Table 22. Percentage of public schools reporting use of selected violence prevention program components, by selected school characteristics: 1999

Crime and Safety Surveys

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Table 22. Percentage of public schools reporting use of selected violence prevention program components, by selected school characteristics: 1999–2000

School characteristic	Prevention curriculum, instruction, or training for students ¹	Behavioral or behavior modification intervention for students	Counseling, social work, psychological, or therapeutic activity for students or adults	Individual attention/ mentoring/ tutoring/ coaching of students by students or adults	Recreational, enrichment, or leisure activities for students	Students' involvement in resolving student conduct problems ²	Programs to promote sense of community/ social integration among students	Hotline/ tipline for students to report problems
All public schools	65	66	66	63	53	45	57	22

Level
Elementary	68	68	67	64	52	43	59	16
Middle	70	70	74	70	64	54	61	31
Secondary	54	58	61	58	52	47	52	37
Combined	46	47	45	46	38	32	40	19

Enrollment size
Less than 300	59	59	57	55	45	33	54	19
300–499	65	65	65	61	54	44	55	16
500–999	68	69	70	68	56	49	58	23
1,000 or more	68	72	73	73	61	59	65	42

Urbanicity
City	76	77	77	75	65	56	69	28
Urban fringe	66	71	69	68	57	49	58	22
Town	68	64	64	61	50	40	55	23
Rural	54	53	55	51	42	34	47	17

Crime level where students live ³
High	84	82	86	84	75	62	71	22
Moderate	75	79	76	74	60	53	66	28
Low	61	61	61	59	48	40	52	20
Mixed	61	65	67	63	59	49	59	24

Percent minority enrollment³
0–5 percent	61	59	61	56	47	38	53	20
6–20 percent	59	62	62	59	49	44	54	24
21–50 percent	66	68	65	66	56	45	57	22
More than 50 percent	72	75	74	73	62	54	63	21

Percent of students eligible for free/reduced-price lunch
0–20 percent	61	62	63	62	50	44	55	20
21–50 percent	61	61	62	57	50	42	53	24
More than 50 percent	72	73	72	70	59	48	62	21

Percent of students below 15th percentile on standardized tests
0–5 percent	64	64	65	62	49	46	56	22
6–15 percent	61	63	63	61	51	40	52	22
More than 15 percent	70	72	71	69	61	51	64	22

Percent of students likely to attend college
0–35 percent	69	68	70	67	57	46	60	25
36–60 percent	64	65	64	62	51	44	57	22
More than 60 percent	62	65	65	63	52	44	54	20

Percent of students who consider academic achievement important
0–25 percent	63	65	66	64	57	42	50	26
26–50 percent	60	60	60	57	52	41	54	19
51–75 percent	67	68	68	66	52	46	59	25
More than 75 percent	66	67	67	65	54	46	59	20

Percent male enrollment
0–44 percent	66	69	68	66	53	53	64	27
45–55 percent	64	64	65	62	52	43	55	22
More than 55 percent	69	72	68	68	61	48	60	19

Student/teacher ratio³,⁴
Less than 12	59	60	61	58	48	41	51	18
12–16	66	67	67	64	56	48	58	26
More than 16	69	70	69	68	57	46	60	22

Number of classroom changes³
0–3 changes	69	70	67	63	51	45	58	16
4–6 changes	66	66	67	65	56	46	59	23
More than 6 changes	62	64	66	63	53	45	56	25

Use of paid law enforcement ⁵
Regular use	67	70	70	69	59	53	60	28
No regular use	63	62	62	58	48	36	54	15

Number of serious discipline problems ⁶
No problems	62	62	62	59	50	39	56	18
1 problem	68	70	69	68	54	48	54	24
2 problems	67	69	69	67	57	50	61	27
3 or more problems	71	75	75	70	61	58	61	30

Transfers as percentage of enrollment³,⁷
0 to 6 percent	58	58	58	55	50	41	53	23
6 to 11 percent	64	63	63	62	49	46	55	18
11 to 21 percent	64	68	69	66	56	46	57	22
21 percent or more	70	72	71	68	56	46	60	23

Prevalence of schoolwide disruptions³,⁸
No disruptions	65	66	66	63	53	45	56	20
Any disruptions	67	69	67	68	58	54	63	33

Percent of students absent without excuses
None	60	59	60	56	45	37	51	13
1–2 percent	63	65	64	62	52	45	56	23
3–5 percent	67	70	71	68	56	47	60	25
6–10 percent	70	67	70	70	61	51	61	27
More than 10 percent	69	72	73	68	61	50	62	23

Prevalence of violent incidents³,⁹
No violent incidents	59	59	59	55	46	40	53	14
Any violent incidents	67	69	69	67	56	47	59	25
¹ For example, social skills training.
² For example, conflict resolution or peer mediation, student court.
³ Some schools are omitted from these categories because of missing data on their school characteristics. For this reason, the detailed results do not sum to the totals. See appendix J of 2000 School Survey on Crime and Safety (SSOCS) Detailed Data Documentation (NCES 2004-307) for further information.
⁴ Student/teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time equivalent teachers. The total number of full-time equivalent teachers is a combination of the full-time and part-time teachers, including special education teachers, with an adjustment to compensate for the part-time status.
⁵ Schools were included as regularly using paid law enforcement if they reported the use of paid law enforcement during any of the following times: at any time during school hours, while students were arriving or leaving, at selected school activities (e.g., athletic and social events, open houses, science fairs), or at any other time that the respondent specified.
⁶ Serious discipline problems is a count of discipline problems reported by principals. These discipline problems include student racial tensions, student bullying, student verbal abuse of teachers, widespread disorder in classrooms, and student acts of disrespect for teachers. If a principal 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. Undesirable gang activities and undesirable cult or extremist group activities were also counted once as a problem if the principal reported that these events occurred at all in their school.
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 bomb threats or anthrax threats. Respondents were instructed to exclude all fire alarms, including false alarms.
⁹ Violent incidents include 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: Detail may not sum to totals because of rounding. "At school/at your school" was defined for respondents as including activities happening in school buildings, on school grounds, on school buses, and at places that are holding school-sponsored events or activities. Respondents were instructed to, unless the survey specified otherwise, only respond for those times that were during normal school hours or when school activities/events were in session. A gang was defined for respondents as, "an ongoing loosely organized association of three or more persons, whether formal or informal, that has a common name, signs, symbols or colors, whose members engage, either individually or collectively, in violent or other forms of illegal behavior." Elementary schools are defined as schools in which the lowest grade is not higher than grade 3 and the highest grade is not higher than grade 8. Middle schools are defined as schools in which the lowest grade is not lower than grade 4 and the highest grade is not higher than grade 9. Secondary 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. Combined schools include all other combinations of grades, including K–12 schools.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2000.

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