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| 2019 Tables and Figures | All Years of Tables and Figures | Most Recent Full Issue of the Digest |
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| Table 220.65a. | Percentage of fall 2010 first-time kindergartners whose school adminstrator in fifth grade reported that selected problems occurred at the school at least once a month or were a problem in the school's neighborhood, by selected child, family, and school characteristics in spring of fifth grade: Spring 2016 |
| [Standard errors appear in parentheses] | ||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Selected child, family, or school characteristic in spring of fifth grade (2016) | Occurred at child's school at least once a month1 | Was a "big problem" or "somewhat of a problem" in the neighborhood where child's school is located2 | ||||||||||||||||||||||||||||
| Theft | Physical conflicts among students | Vandalism of school property | Student bullying | Widespread disorder in classrooms | Tensions based on racial, ethnic, or religious differences | Selling or using drugs or excessive drinking in public | Gangs | Crime in the neighborhood | Violence in the neighborhood | |||||||||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | ||||||||||||||||||||
| Total | 5.0 | (0.58) | 25.2 | (1.55) | 4.1 | (0.76) | 24.1 | (1.65) | 4.6 | (0.77) | 15.7 | (1.51) | 30.9 | (1.77) | 17.1 | (1.20) | 34.4 | (1.76) | 25.3 | (1.46) | ||||||||||
| Race/ethnicity of child | ||||||||||||||||||||||||||||||
| White | 4.0 | (0.67) | 23.2 | (1.67) | 3.2 | ! | (0.98) | 23.2 | (2.02) | 3.0 | (0.86) | 12.7 | (2.12) | 25.7 | (2.28) | 7.5 | (1.19) | 25.8 | (1.96) | 16.1 | (1.34) | |||||||||
| Black | 8.6 | (1.83) | 36.4 | (3.71) | 7.0 | ! | (2.11) | 26.1 | (3.60) | 13.2 | (2.68) | 18.0 | (2.46) | 40.8 | (3.03) | 29.7 | (3.85) | 50.1 | (4.66) | 44.3 | (4.59) | |||||||||
| Hispanic | 5.6 | (1.15) | 25.5 | (2.45) | 5.0 | (1.27) | 25.3 | (2.54) | 3.6 | (1.01) | 19.7 | (2.05) | 37.4 | (2.14) | 31.8 | (2.30) | 47.6 | (2.55) | 37.7 | (2.18) | ||||||||||
| Asian | ‡ | (†) | 13.1 | (3.37) | 3.3 | ! | (1.62) | 21.0 | (4.16) | ‡ | (†) | 18.6 | (4.71) | 19.2 | (4.11) | 19.4 | (5.11) | 28.7 | (4.60) | 19.2 | (3.45) | |||||||||
| Pacific Islander | ‡ | (†) | 32.9 | ! | (14.13) | ‡ | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) | 42.4 | (10.94) | 32.3 | ! | (14.22) | 48.3 | ! | (15.26) | 44.3 | ! | (15.13) | ||||||
| American Indian/Alaska Native | ‡ | (†) | 29.9 | (8.26) | ‡ | (†) | 34.2 | (6.77) | ‡ | (†) | 31.9 | (4.52) | 67.1 | (11.53) | 24.8 | (7.33) | 35.7 | (8.44) | 35.7 | (8.44) | ||||||||||
| Two or more races | 3.9 | ! | (1.33) | 24.2 | (3.10) | 2.2 | ! | (0.96) | 23.4 | (3.26) | 7.3 | ! | (2.30) | 18.6 | (3.17) | 29.8 | (3.52) | 15.9 | (2.68) | 29.7 | (3.80) | 19.8 | (3.00) | |||||||
| Household type3 | ||||||||||||||||||||||||||||||
| Two-parent household | 4.2 | (0.57) | 23.0 | (1.43) | 3.3 | (0.63) | 22.6 | (1.71) | 3.4 | (0.70) | 15.6 | (1.68) | 28.7 | (1.93) | 15.3 | (1.30) | 32.1 | (1.82) | 23.5 | (1.48) | ||||||||||
| Mother-only household | 7.4 | (1.26) | 33.5 | (2.85) | 7.1 | (1.66) | 30.0 | (2.57) | 8.6 | (1.60) | 16.4 | (1.99) | 38.0 | (2.06) | 23.2 | (1.68) | 42.2 | (2.65) | 31.0 | (2.42) | ||||||||||
| Father-only household | 4.5 | ! | (1.84) | 27.5 | (3.45) | 3.6 | ! | (1.71) | 21.2 | (3.14) | ‡ | (†) | 14.2 | (3.11) | 35.9 | (5.45) | 17.6 | (4.91) | 36.4 | (4.76) | 26.7 | (3.96) | ||||||||
| Other household type | 8.7 | (2.21) | 24.3 | (4.18) | 5.1 | ! | (1.54) | 27.3 | (4.43) | 10.2 | ! | (3.11) | 14.6 | ! | (4.51) | 37.7 | (5.36) | 20.6 | (4.72) | 40.9 | (4.28) | 34.4 | (4.53) | |||||||
| Parents' highest level of education4 | ||||||||||||||||||||||||||||||
| Less than high school | 9.6 | (2.23) | 33.0 | (3.28) | 6.2 | ! | (2.05) | 28.4 | (3.32) | 7.5 | ! | (2.28) | 28.8 | (3.57) | 54.6 | (3.54) | 44.4 | (3.78) | 62.6 | (3.05) | 51.8 | (3.55) | ||||||||
| High school completion | 5.9 | (0.88) | 28.5 | (2.38) | 5.4 | (0.98) | 27.7 | (2.52) | 6.5 | (1.24) | 20.5 | (2.32) | 40.8 | (2.43) | 26.4 | (2.28) | 44.4 | (2.45) | 36.5 | (2.46) | ||||||||||
| Some college/vocational | 5.4 | (0.84) | 29.6 | (2.13) | 4.3 | (0.95) | 28.1 | (2.26) | 6.0 | (1.22) | 15.0 | (1.70) | 32.9 | (2.03) | 16.3 | (1.47) | 35.8 | (2.07) | 25.9 | (1.83) | ||||||||||
| Bachelor's degree | 3.4 | (0.73) | 19.3 | (1.57) | 3.0 | (0.82) | 18.0 | (1.73) | 2.0 | ! | (0.75) | 11.7 | (1.90) | 21.2 | (2.37) | 8.5 | (1.08) | 22.9 | (2.07) | 15.2 | (1.49) | |||||||||
| Any graduate education | 3.1 | (0.69) | 17.5 | (1.65) | 3.0 | ! | (0.93) | 18.5 | (1.91) | 1.8 | (0.49) | 11.2 | (1.79) | 18.3 | (2.33) | 7.0 | (1.07) | 23.1 | (2.78) | 12.9 | (1.86) | |||||||||
| Poverty status5 | ||||||||||||||||||||||||||||||
| Below poverty threshold | 9.0 | (1.20) | 33.2 | (2.61) | 6.8 | (1.69) | 30.7 | (2.69) | 9.3 | (1.85) | 23.3 | (2.32) | 43.4 | (1.95) | 30.9 | (2.32) | 52.3 | (2.45) | 43.2 | (2.50) | ||||||||||
| 100 to 199 percent of poverty threshold | 5.0 | (0.88) | 28.2 | (2.41) | 5.4 | (1.01) | 26.4 | (2.13) | 5.3 | (1.01) | 18.4 | (2.25) | 38.9 | (2.26) | 24.3 | (2.61) | 40.3 | (2.65) | 31.9 | (2.27) | ||||||||||
| 200 percent or more of poverty threshold | 3.4 | (0.59) | 20.9 | (1.51) | 2.6 | (0.58) | 20.7 | (1.85) | 2.5 | (0.72) | 11.8 | (1.59) | 22.9 | (2.15) | 8.8 | (0.97) | 25.2 | (1.92) | 15.8 | (1.34) | ||||||||||
| Socioeconomic status6 | ||||||||||||||||||||||||||||||
| Lowest 20 percent | 8.7 | (1.25) | 32.9 | (2.68) | 6.5 | (1.62) | 30.2 | (2.75) | 8.3 | (1.67) | 24.5 | (2.65) | 47.9 | (2.40) | 36.7 | (2.85) | 53.8 | (2.46) | 45.5 | (2.71) | ||||||||||
| Middle 60 percent | 4.7 | (0.64) | 25.6 | (1.73) | 3.9 | (0.76) | 24.6 | (1.84) | 4.5 | (0.84) | 14.9 | (1.69) | 30.4 | (2.12) | 14.9 | (1.35) | 33.2 | (1.84) | 23.6 | (1.51) | ||||||||||
| Highest 20 percent | 2.4 | (0.59) | 17.2 | (1.51) | 2.6 | ! | (0.82) | 17.1 | (1.85) | 1.6 | ! | (0.54) | 10.2 | (1.73) | 17.0 | (2.15) | 5.5 | (0.99) | 20.5 | (2.62) | 11.9 | (1.76) | ||||||||
| School enrollment size | ||||||||||||||||||||||||||||||
| Less than 400 | ‡ | (†) | 16.8 | (4.40) | ‡ | (†) | 21.0 | (3.50) | 3.4 | ! | (1.22) | 12.4 | (3.18) | 29.1 | (3.68) | 12.1 | (3.01) | 30.1 | (3.85) | 18.1 | (2.88) | |||||||||
| 400 to 599 | 4.9 | (1.32) | 23.7 | (3.18) | 2.0 | ! | (0.88) | 24.5 | (2.80) | 4.6 | (1.21) | 14.3 | (2.23) | 41.4 | (3.99) | 17.0 | (2.50) | 34.4 | (3.05) | 26.1 | (2.94) | |||||||||
| 600 to 799 | 4.7 | (0.85) | 26.1 | (2.73) | 6.4 | (1.53) | 23.2 | (2.63) | 5.1 | (1.07) | 15.3 | (1.95) | 26.2 | (2.22) | 16.8 | (1.62) | 37.0 | (2.87) | 25.9 | (2.57) | ||||||||||
| 800 or more | 7.4 | (2.00) | 31.7 | (5.14) | 3.7 | ! | (1.23) | 27.5 | (4.73) | ‡ | (†) | 20.9 | (3.93) | 25.1 | (4.42) | 21.1 | (3.48) | 33.0 | (3.82) | 28.2 | (3.51) | |||||||||
| School locale | ||||||||||||||||||||||||||||||
| City | 6.1 | (1.08) | 26.3 | (2.70) | 5.5 | (1.35) | 25.4 | (2.35) | 6.9 | (1.37) | 20.8 | (2.32) | 35.7 | (2.98) | 29.3 | (2.52) | 51.9 | (3.32) | 40.3 | (3.28) | ||||||||||
| Suburban | 5.4 | (1.22) | 24.3 | (2.41) | 4.2 | ! | (1.59) | 19.7 | (2.23) | 4.1 | (1.04) | 14.2 | (2.12) | 23.2 | (2.60) | 15.1 | (2.09) | 30.0 | (2.98) | 22.9 | (2.52) | |||||||||
| Town | 3.9 | ! | (1.21) | 37.8 | (6.51) | ‡ | (†) | 39.2 | (6.40) | ‡ | (†) | 12.5 | ! | (4.38) | 34.8 | (5.26) | ‡ | (†) | 26.6 | (3.31) | 15.2 | (4.13) | ||||||||
| Rural | 3.6 | ! | (1.46) | 20.0 | (3.32) | ‡ | (†) | 24.1 | (3.72) | ‡ | (†) | 11.9 | (3.22) | 36.2 | (4.73) | 7.8 | (2.33) | 21.6 | (2.69) | 12.3 | (2.07) | |||||||||
| School control | ||||||||||||||||||||||||||||||
| Public | 5.4 | (0.63) | 27.6 | (1.68) | 4.5 | (0.83) | 25.7 | (1.78) | 5.0 | (0.83) | 16.2 | (1.66) | 32.0 | (1.82) | 17.7 | (1.28) | 35.0 | (1.82) | 26.3 | (1.54) | ||||||||||
| Private | ‡ | (†) | ‡ | (†) | ‡ | (†) | 7.1 | ! | (2.72) | 0.3 | (0.06) | 10.9 | ! | (3.31) | 19.7 | (4.81) | 10.4 | (2.50) | 29.0 | (5.65) | 14.6 | (3.87) | ||||||||
| †Not applicable. | ||||||||||||||||||||||||||||||
| !Interpret data with caution. The coefficient of variation (CV) for this estimate is between 30 and 50 percent. | ||||||||||||||||||||||||||||||
| ‡Reporting standards not met. Either there are too few cases for a reliable estimate or the coefficient of variation (CV) is 50 percent or greater. | ||||||||||||||||||||||||||||||
| 1 For each problem, the school administrator could select only one response indicating how often the problem occurred at school. This table combines the percentages for "happens daily," "happens at least once a week," and "happens at least once a month." | ||||||||||||||||||||||||||||||
| 2 The school administrator could choose only one of the four responses: "big problem," "somewhat of a problem," "no problem," or "don’t know." This table combines the percentages for "big problem" and "somewhat of a problem." | ||||||||||||||||||||||||||||||
| 3 A two-parent household may have two biological parents, two adoptive parents, or one biological/adoptive parent and one other parent/partner. A mother-only or father-only household has one biological or adoptive parent only, without another parent/partner. In other household types, which do not include biological or adoptive parents, the guardian or guardians may be related or unrelated to the child. | ||||||||||||||||||||||||||||||
| 4 Parents' highest level of education is the highest level of education achieved by either of the parents or guardians in a two-parent household, by the only parent in a single-parent household, or by any guardian in a household with no parents. | ||||||||||||||||||||||||||||||
| 5 Poverty status is based on U.S. Census Bureau income thresholds for 2015, which identify incomes determined to meet household needs, given family size and composition. For example, a family of three with one child was below the poverty threshold if its income was less than $19,078 in 2015. | ||||||||||||||||||||||||||||||
| 6 Socioeconomic status (SES) was measured by a composite score based on parental education and occupations and household income. | ||||||||||||||||||||||||||||||
| NOTE: Estimates weighted by W9C29P_9T90. Estimates pertain to a sample of children who were enrolled in kindergarten for the first time in the 2010-11 school year. In 2015-16, most of the children were in fifth grade, but 7.6 percent were in fourth grade or other grades (e.g., sixth grade, ungraded classrooms). Race categories exclude persons of Hispanic ethnicity. | ||||||||||||||||||||||||||||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), Kindergarten–Fifth Grade Restricted-Use Data File. (This table was prepared September 2019.) |
