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Table 4. Number and percentage of public schools reporting student threats of physical attack and incidents of robbery that occurred at school, the number of incidents, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2003–04—Continued (Return to Table 4)
| School characteristic | Robbery with a weapon1,2 | Robbery without a weapon1,2 | |||||||
|---|---|---|---|---|---|---|---|---|---|
| Num- ber of schools |
Per- cent of schools |
Num- ber of incidents |
Rate per 1,000 students |
Num- ber of schools |
Per- cent of schools |
Num- ber of incidents |
Rate per 1,000 students | ||
| All public schools | 476 | 1 | 1,344 | # | 5,070 | 6 | 16,136 | 0.3 | |
| Level3 | |||||||||
| Primary | 130 | # | 130 | # | 1,994 | 4 | 4,878 | 0.2 | |
| Middle | 120 | 1 | 631 | 0.1 | 949 | 7 | 4,117 | 0.4 | |
| High school | 185 | 2 | 541 | # | 1,355 | 13 | 5,315 | 0.5 | |
| Combined | 42 | 1 | 42 | # | 772 | 12 | 1,827 | 0.7 | |
| Enrollment size | |||||||||
| Less than 300 | # | # | # | # | 969 | 5 | 1,872 | 0.5 | |
| 300–499 | 98 | # | 98 | # | 1,272 | 5 | 2,223 | 0.2 | |
| 500–999 | 135 | # | 529 | # | 1,622 | 6 | 6,003 | 0.3 | |
| 1,000 or more | 244 | 3 | 717 | 0.1 | 1,206 | 13 | 6,038 | 0.4 | |
| Urbanicity | |||||||||
| City | 270 | 1 | 977 | 0.1 | 1,570 | 8 | 4,974 | 0.4 | |
| Urban fringe | 174 | 1 | 244 | # | 1,550 | 6 | 4,883 | 0.3 | |
| Town | # | # | # | # | 545 | 6 | 2,972 | 0.6 | |
| Rural | 32 | # | 122 | # | 1,404 | 6 | 3,308 | 0.3 | |
| Crime level where students live4 | |||||||||
| High | 86 | 1 | 664 | 0.2 | 570 | 10 | 2,920 | 0.8 | |
| Moderate | 62 | # | 73 | # | 1,670 | 11 | 4,021 | 0.4 | |
| Low | 285 | 1 | 529 | # | 2,094 | 4 | 6,541 | 0.3 | |
| Mixed | 43 | # | 78 | # | 736 | 7 | 2,654 | 0.4 | |
| Percent minority enrollment5 | |||||||||
| Less than 5 percent | # | # | # | # | 836 | 5 | 1,887 | 0.3 | |
| 5 to 20 percent | 47 | # | 137 | # | 966 | 5 | 3,690 | 0.3 | |
| 20 to 50 percent | 142 | 1 | 161 | # | 1,149 | 6 | 3,109 | 0.3 | |
| 50 percent or more | 288 | 1 | 1,046 | 0.1 | 2,016 | 8 | 7,000 | 0.4 | |
| Percent of students eligible for free or reduced-price lunch | |||||||||
| 0–20 percent | 86 | # | 235 | # | 892 | 5 | 2,798 | 0.2 | |
| 21–50 percent | 170 | 1 | 205 | # | 1,445 | 5 | 5,201 | 0.3 | |
| More than 50 percent | 220 | 1 | 904 | 0.1 | 2,733 | 8 | 8,137 | 0.5 | |
| Percent of students below 15th percentile on standardized tests | |||||||||
| 0–5 percent | 167 | 1 | 213 | # | 959 | 4 | 2,594 | 0.2 | |
| 6–15 percent | 101 | # | 449 | # | 1,918 | 6 | 6,357 | 0.3 | |
| More than 15 percent | 208 | 1 | 682 | # | 2,192 | 9 | 7,186 | 0.5 | |
| Percent of students likely to attend college | |||||||||
| 0–35 percent | 181 | 1 | 756 | 0.1 | 1,585 | 6 | 5,875 | 0.4 | |
| 36–60 percent | 45 | # | 156 | # | 1,188 | 5 | 4,536 | 0.3 | |
| More than 60 percent | 250 | 1 | 432 | # | 2,297 | 7 | 5,725 | 0.3 | |
| Percent of students who consider academic achievement important | |||||||||
| 0–25 percent | 59 | 1 | 98 | # | 703 | 9 | 2,161 | 0.5 | |
| 26–50 percent | 64 | # | 253 | # | 1,183 | 7 | 3,467 | 0.4 | |
| 51–75 percent | 177 | 1 | 670 | # | 1,790 | 8 | 6,340 | 0.5 | |
| More than 75 percent | 176 | 1 | 323 | # | 1,394 | 4 | 4,169 | 0.2 | |
| Percent male enrollment | |||||||||
| 0–44 percent | 62 | 1 | 91 | # | 298 | 5 | 887 | 0.3 | |
| 45–55 percent | 315 | # | 1,132 | # | 4,254 | 6 | 13,739 | 0.3 | |
| More than 55 percent | 100 | 1 | 121 | # | 518 | 6 | 1,511 | 0.4 | |
| Student-to-teacher ratio6 | |||||||||
| Less than 12 students | 181 | 1 | 549 | # | 2,270 | 6 | 6,173 | 0.4 | |
| 12–16 students | 173 | 1 | 554 | # | 1,489 | 5 | 5,905 | 0.3 | |
| More than 16 students | 122 | 1 | 241 | # | 1,311 | 9 | 4,058 | 0.3 | |
| Number of classroom changes7 | |||||||||
| 0–3 changes | # | # | # | # | 1,006 | 5 | 1,723 | 0.2 | |
| 4–6 changes | 333 | 1 | 1,129 | 0.1 | 2,447 | 7 | 7,914 | 0.4 | |
| More than 6 changes | 144 | 1 | 214 | # | 1,616 | 7 | 6,500 | 0.4 | |
| Regular use of law enforcement8 | |||||||||
| Regular use | 368 | 1 | 1,225 | # | 2,941 | 8 | 11,850 | 0.4 | |
| No regular use | 108 | # | 119 | # | 2,128 | 5 | 4,286 | 0.2 | |
| Number of serious discipline problems9 | |||||||||
| No problems | 215 | # | 407 | # | 2,014 | 4 | 5,683 | 0.2 | |
| 1 problem | 120 | 1 | 309 | # | 1,054 | 7 | 4,368 | 0.5 | |
| 2 problems | 7 | # | 14 | # | 1,040 | 14 | 1,914 | 0.4 | |
| 3 or more problems | 134 | 2 | 614 | 0.1 | 962 | 15 | 4,172 | 0.8 | |
| Transfers as a percentage of enrollment10 | |||||||||
| 0 to 6 percent | 149 | 1 | 334 | # | 1,055 | 7 | 2,932 | 0.3 | |
| 6 to 11 percent | 71 | # | 304 | # | 1,169 | 7 | 3,095 | 0.3 | |
| 11 to 21 percent | 66 | # | 470 | # | 1,258 | 5 | 5,576 | 0.4 | |
| 21 percent or more | 190 | 1 | 236 | # | 1,587 | 7 | 4,533 | 0.3 | |
| Prevalence of schoolwide disruptions11 | |||||||||
| No disruptions | 362 | # | 915 | # | 4,496 | 6 | 13,708 | 0.3 | |
| Any disruptions | 114 | 2 | 429 | 0.1 | 573 | 11 | 2,428 | 0.5 | |
| Percent of students absent on a daily basis | |||||||||
| 0–2 percent | 11 | # | 378 | 0.1 | 547 | 7 | 1,145 | 0.3 | |
| 3–5 percent | 259 | 1 | 376 | # | 2,271 | 5 | 6,174 | 0.3 | |
| 6–10 percent | 103 | # | 270 | # | 1,545 | 7 | 5,781 | 0.4 | |
| More than 10 percent | 104 | 2 | 320 | 0.1 | 707 | 16 | 3,036 | 1.0 | |
| # Rounds to zero. | |||||||||
| 1 Weapon was defined for respondents as "any instrument or object used with the intent to threaten, injure, or kill. Includes look-alikes if they are used to threaten others." | |||||||||
| 2 Robbery was defined for respondents as "the taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or battery." | |||||||||
| 3 Primary 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. 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. Combined schools include all other combinations of grades, including K–12 schools. | |||||||||
| 4 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." | |||||||||
| 5 These estimates exclude data from Tennessee because schools in this state did not report estimates of student race. | |||||||||
| 6 Student-to-teacher 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. | |||||||||
| 7 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure. | |||||||||
| 8 Respondents were asked, "During the 2003–2004 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school on a regular basis?" | |||||||||
| 9 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. | |||||||||
| 10 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. | |||||||||
| 11 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. | |||||||||
| NOTE: "At school" was defined for respondents to include activities that happen in school buildings, on school grounds, on school buses, and at places that hold school-sponsored events or activities. Detail may not sum to totals because of rounding. Reponses were provided by the principal or the person most knowledgeable about crime and safety issues at the school. | |||||||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2004. | |||||||||
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