   57   31   30  
50 percent or more  64   18   60   37   36  
                     
Percent of students
eligible for free or
reduced-price lunch 
                   
0–20 percent  56   15   49   23   22  
21–50 percent  69   14   59   34   32  
More than 50 percent  63   21   58   29   28  
                     
Percent of students below 15th
percentile on standardized tests 
                   
0–5 percent  56   11   46   24   24  
6–15 percent  66   16   60   31   28  
More than 15 percent  69   22   60   34   34  
                     
Percent of students likely
to attend college 
                   
0–35 percent  70   24   60   29   29  
36–60 percent  68   17   61   38   35  
More than 60 percent  58   13   51   24   24  
                     
Percent of students who consider
academic achievement important 
                   
0–25 percent  72   27   63   33   35  
26–50 percent  68   14   57   30   28  
51–75 percent  65   16   59   33   29  
More than 75 percent  58   16   50   25   26  
                     
Percent male enrollment                     
0–44 percent  66   22   54   26   24  
45–55 percent  63   15   55   29   28  
More than 55 percent  64   24   57   33   32  
                     
Student-to-FTE ratio4                     
Less than 12 students  56   15   51   26   25  
12–16 students  68   18   61   32   31  
More than 16 students  70   15   56   31   29  
                     
Number of classroom changes5                     
0–3 changes  57   12 ! 62   30   26  
4–6 changes  63   14   55   30   27  
More than 6 changes  65   19   55   28   30  
                     
Regular use of law enforcement6                     
Regular use  66   18   59   34   33  
No regular use  54   12   45   14   15  
                     
Number of serious
discipline problems7 
                   
No problems  58   12   50   24   23  
1 problem  67   20   59   33   32  
2 problems  75   21   61   35   35  
3 or more problems  76   25   73   41   40  
  59   16   48   25   23  
Transfers as a percentage
of enrollment8 
                   
Less than 6 percent  59   16   48   25   23  
6 to less than 11 percent  63   14   55   28   25  
11 to less than 21 percent  63   15   55   30   30  
21 percent or more  67   19   61   33   32  
                     
Prevalence of schoolwide
disruptions9 
                   
No disruptions  63   16   54   27   26  
Any disruptions  67   17   63   44   43  
                     
Percent of students
absent on a daily basis 
                   
0–2 percent  55     44   28   22 !
3–5 percent  58   15   54   27   27  
6–10 percent  67   15   55   29   28  
More than 10 percent  74   26   66   38   37  
                     
Prevalence of violent incidents10                     
No violent incidents  47   15 ! 30 !    
Any violent incidents  64   16   57   30   29  
! 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 A special education student was defined for respondents as "a child with a disability, defined as mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities, and who needs special education and related services and receives these under the Individuals with Disabilities Education Act (IDEA)."
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: 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