Table 8. Number and percentage of public schools reporting incidents of hate crime, gang-related crime, and gang-related hate crime at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2007

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Table 8. Number and percentage of public schools reporting incidents of hate crime, gang-related crime, and gang-related hate crime at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2007–08

	Hate crime¹								Gang-related crime²								Gang-related hate crime¹,²
School characteristic	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		Num- ber of schools		Per- cent of schools		Num- ber of incidents		Rate per 1,000 students
All public schools	3,130		4		9,220		0.2		5,210		6		38,350		0.8		760		1		3,120		0.1

Level³
Primary	990		2		1,950		0.1		1,010		2		5,800	!	0.3	!	‡		‡		‡		‡
Middle	880		6		3,830		0.4		1,850		12		14,740		1.5		280		2		1,550	!	0.2	!
High school	1,100		9		3,200		0.3		2,220		19		17,370		1.4		310		3		1,410		0.1
Combined	‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡

Enrollment size
Less than 300	500	!	3	!	760	!	0.2	!	520	!	3	!	2,030	!	0.5	!	‡		‡		‡		‡
300–499	500	!	2	!	1,740	!	0.2	!	510		2		1,800	!	0.2	!	‡		‡		‡		‡
500–999	1,090		4		3,810	!	0.2	!	2,030		7		14,760		0.7		240	!	1	!	740	!	#
1,000 or more	1,040		11		2,900		0.2		2,160		23		19,770		1.4		320		3		1,520		0.1

Urbanicity
City	1,000		5		3,380	!	0.2	!	2,690		13		20,300		1.5		420		2		1,840		0.1
Suburb	1,050		4		2,580		0.2		1,250		5		10,970		0.7		200	!	1	!	380		#
Town	290	!	3	!	1,610	!	0.3	!	560		5		2,900		0.5		80	!	1	!	‡		‡
Rural	790		3		1,650		0.1		710		3		4,180		0.4		60	!	#	!	‡		‡

Crime level where students live⁴
High	440	!	7	!	1,080	!	0.3	!	920		15		10,600		3.0		150	!	2	!	810	!	0.2	!
Moderate	760		5		1,930		0.2		2,080		12		17,580		1.7		190		1		890	!	0.1	!
Low	1,510		3		5,240		0.2		1,120		2		5,610		0.2		310	!	1	!	1,120	!	‡	!
Mixed	410		4		970		0.1		1,090		10		4,560		0.6		120		1		300	!	‡	!

Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/ Alaska Native students
Less than 5 percent	570	!	4	!	860		0.2		80	!	1		100	!	#		#		#		#		‡
5 to less than 20 percent	600		3		1,830		0.2		430		2		1,450		0.1		‡		‡		‡		‡
20 to less than 50 percent	720		4		2,610		0.2		1,190		6		6,300		0.5		220	!	1	!	720	!	0.1	!
50 percent or more	1,240		5		3,920		0.2		3,510		13		30,490		1.7		360		1		1,750		0.1

Percent of students eligible for free or reduced-price lunch
0–20 percent	650		4		2,010	!	0.2		500		3		2,010		0.2		70	!	#	!	‡		‡
21–50 percent	1,090		4		2,870		0.2		1,360		5		8,910		0.5		260	!	1	!	630		#
More than 50 percent	1,390		4		4,330		0.2		3,350		10		27,430		1.5		430		1		1,820		0.1

Percent of students below 15th percentile on standardized tests
0–5 percent	710		3		1,980		0.1		810		3		4,740	!	0.3	!	110	!	#	!	‡		‡
6–15 percent	1,240		4		3,360		0.2		1,930		6		13,070		0.7		260	!	1	!	820	!	#
More than 15 percent	1,180		6		3,880		0.3		2,470		12		20,530		1.6		400		2		1,630		0.1

Percent of students likely to attend college
0–35 percent	910		4		3,540	!	0.3	!	2,270		11		17,780		1.7		310		2		1,620		0.2	!
36–60 percent	870		4		1,640		0.1		1,350		6		12,010		1.0		200	!	1	!	510	!	#
More than 60 percent	1,350		3		4,040		0.2		1,600		4		8,560		0.3		250	!	1	!	‡		‡

Percent of students who consider academic achievement important
0–25 percent	440	!	8	!	1,350		0.5		660		12		6,020		2.2		170	!	3	!	760	!	0.3	!
26–50 percent	610		4		2,460	!	0.3	!	1,390		10		10,680		1.4		70	!	1	!	‡		‡
51–75 percent	810		3		2,310		0.2		1,600		7		12,650		0.9		260	!	1	!	650	!	#	!
More than 75 percent	1,280		3		3,100		0.1		1,570		4		9,000		0.4		260	!	1	!	1,080	!	#	!

Percent male enrollment
0–44 percent	140	!	2	!	300	!	0.1	!	330		4		3,050	!	0.8	!	‡		‡		‡		‡
45–55 percent	2,670		4		7,930		0.2		4,140		6		30,320		0.8		570		1		2,470		0.1
More than 55 percent	320	!	3	!	1,000	!	0.2	!	750	!	7	!	4,980	!	1.1	!	150	!	2		600	!	0.1	!

Student-to-FTE ratio⁵
Less than 12 students	1,170		3		3,230		0.2		1,930		5		11,260		0.6		290		1		1,310	!	0.1	!
12–16 students	990		4		3,620	!	0.2	!	1,980		7		15,440		0.8		300	!	1	!	980	!	0.1	!
More than 16 students	980		8		2,370		0.2		1,300		11		11,640		1.2		170		1		830	!	0.1	!

Number of classroom changes⁶
0–3 changes	760	!	3	!	1,490	!	0.2	!	700	!	3	!	2,310	!	0.2	!	‡		‡		‡		‡
4–6 changes	1,210		3		3,390		0.2		2,420		7		21,850		1.0		330		1		1,320	!	0.1	!
More than 6 changes	1,160		5		4,330		0.3		2,090		8		14,190		0.9		340		1		1,700	!	0.1	!

Regular use of law enforcement⁷
Regular use	2,310		6		7,700		0.3		4,200		11		35,590		1.2		570		2		2,910		0.1
No regular use	820		2		1,520		0.1		1,010		2		2,760	!	0.1	!	‡		‡		‡		‡

Number of serious discipline problems⁸
No problems	1,250		2		2,090		0.1		1,780		3		8,620		0.3		260	!	1	!	410	!	#
1 problem	810		5		2,530		0.2		1,050		7		7,280		0.7		100	!	1	!	260	!	#
2 problems	450		9		1,730	!	0.5	!	860		17		5,230	!	1.5		120	!	2	!	1,030	!	0.3	!
3 or more problems	610		13		2,870	!	0.7	!	1,520		32		17,220		4.4		270		6		1,440		0.4	!

Transfers as a percentage of enrollment⁹
Less than 6 percent	600		3		2,220	!	0.2	!	700		4		4,490	!	0.4	!	‡		‡		80	!	#
6 to less than 11 percent	590		4		1,270		0.1		1,020		6		4,820		0.5		‡		‡		‡		‡
11 to less than 21 percent	1,090		4		2,690		0.2		1,390		6		11,630		0.8		240	!	1	!	560	!	#
21 percent or more	850		4		3,030		0.2		2,100		9		17,410		1.3		400		2		2,300		0.2

Prevalence of schoolwide disruptions¹⁰
No disruptions	2,680		4		7,980		0.2		4,220		6		27,840		0.7		480		1		1,940		#
Any disruptions	450		7		1,240		0.2		990		16		10,510		2.0		280	!	5	!	1,180	!	0.2	!

Percent of students absent on a daily basis
0–2 percent	‡		‡		‡		‡		380	!	5	!	‡		‡		‡		‡		‡		‡
3–5 percent	1,630		4		5,080		0.2		1,730		4		11,010		0.4		360		1		1,730	!	0.1	!
6–10 percent	940		4		3,000		0.2		2,190		9		18,500		1.2		300	!	1	!	880		0.1
More than 10 percent	380		7		680		0.2		900		18		6,560		2.1		‡		‡		‡		‡
#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 A hate crime was defined for respondents as "a criminal offense or threat against a person, property, or society that is motivated, in whole or in part, by the offender's bias against a race, color, national origin, ethnicity, gender, religion, disability, or sexual orientation."
² 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."
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 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.
⁶ Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁷ Respondents were asked, "During the 2007–08 school year, did you have any security guards, security personnel, or sworn law enforcement officers present at your school at least once a week?"
⁸ Serious discipline problems include student racial/ethnic tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect other than verbal abuse, 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.
⁹ 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.
¹⁰ 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. Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics (NCES), 2007–08 School Survey on Crime and Safety (SSOCS), 2008.

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