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 2005

School Survey on Crime and Safety (SSOCS)

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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 2005–06 (Return to Table 4)

	Robbery with a weapon¹,²							Robbery without a weapon¹,²
School characteristic	Num- ber of schools		Per- cent of schools		Num- ber of incidents		Rate per 1000 students	Num- of schools		Per- cent of schools		Num- ber of incidents		Rate per 1000 students
All public schools	360		#		640	!	#	5,340		6		22,070		#

Level³
Primary	‡		‡		‡		‡	1,730		4		4,660	!	#
Middle	70	!	#		‡		‡	1,410		9		7,220		1
High school	130		1		220	!	#	1,620		14		8,630		1
Combined	‡		‡		‡		‡	580	!	8	!	1,560	!	#

Enrollment size
Less than 300	‡		‡		‡		‡	1,120		5		3,230		1
300–499	‡		‡		‡		‡	770		3		3,220		#
500–999	‡		‡		‡		‡	1,890		6		6,360		#
1,000 or more	190		2		410	!	#	1,550		17		9,260		1

Urbanicity
City	310	!	1	!	580	!	#	1,900		9		9,880		1
Urban fringe	50	!	#		60	!	#	1,510		5		5,750		#
Town	‡		‡		‡		‡	490		6		2,170	!	1	!
Rural	‡		‡		‡		‡	1,440		5		4,270		#

Crime level where students live⁴
High	‡		‡		230	!	#	1,020		16		5,130		1
Moderate	130	!	1	!	‡		‡	1,290		8		6,040		1
Low	‡		‡		‡		‡	2,190		4		7,640		#
Mixed	‡		‡		‡		‡	840		8		3,270		#

Percent minority enrollment⁵
Less than 5 percent	‡		‡		‡		‡	790		5		2,380		#
5 to 20 percent	‡		‡		‡		‡	970		5		4,160		#
20 to 50 percent	‡		‡		‡		‡	1,110		6		4,970		#
50 percent or more	210	!	1		490	!	#	2,300		9		10,270		1

Percent of students eligible for free or reduced-price lunch
0–20 percent	‡		‡		‡		‡	770		4		2,880		#
21–50 percent	80	!	#		‡		‡	1,880		7		6,890		#
More than 50 percent	260	!	1	!	420	!	#	2,690		7		12,310		1

Percent of students below 15th per- centile on stan- dardized tests
0–5 percent	‡		‡		‡		‡	1,320		4		4,770		#
6–15 percent	‡		‡		‡		‡	1,810		6		7,770		#
More than 15 percent	110	!	1	!	‡		‡	2,210		11		9,530		1

Percent of students likely to attend college
0–35 percent	40	!	#		‡		‡	2,100		9		7,950		1
36–60 percent	240	!	1	!	320	!	#	1,530		6		6,750		#
More than 60 percent	80	!	#		‡		‡	1,710		5		7,380		#

Percent of students who consider academic achieve- ment important
0–25 percent	‡		‡		‡		‡	820		14		3,640	!	1
26–50 percent	‡		‡		‡		‡	1,280		8		4,860		1
51–75 percent	70	!	#		120	!	#	1,580		6		6,720		#
More than 75 percent	210	!	1	!	390	!	#	1,660		4		6,850		#

Percent male enrollment
0–44 percent	‡		‡		‡		‡	360		6		1,610	!	1
45–55 percent	190	!	#		‡		‡	4,210		6		17,110		#
More than 55 percent	‡		‡		‡		‡	770		8		3,350	!	1	!

Student-to-FTE ratio⁶
Less than 12 students	‡		‡		200	!	#	2,400		6		9,490		1
12–16 students	50	!	#		70	!	#	1,580		6		8,330		#
More than 16 students	130	!	1	!	‡		‡	1,360		10		4,250		#

Number of class- room changes⁷
0–3 changes	‡		‡		‡		‡	750	!	3	!	2,640	!	#
4–6 changes	80	!	#		150	!	#	2,490		7		9,510		#
More than 6 changes	120	!	#		‡		‡	2,100		8		9,920		1

Regular use of law enforcement⁸
Regular use	280		1		560	!	#	3,420		10		15,060		1
No regular use	‡		‡		‡		‡	1,920		4		7,010		#

Number of serious discipline pro- blems⁹
No problems	240	!	#		300	!	#	2,140		4		7,040		#
1 problem	‡		‡		‡		‡	970		7		4,090		1
2 problems	70	!	1	!	150	!	#	1,000		14		4,280		1
3 or more problems	‡		‡		‡		‡	1,220		18		6,670		1

Transfers as a per- centage of enroll- ment¹⁰
0 to 6 percent	‡		‡		‡		‡	1,050		7		5,140		1
6 to 11 percent	40	!	#		‡		‡	1,120		6		3,660		#
11 to 21 percent	‡		‡		‡		‡	1,400		6		6,990		1
21 percent or more	‡		‡		‡		‡	1,760		6		6,280		#

Prevalence of school- wide disruptions¹¹
No disruptions	300	!	#		510	!	#	4,330		6		17,570		#
Any disruptions	60	!	1	!	‡		‡	1,000		18		4,510		1

Percent of students absent on a daily basis
0–2 percent	‡		‡		‡		‡	360	!	4	!	900	!	#
3–5 percent	‡		‡		‡		‡	2,090		5		8,210		#
6–10 percent	150	!	1	!	‡		‡	1,930		8		8,870		1
More than 10 percent	170	!	‡		260	!	#	950		15		4,100		1
# Rounds to zero.
! 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 Weapon was defined for respondents as "any instrument or object used with the intent to threaten, injure, or kill. This 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 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
⁶ 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.
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 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?"
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 happening 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 (NCES), 2005–06 School Survey on Crime and Safety (SSOCS), 2006.

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