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Table 3.  Number and percentage of public schools reporting sexual and physical assaults that occurred at school, the number of sexual and physical assaults, and the rate of sexual and physical assaults per 1,000 students, by selected school characteristics: School year 2009–10

 
  Rape or attempted rape1     Sexual battery other than rape2     Physical attack or fight with a weapon3,4     Physical attack or fight without a weapon3,4  
School characteristic Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students     Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students     Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students     Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students  
All public schools 440   0.5   580   #     1,880   2.3   3,610   0.1     3,220   3.9   14,330   0.3     58,370   70.5   725,340   15.3  
                                                                       
Level5                                                                      
Primary           490 ! 1.0 ! 980 ! #     1,460   3.0   7,590 ! 0.3 !   29,470   60.3   295,160   13.0  
Middle 200 ! 1.3 ! 250 ! #     490   3.2   980   0.1     590   3.9   1,740 ! 0.2 !   13,560   88.8   238,840   25.4  
High school 240   2.0   340   #     620   5.1   1,310   0.1     870   7.1   2,890   0.2 !   10,820   88.4   157,010   12.7  
Combined           280 ! 4.4 ! 330 ! 0.1 !   310 ! 4.8 !       4,520   71.2   34,330   11.5  
                                                                       
Enrollment size                                                                      
Less than 300                     440 ! 2.3 !       10,960   58.1   62,950   15.4  
300–499                     1,210   4.8   6,430 ! 0.6 !   16,940   67.3   156,710   15.1  
500–999 190   0.6   280 ! #     750   2.5   1,470   0.1     930   3.1   3,520 ! 0.2 !   22,110   74.2   314,490   16.1  
1,000 or more 160   1.8   220   #     640   7.2   1,340   0.1     640   7.2   1,300   0.1     8,370   93.6   191,190   14.3  
                                                                       
Urbanicity                                                                      
City 150 ! 0.7 ! 190 ! #     700   3.2   1,460   0.1 !   1,170   5.5   3,070 ! 0.2 !   15,420   71.7   249,150   18.1  
Suburb 150 ! 0.6 ! 210 ! #     370   1.6   720   #     1,100   4.6   5,300 ! 0.3 !   16,660   69.9   231,940   14.0  
Town 70 ! 0.6 ! 110 ! #     320 ! 2.7 ! 500 ! 0.1 !   500 ! 4.1 ! 2,560 ! 0.4 !   9,260   76.8   92,680   15.7  
Rural 70 ! 0.3 ! 70 ! #     490 ! 1.9 ! 930 ! 0.1 !   450   1.8         17,030   67.2   151,560   13.6  
                                                                       
Crime level where students live6                                                                      
High 80 ! 1.4 ! 90 ! #     110 ! 1.8 ! 200 ! 0.1     570 ! 9.7         5,350   90.2   104,610   27.1  
Moderate 130 ! 0.7 ! 200 ! #     570   3.1   1,390   0.1 !   740   4.0   3,020 ! 0.3 !   14,160   76.9   206,590   20.1  
Low 130 ! 0.3   160 ! #     900   1.9   1,500 ! 0.1     1,340   2.8   8,340 ! 0.3 !   30,790   64.5   269,430   10.3  
Mixed 100 ! 0.9 ! 130 ! #     310 ! 2.9 ! 510   0.1     570   5.3   1,240 ! 0.2 !   8,070   75.7   144,710   20.6  
                                                                       
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students                                                                     
Less than 5 percent           310 ! 2.6 !                 7,670   65.3   67,950   14.6  
5 to less than 20 percent 110 ! 0.5 ! 150 ! #     220   1.1   330   #     380 ! 1.8 ! 780 ! 0.1 !   13,310   63.6   109,790   9.8  
20 to less than 50 percent 100 ! 0.5 ! 120 ! #     520   2.6   840   0.1     960   4.8   5,190 ! 0.4 !   14,420   72.2   180,800   14.2  
50 percent or more 200 ! 0.7 ! 290 ! #     830   2.7   1,800   0.1     1,600   5.3   5,980   0.3     22,980   76.3   366,800   19.6  
                                                                       
Percent of students eligible for free or reduced-price lunch                                                                      
0–20 percent 60 ! 0.4 ! 70 ! #     190   1.4   290   #     320 ! 2.3 ! 880 ! 0.1 !   7,870   57.9   67,730   7.1  
21–50 percent 150   0.6   160 ! #     710   2.7   1,300 ! 0.1 !   950   3.6   3,220   0.2 !   18,470   70.4   193,830   12.5  
More than 50 percent 230   0.5 ! 350   #     980   2.3   2,020   0.1     1,950   4.5   10,240 ! 0.5 !   32,040   74.6   463,790   20.8  
                                                                       
Percent of students below 15th percentile on standardized tests                                                                      
0–5 percent 100 ! 0.3 ! 110 ! #     690   2.1   900   #     1,300   3.9   5,650 ! 0.3 !   20,730   62.7   195,170   10.7  
6–15 percent 150   0.5 ! 170 ! #     730   2.4   1,510   0.1     860   2.9         22,060   73.7   255,960   14.4  
More than 15 percent 190 ! 1.0 ! 300 ! #     460   2.3   1,190   0.1     1,070   5.4   4,330 ! 0.4 !   15,590   78.9   274,210   24.2  
                                                                       
Percent of students likely to attend college                                                                      
0–35 percent 80 ! 0.5 ! 130 ! #     370 ! 2.0 ! 930 ! 0.1 !   450   2.4   1,710 ! 0.2 !   13,370   73.1   205,050   22.2  
36–60 percent 160   0.7   200 ! #     680   2.9   1,080   0.1     1,080   4.6   3,210 ! 0.3 !   18,290   77.6   250,600   19.9  
More than 60 percent 200   0.5   250   #     830   2.0   1,600 ! 0.1     1,690   4.1   9,410 ! 0.4 !   26,720   65.3   269,690   10.6  
                                                                       
Percent of students who consider academic achievement important                                                                      
0–25 percent           120 ! 2.5 !       170 ! 3.5 ! 250 ! 0.1 !   3,330   70.8   43,360   18.9  
26–50 percent 110 ! 0.9 ! 120 ! #     390   3.2   780 ! 0.1 !   360 ! 3.0 ! 1,440 ! 0.2 !   9,470   77.9   143,930   21.3  
51–75 percent 80 ! 0.4 ! 130 ! #     640   2.7   920   0.1     760   3.3   2,450 ! 0.2 !   18,600   79.8   254,610   19.9  
More than 75 percent 230   0.5 ! 290   #     730   1.7   1,560 ! 0.1     1,930   4.5   10,190 ! 0.4 !   26,980   63.3   283,440   11.1  
                                                                       
Percent male enrollment                                                                      
0–44 percent     120 !         220 !     360 ! 4.3 ! 2,110 ! 0.5 !   5,690   68.2   59,020   13.9  
45–55 percent 320   0.5   440   #     1,660   2.5   3,200   0.1     2,810   4.3   12,140   0.3 !   47,450   71.9   617,210   15.7  
More than 55 percent                               5,230   62.0   49,110   13.2  
                                                                       
Student-to-FTE ratio7                                                                      
Less than 12 students 110 ! 0.9 ! 130 ! #     140 ! 1.1 ! 240 ! 0.1     250 ! 2.0 !       8,380   68.1   69,270   16.5  
12–16 students 100 ! 0.3 ! 160 ! #     830   2.5   1,570   0.1     1,470   4.5   8,790 ! 0.5 !   23,430   71.9   293,100   16.8  
More than 16 students 230   0.6   290   #     910   2.4   1,800   0.1     1,510   4.0   3,860 ! 0.2     26,570   70.1   362,970   14.1  
                                                                       
Number of classroom changes 8                                                                      
0–3 changes                     590   3.1 ! 2,330 ! 0.3 !   10,250   54.1   94,870   10.5  
4–6 changes 120 ! 0.3 ! 200 ! #     730   2.0   1,290   0.1     1,520   4.1   4,410   0.2     26,710   71.7   330,040   15.0  
More than 6 changes 320   1.2   380   #     1,000   3.8   1,800   0.1 !   1,110   4.2   7,590 ! 0.5 !   21,410   80.5   300,430   18.3  
                                                                       
Regular use of law enforcement 9                                                                      
Regular use 350   1.0   450   #     1,200   3.4   2,410   0.1     1,910   5.4   10,090 ! 0.4 !   28,620   80.9   472,840   17.7  
No regular use 90 ! 0.2 ! 140 ! #     680 ! 1.4 ! 1,200 ! 0.1     1,310   2.8   4,240   0.2 !   29,750   62.8   252,500   12.2  
                                                                       
Number of serious discipline problems10                                                                      
No problems 210   0.4   290 ! #     1,100   1.8   2,390   0.1     1,950   3.3   7,230   0.2 !   38,140   63.8   352,190   11.0  
1 problem 50 ! 0.4 ! 100 ! #     400   2.9   580   0.1     620   4.4         11,890   84.8   161,560   18.1  
2 problems           200   4.7   310   0.1 !   160 ! 3.9 !       3,750   89.6   96,030   31.9  
3 or more problems 110 ! 2.4 ! 120 ! #     190   3.9   340 ! 0.1 !   480 ! 10.1 !       4,600   96.2   115,560   33.8  
                                                                       
Transfers as a percentage of enrollment11                                                                      
Less than 6 percent 50 !   60 !               710   3.5   2,000 ! 0.2 !   11,840   59.0   95,080   8.5  
6 to less than 11 percent 110 ! 0.6 ! 170 ! #     290   1.6   470   #     910   4.9   3,170 ! 0.3 !   12,810   69.0   129,130   12.4  
11 to less than 21 percent 110 ! 0.5 ! 120 ! #     710   3.2   1,130   0.1     810   3.6   2,470 ! 0.2 !   16,260   72.5   207,980   15.6  
21 percent or more 170 ! 0.8 ! 240 ! #     590   2.7   1,390   0.1 !   790   3.6         17,470   80.5   293,140   23.8  
                                                                       
Prevalence of schoolwide
disruptions12
                                                                     
No disruptions 380   0.5   500   #     1,750   2.2   3,380   0.1     2,960   3.8   13,970   0.3     54,700   69.7   669,290   15.1  
Any disruptions     90 !     140   3.2   230 ! 0.1 !   270 ! 6.2 ! 360 ! 0.1 !   3,670   86.0   56,050   18.8  
                                                                       
Percent of students absent on a daily basis                                                                       
0–2 percent                               3,010   56.0   32,940 ! 11.1 !
3–5 percent 170 ! 0.3 ! 230 ! #     850   1.8   1,560   0.1     1,490   3.1   6,640 ! 0.3 !   32,220   66.7   338,500   12.8  
6–10 percent 210   0.8   230   #     760   3.1   1,480   0.1     1,320   5.4   5,350 ! 0.4 !   19,900   80.6   300,750   19.9  
More than 10 percent           120 ! 2.7 ! 410 !     240 ! 5.5 !       3,240   74.1   53,160   19.1  
#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 represents more than 50 percent of the estimate.
1Rape was defined for respondents as "forced sexual intercourse (vaginal, anal, or oral penetration). Includes penetration from a foreign object."
2Sexual battery was defined for respondents as an "incident that includes threatened rape, fondling, indecent liberties, child molestation, or sodomy. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)."
3Physical attack or fight was defined for respondents as an "actual and intentional touching or striking of another person against his or her will, or the intentional causing of bodily harm to an individual."
4Weapon 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."
5Primary 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.
6Respondents 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."
7Student-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.
8Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
9Respondents were asked, "During the 2009–10 school year, did you have any security guards, security personnel, or sworn law enforcement officers present at your school at least once a week?"
10Serious 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 for teachers 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.
11Transfers 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.
12Schoolwide 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), 2009–10 School Survey on Crime and Safety (SSOCS).