Skip Navigation

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 2009–10

 
  Hate Crime1     Gang-related crime2     Gang-related hate crime1,2  
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 2,360   2.9   8,000   0.2     3,970   4.8   26,720   0.6     750   0.9   4,140   0.1 !
                                                     
Level3                                                    
Primary 780 ! 1.6 !       670 ! 1.4 !              
Middle 760   5.0   3,150   0.3 !   1,300   8.5   10,420   1.1     220   1.4 ! 1,890 ! 0.2 !
High school 720   5.8   2,420   0.2     1,820   14.9   11,260   0.9     320   2.6   1,320   0.1 !
Combined           170 ! 2.7 !              
                                                     
Enrollment size                                                    
Less than 300           260 ! 1.4 ! 640 ! 0.2 !          
300–499 730   2.9   1,520 !     750   3.0   2,660 ! 0.3            
500–999 740   2.5   2,780   0.1 !   1,170   3.9   8,380 ! 0.4 !   250 ! 0.8 ! 1,760 ! 0.1 !
1,000 or more 640   7.2   2,840 ! 0.2 !   1,790   20.0   15,040   1.1     240   2.7   1,200 ! 0.1 !
                                                     
Urbanicity                                                    
City 940   4.4   4,940 ! 0.4 !   2,020   9.4   18,300   1.3     430 ! 2.0 ! 3,290 ! 0.2 !
Suburb 650   2.7   1,440   0.1     1,120   4.7   5,530   0.3     220 ! 0.9 ! 540 ! #  
Town 240   2.0   520 ! 0.1 !   390   3.3   1,870   0.3 !          
Rural 540 ! 2.1 ! 1,100 ! 0.1 !   440   1.7   1,030   0.1     70 ! 0.3 !    
                                                     
Crime level where students live4                                                    
High 570   9.6   3,510 ! 0.9 !   860   14.5   7,540 ! 2.0     290 ! 4.9 ! 2,120 ! 0.5 !
Moderate 500 ! 2.7 ! 1,360 ! 0.1 !   1,310   7.1   12,020 ! 1.2     190 ! 1.0 ! 1,190 ! 0.1 !
Low 820   1.7   1,920   0.1     1,240   2.6   4,650   0.2     130 ! 0.3 ! 510 ! #  
Mixed 470   4.4   1,210 ! 0.2 !   560   5.2   2,510   0.4     150 ! 1.4 ! 320 ! #  
                                                     
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students                                                     
Less than 5 percent 250 ! 2.1 ! 460 ! 0.1 !             60 ! 0.5 ! 190 ! #  
5 to less than 20 percent 220   1.1   550 ! #     290   1.4   640   0.1            
20 to less than 50 percent 420   2.1   950   0.1     940   4.7   4,200   0.3     60 ! 0.3 !    
50 percent or more 1,470   4.9   6,030   0.3 !   2,730   9.1   21,830   1.2     570   1.9   3,760 ! 0.2 !
                                                     
Percent of students eligible for free or reduced-price lunch                                                    
0–20 percent 370   2.7   680   0.1     200   1.5   630   0.1     90 ! 0.7 ! 200 ! #  
21–50 percent 770   2.9   1,790   0.1     1,000   3.8   4,650   0.3     80 ! 0.3 ! 230 ! #  
More than 50 percent 1,230   2.9   5,530 ! 0.2 !   2,770   6.4   21,440   1.0     580   1.3   3,710 ! 0.2  
                                                     
Percent of students below 15th percentile on standardized tests                                                    
0–5 percent 730   2.2   1,400   0.1     840   2.5   5,610 ! 0.3 !   140   0.4 !    
6–15 percent 950   3.2   3,880 ! 0.2 !   1,460   4.9   9,120   0.5     320 ! 1.1 !    
More than 15 percent 680   3.5   2,720 ! 0.2 !   1,680   8.5   11,990   1.1     290 ! 1.5 ! 2,030 ! 0.2 !
                                                     
Percent of students likely to attend college                                                    
0–35 percent 560   3.1   3,050 ! 0.3 !   1,130   6.2   9,970   1.1     210 ! 1.1 !    
36–60 percent 590   2.5   1,990   0.2     1,240   5.3   8,320   0.7     280 ! 1.2 ! 1,670 !  
More than 60 percent 1,210   3.0   2,960   0.1 !   1,600   3.9   8,420 ! 0.3 !   270 ! 0.7   630 ! #  
                                                     
Percent of students who consider academic achievement important                                                    
0–25 percent 120 ! 2.5 !       360   7.6   2,350 ! 1.0 !          
26–50 percent 380   3.1         710   5.8   6,140   0.9     220 ! 1.8 !    
51–75 percent 720   3.1   1,990 ! 0.2     1,260   5.4   7,620   0.6     140 ! 0.6 ! 530 ! #  
More than 75 percent 1,150   2.7   2,470   0.1     1,640   3.9   10,610 ! 0.4 !   330 ! 0.8 !    
                                                     
Percent male enrollment                                                    
0–44 percent 210 ! 2.5 !       350   4.2   1,840 ! 0.4 !   170 ! 2.1 ! 560 !  
45–55 percent 1,910   2.9   6,480   0.2     3,450   5.2   23,930   0.6     460   0.7   2,450 ! 0.1  
More than 55 percent 240 ! 2.9 ! 490 ! 0.1 !   170 ! 2.0 ! 950 ! 0.3 !          
                                                     
Student-to-FTE ratio5                                                    
Less than 12 students 390 ! 3.2 !       300 ! 2.5 !              
12–16 students 720   2.2   2,600 !     1,270   3.9   5,670   0.3     390 ! 1.2 ! 1,920 ! 0.1 !
More than 16 students 1,250   3.3   3,920   0.2     2,400   6.3   19,410   0.8     300   0.8   1,140 ! #  
                                                     
Number of classroom changes6                                                    
0–3 changes           290 ! 1.5 ! 1,540 ! 0.2 !          
4–6 changes 810   2.2   3,410 ! 0.2 !   2,040   5.5   13,990   0.6     210   0.6   980 ! #  
More than 6 changes 1,220   4.6   3,790   0.2 !   1,640   6.2   11,190   0.7     360   1.4   2,220 !  
                                                     
Regular use of law enforcement 7                                                    
Regular use 1,440   4.1   5,000   0.2     3,160   8.9   24,530   0.9     530   1.5   3,140 ! 0.1 !
No regular use 920 ! 2.0 ! 3,000 !     810   1.7   2,180   0.1 !   220 ! 0.5 !    
                                                     
Number of serious discipline problems8                                                    
No problems 1,170   2.0   2,530   0.1     1,700   2.8   8,270   0.3     310   0.5 ! 1,550 ! #  
1 problem 460 ! 3.3 ! 1,390 ! 0.2 !   930   6.7   4,640   0.5 !          
2 problems 250   5.9         430   10.2   1,940   0.6 !   140 ! 3.4 ! 520 ! 0.2 !
3 or more problems 480   10.0   3,190 ! 0.9 !   910   19.1   11,870   3.5     130 ! 2.7 !   0.5 !
                                                     
Transfers as a percentage of enrollment9                                                    
Less than 6 percent 450 ! 2.2 ! 1,270 ! 0.1 !   380   1.9   1,650 ! 0.1 !   160 ! 0.8 ! 340 ! #  
6 to less than 11 percent 720   3.9   2,140 ! 0.2 !   750   4.0   4,230   0.4     140   0.8      
11 to less than 21 percent 560   2.5   1,300   0.1     1,170   5.2   5,860   0.4     310 ! 1.4 !    
21 percent or more 630   2.9   3,290 ! 0.3 !   1,670   7.7   14,970   1.2     140   0.7   890 ! 0.1 !
                                                     
Prevalence of schoolwide
disruptions10
                                                   
No disruptions 2,010   2.6   7,080   0.2     3,390   4.3   24,370   0.5     660   0.8   3,850 ! 0.1 !
Any disruptions 350 ! 8.3 !       580   13.7   2,350   0.8     90 ! 2.1 !    
                                                     
Percent of students absent on a daily basis                                                     
0–2 percent           160 ! 3.0 !              
3–5 percent 1,420   2.9   5,010 ! 0.2 !   1,680   3.5   8,330   0.3     420 ! 0.9 ! 2,470 ! 0.1 !
6–10 percent 680   2.8   2,060   0.1 !   1,660   6.7   13,760   0.9     250   1.0   980 ! 0.1  
More than 10 percent 180   4.2         460   10.6   3,990 ! 1.4 !          
#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.
1A 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."
2Gang 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."
3Primary 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.
4Respondents 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.
5Student-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.
6Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
7Respondents 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?"
8Serious 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.
10Schoolwide 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).