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Table 6.   Number and percentage of public schools reporting at least one incident of the distribution, possession, or use of illegal drugs or alcohol at school, or of vandalism at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2009–10

 
  Distribution, possession, or use of illegal drugs     Distribution, possession, or use of alcohol     Vandalism1  
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  
All public schools 20,300   24.6   115,900   2.4     11,700   14.1   40,700   0.9     37,900   45.8   171,500   3.6  
                                                     
Level2                                                    
Primary 1,700   3.5   3,100   0.1 !   1,000   2.1   1,100   0.1     18,500   37.9   66,300   2.9  
Middle 6,800   44.7   24,600   2.6     3,000   19.7   7,200   0.8     8,500   55.5   46,200   4.9  
High school 9,400   77.2   78,700   6.4     6,300   51.6   29,300   2.4     7,600   62.5   49,400   4.0  
Combined 2,400   37.3   9,400   3.1     1,300   20.9   3,000   1.0     3,300   51.9   9,700   3.3  
                                                     
Enrollment size                                                    
Less than 300 2,200   11.7   6,200   1.5     1,200   6.2   2,300   0.6     6,400   33.9   18,500   4.5  
300–499 3,800   15.0   9,400   0.9     2,200   8.7   3,500   0.3     11,000   43.7   39,200   3.8  
500–999 7,300   24.6   27,100   1.4     3,400   11.3   10,700   0.5     14,100   47.2   57,800   3.0  
1,000 or more 7,000   78.4   73,200   5.5     5,000   55.5   24,100   1.8     6,500   72.4   56,000   4.2  
                                                     
Urbanicity                                                    
City 6,000   27.8   44,200   3.2     3,200   14.9   13,700   1.0     12,200   56.9   72,300   5.3  
Suburb 5,300   22.4   36,500   2.2     3,700   15.5   14,100   0.8     11,300   47.2   49,300   3.0  
Town 3,100   25.5   14,700   2.5     1,500   12.8   4,800   0.8     5,400   44.7   17,800   3.0  
Rural 5,900   23.4   20,500   1.8     3,200   12.7   8,000   0.7     9,100   35.7   32,100   2.9  
                                                     
Crime level where students live3                                                    
High 2,300   39.2   15,900   4.1     1,000   17.2   3,600   0.9     3,900   66.0   29,700   7.7  
Moderate 4,600   25.2   31,600   3.1     3,000   16.5   10,900   1.1     9,700   52.4   49,200   4.8  
Low 10,000   20.9   47,700   1.8     6,000   12.6   19,600   0.8     18,600   38.9   65,800   2.5  
Mixed 3,400   31.8   20,800   3.0     1,600   15.0   6,600   0.9     5,800   54.2   26,800   3.8  
                                                     
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students                                                     
Less than 5 percent 2,500   21.0   8,300   1.8     1,400   11.8   3,100   0.7     4,500   38.7   12,500   2.7  
5 to less than 20 percent 4,600   21.8   20,200   1.8     2,600   12.2   9,700   0.9     8,100   38.6   26,900   2.4  
20 to less than 50 percent 5,300   26.4   31,300   2.5     3,100   15.4   11,600   0.9     8,900   44.7   40,800   3.2  
50 percent or more 8,000   26.6   56,100   3.0     4,700   15.5   16,400   0.9     16,400   54.4   91,300   4.9  
                                                     
Percent of students eligible for free or reduced-price lunch                                                    
0–20 percent 2,800   20.3   17,400   1.8     2,000   14.7   9,000   0.9     5,200   38.5   21,000   2.2  
21–50 percent 7,300   27.9   42,300   2.7     4,300   16.5   16,300   1.0     12,300   47.0   47,300   3.1  
More than 50 percent 10,200   23.8   56,200   2.5     5,400   12.5   15,400   0.7     20,400   47.5   103,200   4.6  
                                                     
Percent of students below 15th percentile on standardized tests                                                    
0–5 percent 6,000   18.3   30,700   1.7     3,900   11.9   13,200   0.7     13,200   40.0   49,600   2.7  
6–15 percent 7,800   26.0   42,000   2.4     4,100   13.7   14,900   0.8     14,600   48.9   66,800   3.8  
More than 15 percent 6,500   33.0   43,100   3.8     3,600   18.4   12,600   1.1     10,100   51.0   55,100   4.9  
                                                     
Percent of students likely to attend college                                                    
0–35 percent 4,500   24.7   29,200   3.2     2,100   11.3   8,200   0.9     9,000   49.1   50,200   5.4  
36–60 percent 6,400   27.2   31,900   2.5     3,300   13.8   10,500   0.8     11,300   47.8   43,300   3.4  
More than 60 percent 9,400   22.9   54,800   2.1     6,400   15.5   22,000   0.9     17,700   43.3   78,000   3.1  
                                                     
Percent of students who consider academic achievement important                                                    
0–25 percent 1,500   32.1   10,400   4.6     600   12.5   2,100   0.9     2,200   46.2   14,300   6.2  
26–50 percent 4,100   33.9   23,600   3.5     2,100   17.2   7,300   1.1     6,600   54.3   33,800   5.0  
51–75 percent 6,400   27.3   33,600   2.6     3,700   15.8   11,000   0.9     11,300   48.3   50,400   3.9  
More than 75 percent 8,300   19.5   48,200   1.9     5,300   12.5   20,400   0.8     17,900   42.0   73,000   2.9  
                                                     
Percent male enrollment                                                    
0–44 percent 1,800   21.7   8,200   1.9     1,000   12.0   2,800   0.7     3,100   37.3   12,600   3.0  
45–55 percent 17,000   25.8   101,300   2.6     9,700   14.6   35,600   0.9     31,000   47.0   145,100   3.7  
More than 55 percent 1,500   17.9   6,400   1.7     1,000   12.2   2,300   0.6     3,800   44.9   13,800   3.7  
                                                     
Student-to-FTE ratio4                                                    
Less than 12 students 2,400   19.9   7,800   1.9     1,600   12.8   3,600   0.9     5,500   44.3   19,200   4.6  
12–16 students 7,400   22.8   35,000   2.0     4,200   12.9   13,300   0.8     14,300   43.8   59,100   3.4  
More than 16 students 10,400   27.6   73,100   2.8     5,900   15.6   23,700   0.9     18,200   48.1   93,200   3.6  
                                                     
Number of classroom changes5                                                    
0–3 changes 1,000   5.3   5,700   0.6     800   4.1   1,800   0.2     7,200   38.1   26,900   3.0  
4–6 changes 9,300   25.0   59,900   2.7     5,400   14.4   21,000   1.0     16,700   45.0   83,000   3.8  
More than 6 changes 10,000   37.6   50,300   3.1     5,500   20.8   17,800   1.1     14,000   52.6   61,700   3.8  
                                                     
Regular use of law enforcement 6                                                    
Regular use 15,000   42.3   99,900   3.7     8,500   24.1   35,100   1.3     19,800   55.8   105,600   4.0  
No regular use 5,400   11.3   16,000   0.8     3,100   6.6   5,700   0.3     18,200   38.4   65,900   3.2  
                                                     
Number of serious discipline problems7                                                    
No problems 11,700   19.5   59,500   1.9     6,800   11.3   22,800   0.7     23,700   39.6   87,800   2.7  
1 problem 4,800   34.2   25,700   2.9     2,600   18.8   8,000   0.9     8,100   58.1   42,700   4.8  
2 problems 1,700   41.2   12,200   4.1     800   19.9   4,200   1.4     2,800   66.1   13,700   4.5  
3 or more problems 2,200   45.0   18,500   5.4     1,400   30.1   5,700   1.7     3,400   70.5   27,400   8.0  
                                                     
Transfers as a percentage of enrollment8                                                    
Less than 6 percent 3,800   18.9   14,700   1.3     2,300   11.5   6,600   0.6     8,200   40.9   31,700   2.8  
6 to less than 11 percent 4,300   23.4   22,200   2.1     2,700   14.7   10,800   1.0     8,600   46.4   35,200   3.4  
11 to less than 21 percent 6,700   29.8   37,000   2.8     3,500   15.7   12,300   0.9     10,500   46.9   45,600   3.4  
21 percent or more 5,500   25.4   42,000   3.4     3,100   14.3   11,000   0.9     10,600   48.8   59,000   4.8  
                                                     
Prevalence of schoolwide
disruptions9
                                                   
No disruptions 18,800   23.9   101,500   2.3     10,800   13.7   36,800   0.8     35,100   44.7   148,300   3.3  
Any disruptions 1,600   36.7   14,400   4.8     900   21.8   3,900   1.3     2,800   66.6   23,200   7.8  
                                                     
Percent of students absent on a daily basis                                                     
0–2 percent 700   13.2   3,900   1.3     600   11.0   1,900   0.7     1,900   34.5   7,000   2.4  
3–5 percent 8,600   17.8   40,700   1.5     4,600   9.6   15,400   0.6     20,700   42.8   89,000   3.4  
6–10 percent 8,900   36.2   57,500   3.8     5,500   22.1   19,500   1.3     13,200   53.6   65,900   4.4  
More than 10 percent 2,100   47.4   13,800   5.0     1,000   22.7   3,900   1.4     2,200   49.3   9,600   3.4  
!Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
1Vandalism was defined for respondents as "the willful damage or destruction of school property including bombing, arson, graffiti, and other acts that cause property damage. This includes damage caused by computer hacking."
2Primary 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.
3Respondents 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."
4Student-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.
5Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
6Respondents 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?"
7Serious 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.
8Transfers 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.
9Schoolwide 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).